Module #2: Elementary

Tania S. PryorSeattle Pacific University

Summer 2014

What I Know About the Common Core

While I feel as if I have a somewhat of a good handle of what the Common Core State Standards (CCSS) are and what there intended intention with adopting the standards, I still feel as if I have a long ways to go in order for me to become a master of them.

I am one of the few of the lucky ones. My principal decided that we were going to start tackling the CCSS long before they were officially implemented. For the last four years my principal and staff have participated in a wide variety of seminars and professional development trainings centered on the CCSS.

If my knowledge of the CCSS were solely based upon the seminars and trainings I have received at my school I would still be far ahead of many teachers. However, my knowledge has also been expanded due to being in the Master’s program at SPU. Last quarter in the Curriculum Design class we delved into the CCSS. Dr. Terry Bergeson came and discussed how the CCSS will transform education in our state and also stated that due to the fact our state EALR’s are so rigorous it will be a less dramatic change for students in the state of Washington.

The facts I know about the Common Core State Standards are: The Chief States Schools Officers created the common core in order to

increase rigor in schools, to ensure that all students are receiving the same education, and to clearly define of what achievement is.

The Common Core State Standards (CCSS) were designed backwards. The Chief State Schools Officers asked higher education and future employees what they would like to see in a student or future employee. They then took the schools stated and developed a list of power standards. After the list of Power Standards were developed they then backwards plan from 12th to Kindergarten in order to achieve these goals.

CCSS are meant to level the playing field, so a student moving from the south will not have a difficult transition moving to a school in the Northwest.

The CCSS make sense and have a logical progression both vertically (development of a certain skill; ie. ELA) and horizontally (across academic years).

There are CCSS in Math, Reading, Writing, and English Language Arts. There are not specific standards to History/Social Studies and Science, but they are considered covered in the other standards by what the standards ask students to do. For example, there isn’t a specific social studies standard but if you click on 6-8th grade on the tab it will take you to an ELA standard about citing evidence on the CCSS website.

The Gates foundation has contributed financially to the development of the CCSS.

The CCSS also incorporate speaking and listening as assessed skills. The CCSS is to ensure that students are ready for college and to assume their

place in the work force. Teachers developed the CCSS. CCSS are to increase teacher flexibility instead of limiting it. Teachers do not

have to teach to curriculum as long as they are teaching to the standards.

There are anchor standards that anchor all of the other standards. Teachers are developing “super” standards at each grade level. Meaning they

are determining which ones are the most important and focusing their teaching on those and skimming over the lesser standards.

CCSS do not address the special education population. Guidance has not been given on how to implement CCSS and meet IEP goals and objectives.

Videos: All videos are from the website, Teaching Channel, recommended in the syllabus.

#1: Aligning Curriculum Within and Across Grades (7 min, 29 seconds)

The focus in this video was curriculum mapping. The participants in the video relayed the importance of having everyone on the same page. One of the main ways that they ensure that all are on the same page is the development of curriculum maps. They call these curriculum maps the 5 ins and 5 outs of each grade level. These maps include the 5 things teachers want there students to do as they come to them and the 5 things all of their students should be able to do when they leave them. The development of these curriculum maps is an ongoing process requiring difficult conversations among the teachers. The teachers build engagement through constantly assessing and realigning the maps based off of the students needs keeping the 5 ins and outs in mind.

#2: Moving Beyond Brainstorming (9 min, 23 seconds)

This teacher showed the steps on teaching students how to pile information after completing a brainstorming activity. This activity is a baby step into organizing their information for their papers. The teacher has students complete a simple brainstorm (i.e. 3 minute brainstorm about names of shows on t.v.). The next day she had them generate their “piles” and sort their t.v. shows names into them. Some of the piles were action, comedy, reality, sports, etc. She then ended the lesson telling them that what they will be doing tomorrow regarding the piles and organization. This teacher had a Bellwork slide up when the students walked in. The Bellword slide reminded them of what they did yesterday and she asked them why they were learning it. Her Bellwork slide said, “On a blank sheet of paper, please tell me: Why do we brainstorm? Is it easy or difficult for you? Why? How do you think brainstorming may help the rest of your writing process?” The teacher also had her learning targets and activities posted on the white board. Her learning targets were: (1) I can discuss and analyze “To Kill a Mockingbird” with the class. (2) I can organize my brainstorming into groups (piles) that make sense. She then had the students pile their previous days brainstorm into piles. She modeled a I do, we do, you do activity.

