Using Core Academic Standards as the Foundation for Quality Differentiation. Jan W. Lanham, PhD firstname.lastname@example.org. QUALITIES WE WANT FOR OUR STUDENTS:. Gifted students are students who are college and career ready: Demonstrate independence Possess a strong content knowledge - PowerPoint PPT Presentation
Jan W. Lanham, PhDjan.email@example.comUsing Core Academic Standards as the Foundation for Quality Differentiation
Gifted students are students who are college and career ready:Demonstrate independencePossess a strong content knowledgeKnow how to access informationRespond to the varying demands of audience, task, purpose, and disciplineComprehend as well as critiqueValue evidenceUse technology and digital media strategically and capablyUnderstand/appreciate other perspectives & culturesQUALITIES WE WANT FOR OUR STUDENTS:
Purposeful attention to each element of Literacy (Listening, Speaking, Reading, and Writing)Differentiated material (content), processes, and products.
Barriers to Effective DifferentiationCurriculum maps/pacing guides that dictate reading material for all..Rigid expectations for grade level literatureAvailability of resources/reading texts/class setsLimited/no grouping; reliance on whole group processesLimited awareness of what reflects progressDifferentiation is harder than one size fits allExpectation is that instruction will foster growth for EVERY student, including those who are performing at high levels. Pacing, instructional planning, and delivery must be responsive to student strengths and needs.
KCAS Standards CANNOT be an excuse for one-size fits all!Anchor Standards and Standards of Mathematical PracticeKentuckys Core Academic StandardsDeconstructedQuality Curriculum MapsEffective Unit PlanningDiagnostic Pre-assessment to determine instructional readiness and needRigorous, high-level success criteria established and communicatedResponsive lesson planning to assure continuous progressAccurate assessment with opportunity for student self-assessment and goal-setting
Foundational instructional standards in place K-12 that serve as the basis for all skills planningApplication standards that reflect what students are expected to be able TO DO WITH the skills in each content areaKEY TO GIFTED PLANNINGAnchor Standards
READING ANCHOR STANDARDSR1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.R3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.R5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.R6. Assess how point of view or purpose shapes the content and style of a text.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.R9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.R10. Read and comprehend complex literary and informational texts independently and proficientlyWRITING ANCHOR STANDARSW1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.W7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
W10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.LANGUAGE ANCHOR STANDARDSL1. Demonstrate command of the conventions of standardEnglish grammar and usage when writing or speaking.
L2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L3. Applyknowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.L5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and careerreadiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
SPEAKING AND LISTENING ANCHOR STANDARDSSL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.SL3. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric.SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
CCSS.MP1 Make sense of problems and persevere in solving them.CCSS.MP2 Reason abstractly and quantitatively.CCSS. MP3 Construct viable arguments and critique the reasoning of others.CCSS. MP4 Model with mathematics.CCSS. MP5 Use appropriate tools strategically.CCSS. MP6 Attend to precision.CCSS. MP7 Look for and make use of structure.CCSS. MP8 Look for and express regularity in repeated reasoning.Standards of Mathematical PracticeGrade Level/ Course: 4th Grade Standard with code: 4.OA.4 Find all factor pairs for a whole number in the range 1100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1100 is prime or composite. Domain: Operations and Algebraic Thinking Cluster: Gain familiarity with factors and multiples. Type: ______Knowledge ___X___Reasoning ______Performance Skill ______Product
Kentucky Core Academic StandardsKnowledge Targets Reasoning Targets Performance Skills Targets Product Targets Define prime and composite numbers. Determine if a given whole number (1-100)
Know strategies to determine whether is a multiple of a given one-digit number. a whole number is prime or composite.
Identify all factor pairs for any given number 1-100. Recognize that a whole number is a multiple of each of its factors. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Become knowledgeable about the standards and the targets represented as they have been deconstructedReference the relevant national standards/organizations and the intent behind those standardsBe an active participant in the process at the district levelAdvocate for high level mastery criteriaAdvocate for flexibility in leveling of exposures based on the new standards
Kentuckys Core Academic StandardsDeconstructed
14Universal themes are BIG IDEAS. It is important to look at links between college & career readiness goals and the overarching themes of these big ideas!!
Instructional planning should provide a strong foundation that supports CONNECTIONS between and among skills and topics. In order to help students use high-level thinking and see connections, it is important to build the curriculum maps under the umbrella of universal themes.
Unit Planning Using Universal Themes Change
Big ideas within the theme are: patterns allow for predictionpatterns