#3: The Writing Recipe- Structure for Ells (7 min, 21 seconds)

This teacher modeled a hands-on activity/recipe on how to write a 5-paragraph paper. She gave each student 5 large note cards and had them outline them with different colors; black for both the intro and conclusion, red for the first body paragraph, blue for the second body paragraph, and green for the third body paragraph. She then showed them how to write an introduction using the writing prompt with making minor changes in the wording and adding missing information. She then showed them how each body box was for one of their ideas and how to write it. She then taught them the conclusion is basically the same thing as the introduction, just using different words. She had each student tape these boxes together all the same way.

#4: Interacting with complex texts: Scaffolding Reading, Meaning Making (6 min, 51 seconds)

In this video the instructor believes that by creating and giving students focus questions why they are reading that they will be able to attack complex reading texts. Students are broken up into small groups. Each student is assigned a focus question that they must be able to answer by the time they are done reading the complex text. This child then becomes the expert of that question and when the time comes that child relays the information to the rest of the group. At the end of the session the teacher asks the focus questions to the entire class and have a class discussion on what they learned.

#5: Using Questions to Develop Understanding (2 min, 5 seconds)

The whole point that this educator was trying to convey is that she believes that students learn more when they are being asked questions. She uses questions to assess for understanding, to have students go deeper into the material, and to ensure engagement. She believes that constant and consistent questioning makes students rely on what they know rather then what someone else knows. #6: Writing to Learn (2 minutes)

Red Body #1

Black Introduction

Blue Body #2

Green Body #2

Black Conclusion

This teacher is simply trying to get her students to write. She does this by having the students Write to Learn or Write to Think. Writing to Learn happens after she has taught her class a new concept or has given them new information. She asks them a simple question and gives them two minutes to write about it. These writing assignments are not graded; she does it so they can solidify what they have learned for that day. Write to Think is a way for students to process information in their own way. It is used to help students organize their thoughts. Once again this writing assignment is not graded.

#7: Study Habits and College Readiness (6 min, 42 seconds)

This video was about a teacher who is teaching students different study and life skills to help them transition from middle school to high school. This video really didn’t highlight any instructional strategies but stressed the importance of teaching students how to study. She did mention the importance of placing these skills into context for students.

Grade 5 Writing: Informative/Explanatory Rubric Template:

Standard Below Approaching Meeting ExceedingCCSSELA-LiteracyW.5.2.A

Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

Introduce a topic clearly and group related information in paragraphs and sections; Include formatting (e.g. headings), illustrations, and multimedia when useful to aiding comprehension.

Introduce a topic clearly, provide general observation and focus, and group related information logically; include formatting (e.g. headings), illustrations, and multimedia when useful to aiding comprehension.

Introduce a topic: organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.

CCSSELA-LiteracyW.5.2.B

Develop the topic with facts, definitions, and details.

Develop the topic with facts, definitions, mostly concrete details, quotations, or other information and examples related to the topic.

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples related to the topic.

CCSSELA-LiteracyW.5.2.C

Use linking words and phrases (e.g. also, another, and, more, but) to connect ideas within categories of information

Link ideas with categories or information using words and phrases (e.g. another, for example, also, because).

Link ideas within and across categories of information using words, phrases, and clauses (e.g. in contrast,

Use appropriate transitions to clarify the relationships among ideas and concepts.

especially).

CCSSELA-LiteracyW.5.2.D.

Language is not precise and does not use domain-specific vocabulary to inform about or explain the topic.

Mostly uses precise language and tries to use domain-specific vocabulary to inform about or explain the topic.

Uses precise language and domain-specific vocabulary to inform about or explain the topic.

Use precise and varied language and domain-specific vocabulary to inform about or explain the topic.

CCSSELA-LiteracyW.5.2.E

Does not provide a concluding statement or section.

Tries to provide a concluding statement or section related to the information or explanation presented.

Provides a concluding statement or section related to the information or explanation presented.

Provides a compelling concluding statement or section that follows from the information or explanation presented.

*Note: I only did the ELA CCSS for the Informative/Explanatory section. If I was doing this in a classroom I would probably only pick two of those standards and then add in CCSS ELA-Literacy 5.4 to assess on this writing assignment. We have learned at my school that assessing more than 3 standards at a time becomes difficult for both teachers and students. When limiting the standards to three, we are able to focus our teaching.

Grade 4 Writing: Narrative Rubric Template

Standard Below Approaching Meeting ExceedingCCSSELA-LiteracyW.4.3.A

Recounts a well-elaborated event or short sequence of events.

Establishes a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Orient the reader bey establishing a compelling situation and introducing a dynamic narrator and/or characters; organize an event sequence that unfolds naturally.

CCSSELA-LiteracyW.4.3.B

Includes details to describe actions, thoughts, and feelings.

Uses dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

Uses dialogue and description to develop experiences, and events or show the responses of characters to situations.

Uses narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

CCSSELA-LiteracyW.4.3.C

Does not use temporal (relating to time) words and phrases to signal event order.

Use temporal (relating to time) words and phrases to signal event order.

Use a variety of transitional words and phrases to manage the sequence of events.

Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

CCSSELA-LiteracyW.4.3.D.

Does not use concrete words and phrases and sensory details to convey experiences and events precisely.

Uses words and phrases and sensory details to convey experiences and events precisely.

Uses concrete words and phrases and sensory details to convey experiences and events precisely.

Use concrete words and phrases and vivid sensory details to convey experiences and events precisely.

CCSSELA-LiteracyW.4.3.E

Does not provide a sense of closure.

Provides a sense of closure.

Provides a conclusion that follows the narrated experiences or events.

Provide a conclusion that follows from the narrated experiences or events.

*Note: I only did the ELA CCSS for the Narrative section. If I was doing this in a classroom I would probably only pick two of those standards and then add in CCSS ELA-Literacy 4.4 to assess on this writing assignment. We have learned at my school that assessing more than 3 standards at a time becomes difficult for both teachers and students. When limiting the standards to three, we are able to focus our teaching.

Grade 5 Writing: Informative/Explanatory Rubric for Author Response: Roald Dahl

Standard Below Approaching Meeting ExceedingCCSSELA-LiteracyW.5.2.A

Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

Introduce a topic clearly and group related information in paragraphs and sections; Include formatting (e.g. headings), illustrations, and multimedia when useful to aiding comprehension.

Introduce a topic clearly, provide general observation and focus, and group related information logically; include formatting (e.g. headings), illustrations, and multimedia when useful to aiding comprehension.

Introduce a topic: organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.

CCSSELA-LiteracyW.5.2.B

Develop the topic with facts, definitions, and details.

Develop the topic with facts, definitions, mostly concrete details, quotations, or other information and examples related to the topic.

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples related to the topic.

CCSSELA-LiteracyW.5.2.C

Use linking words and phrases (e.g. also, another, and, more, but) to connect ideas within categories of

Link ideas with categories or information using words and phrases (e.g. another, for example, also, because).

Link ideas within and across categories of information using words, phrases, and clauses (e.g. in

Use appropriate transitions to clarify the relationships among ideas and concepts.

information contrast, especially).

CCSSELA-LiteracyW.5.2.D.

Language is not precise and does not use domain-specific vocabulary to inform about or explain the topic.

Mostly uses precise language and tries to use domain-specific vocabulary to inform about or explain the topic.

Uses precise language and domain-specific vocabulary to inform about or explain the topic.

Use precise and varied language and domain-specific vocabulary to inform about or explain the topic.

CCSSELA-LiteracyW.5.2.E

Does not provide a concluding statement or section.

Tries to provide a concluding statement or section related to the information or explanation presented.

Provides a concluding statement or section related to the information or explanation presented.

Provides a compelling concluding statement or section that follows from the information or explanation presented.

Comments:

Jimmy,

Below are my comments on each standard that you were being assessed on.

W.5.2.A.-Jimmy you did a good job of grouping your related information together, but you didn’t put it into paragraph form. For example, you could of began a new paragraph when you began comparing The Witches and The BFG. Come and see me and I will show you how to do this.

W.5.2.B- Jimmy you have a lot of good details in here. You give from the stories, such as listing the words you like that Dahl makes up. Another fact that you used was summarizing the plots from The BFG and The Witches. You quoted the similes you like, such as, “They were like a chorus of dentists’ drills all grinding away together”. Finally, you gave examples of how Dahl’s main characters are the same (e.g. poor and they have to save the world, someone else, or themselves).

W.5.2.C.- Jimmy you used a few linking words or phrases. The first one you used was when you said, “Some similes that…”. The second linking word you used was, “And

my favorite is…”. The third linking word you used was, “Another thing that they all have in common is…”. I noticed a couple of others, however, you need to add more linking words and phrases next time to make your paper easier to read. When I show you how to put your paper into paragraph form I will show you how to use linking words and phrases to link your ideas and that should make your paper easier to read.

W.5.2.D.- Jimmy you use so many of the words that was taught in this unit. A few of the words you use are plot, main point, similes, and characters.

W.5.2.E.- Jimmy you forgot to add your concluding statement or section. Next time, don’t forget to end with a statement that brings everything you wrote back together. Also, the next time you write a paper remember to use the writing rubric for the paper.

Jimmy you definitely have some strengths here. You also need to work on a few different areas and that is okay. I really like your enthusiasm for Dahl books and I hope to read another narrative about another one of his books from you in the future. As a reminder, if you would like to increase this grade you can come in during lunch or after school to work on the paper and resubmit after making revisions.

Good job,

Miss Pryor

*Note, the above is what I would give Jimmy. I would give him a copy of the graded rubric with my comments about each of the standards graded. The only difference is, in my classroom, I would only grade three standards with this assignment. By limiting it to three I am able to focus my teaching and make it not so overwhelming for my students.

Grade 4 Writing: Narrative Rubric: Glowing Shoes

Standard Below Approaching Meeting ExceedingCCSSELA-LiteracyW.4.3.A

Recounts a well-elaborated event or short sequence of events.

Establishes a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Orient the reader by establishing a compelling situation and introducing a dynamic narrator and/or characters; organize an event sequence that unfolds naturally.

CCSSELA-LiteracyW.4.3.B

Includes details to describe actions, thoughts, and feelings.

Uses dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

Uses dialogue and description to develop experiences, and events or show the responses of characters to situations.

Uses narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

CCSSELA-LiteracyW.4.3.C

Does not use temporal (relating to time) words and phrases to signal event order.

Use temporal (relating to time) words and phrases to signal event order.

Use a variety of transitional words and phrases to manage the sequence of events.

Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

CCSSELA-LiteracyW.4.3.D.

Does not use concrete words and phrases and sensory details to convey experiences and events precisely.

Uses words and phrases and sensory details to convey experiences and events precisely.

Uses concrete words and phrases and sensory details to convey experiences and events precisely.

Use concrete words and phrases and vivid sensory details to convey experiences and events precisely.

CCSSELA-LiteracyW.4.3.E

Does not provide a sense of closure.

Provides a sense of closure.

Provides a conclusion that follows the narrated experiences or events.

Provide a conclusion that follows from the narrated experiences or events.

Anne,

Below are my comments on each standard that you were being assessed on.

W.4.3.A- Anne you did a good job of establishing a compelling situation and introducing a dynamic narrator and/or characters. How did you come up with the idea for a magical pair of shoes that smelled like catnip showing up outside your bedroom door? Do you have a cat? Introducing Cade as a cat obsessed student who would love to be attacked by a multitude of cats was a brilliant idea to end the story.

W.4.3.B-Anne you use dialogue effectively in your story. I could hear the annoyance in Ms. Miller’s voice when she said, “Why not! Pet whichever one you want!”. Also, I could hear how happy cade was when you wrote, “’I’m in heave(n)!’, he shrieked”. I liked how you described the narrator’s feelings when you wrote, “I felt like a rollercoaster zooming past the crowded line that was waiting for their turn as I darted down the sidewalk with the dashing cats on my tail”. Your pacing was quick and propelled the story. When you slowed it down it was needed for plot development. For example, when you wrote, “Everyone scrambled on top of their desks. Well, everyone except Cade who was absolutely obsessed with cats”.

W.4.3.C- Anne you mostly used dialogue as your transitional words and phrases. However, you varied how each character began their dialogue, making sure that they each had a voice. You also used paragraphing to aid in your transitions. Well done!

W.4.3.D- Anne you did well in adding concrete words and phrases and sensory details to convey experiences and events precisely. Some of my favorite are, “bright dazzling shoes, joining the stalking crowd, I felt like a rollercoaster zooming past the

crowded line that was waiting for their turn as I darted down the sidewalk with dashing cats on my tail, pranced, and formed as an ocean wave”.

W.4.3.E- Anne by having the narrator realize that she could stop the cats from following her by taking off the shoes would have been a good ending to the story. What made the ending even better was that the narrator gave them to Cade. This brought the reader back to the fact that Cade was obsessed with cats and ended the story in a satisfying way because both the narrator and Cade received what they wanted. For a moment, you ended felt like when Dorothy at the end of the Wizard of Oz realizes that there is no place like home.

Anne you did a great job on this assignment. You wrote a compelling story that was fun to read. Keep up the good work! I can’t wait to read your next story.

Great job,

Miss Pryor

*Note, the above is what I would give Anne. I would give her a copy of the graded rubric with my comments about each of the standards graded. The only difference is, in my classroom, I would only grade three standards with this assignment. By limiting it to three I am able to focus my teaching and make it not so overwhelming for my students.