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Unpacking the Common Core State Standards USING THINKING MAPS TO PROMOTE THOUGHTFUL PLANNING, COLLABORATION, AND TEACHING JANET PAULS SUE VOHRER ROTUNDA FLOYD-COOPER

Outcomes Understand the “what and why” of

Unpacking the Standards Understand the need for planning for Tier 2 and Tier 3 words across the curriculum Consider how teachers might use Thinking Maps to unpack standards for designing a unit lesson plan Consider implications/advantages to “unpacking” across the curriculum

What does it mean to “Unpack” A Standard “Unwrapped standards provide clarity as to what

students must know and be able to do. When teachers take the time to analyze each standard and identify its essential concepts and skills, the result is more effective instructional planning, assessment, and student learning” Ainsworth (2003)

Benefits of Unpacking Greater clarity to all K-12 teachers and administrators Improved alignment Improved continuity for students between courses and

between grades Increased opportunities for curriculum integration Provides educators with a baseline or starting point for lesson planning and differentiated instruction Provides clarity on which skills and concepts should be taught and assessed "The Process" - Allows teachers and administrators to determine what matters most i.e., pacing, assessment, Power Standards

Standards Deconstruction Simplified

Nouns

Know

Verbs

Do

Attitudes/Beliefs

Be

Deconstruct Using Thinking Maps

Standard Know

Do

Be

Deconstruct Using Thinking Maps Apply decision-making and assertiveness skills to make and maintain healthy choices related to tobacco use and recognize factors that can influence decisions to smoke or abstain from smoking

Know

Do

Be

Vocabulary Tier 2 words General academic words that are far more likely to appear in written text than speech Often represent subtle or precise ways to say relatively simple things (saunter instead of walk) Tier 3 words Specific to domain or field of study Key to understanding the new concept within text Can be viewed as “new” and “hard’ words by students Often explicitly defined by author and repeatedly used

Try This! In early times, no one knew how volcanoes formed or why they sprouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers, but they know much about how a volcano works. Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma. Volcanoes are formed when magma pushes its way up through the crack in the Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface , it is called lava.

Try This! Tier 2 words

Early times Formed Sprouted Red-hot Modern times Layers Solid Eruption Pours forth Surface

• Tier 3 words • Volcano • Lava • Mantle • Molten • Magma • Crust

Grade 2 Cluster 3 Work with equal groups of objects to gain foundations for multiplication. 2.0A.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g. by pairing objects or counting them by 2’s; write an equation to express an even number as a sum of two equal addends.

Determine if a group of objects has an odd or even number of members by pairing or counting

Write an equation to express an even number as the sum of two equal addends

Use concrete materials ( ex: linking cubes) to model even and odd numbers (odd always has one left over) Skip count by 2s with and without manips Use linking cubes or drawings to model an even number as the sum of two equal addends 5 + 5 = 10

Cluster 3 Work with equal groups of objects to gain foundations for multiplication.

2.OA.4 Use addition to find the total numbers of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as the sum of equal addends.

Use addition to find the total number of objects in rectangular arrays

Model/construct arrays using concrete materials and relate to repeated addition

3+3+3=9 Write an equation to express the total as the sum of equal addends

Connect arrays and repeated addition to multiplication 3+3=6 2 groups of 3 = 6

Cluster 3 Work with equal groups of objects to gain foundations for multiplication.

Use concrete materials ( ex: linking cubes) to model even and odd numbers (odd always has one left over)

E 5-6 HOS p.92-93 GQ p. 37, #2 GQ p, 38, #1 TSCM p. 292 Even Steven and Odd Todd

Skip count by 2s with and without manips GQ p. 37, #4

Use linking cubes or drawings to model an even number as the sum of two equal addends

TSCM, p. 292 Bumpy or Not Bumpy

Model/construc t arrays using concrete materials and relate to repeated addition E 4-2 HOS p. 54-55 GQ p. 41, #6

Connect arrays and repeated addition to multiplication E 4-1 E 4-3 E 4-4 HOS p. 54-55 HOS Gr 3-4, p. 24-25 TSCM p. 84

Vocabulary Tier 2 Words

Objects Pairing Counting Arranged Columns Rows Total

Tier 3 Words

Multiplication Equal Odd Even Equation Sum addends Rectangular Array Sum

Test Your Knowledge of ELA True or False Each of the 3 sections is divided into strands, which are further divided into clusters. 2. The Common Core Standards for ELA contain a total of 32 Anchor Standards 3. The Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects contain a total of 2 strands. 1.

English Language Arts Design and Organization Four Strands

Reading (includes Foundational Skills)

Writing Speaking and Listening Language

Three Main Sections

K-5 (cross disciplinary) 6-12 ELA 6-12 Literacy

in history/Social Studies, Science, and Technical Subjects

Activity USING THINKING MAPS TO UNPACK COMMON CORE ANCHOR READING STANDARDS

Directions 1. Each table is given a set of Anchor Standards for

Reading. Unpack the Anchor Standards by placing each

standard under the appropriate cluster(heading). Share any discoveries regarding the Anchor

Standards.

College and Career Anchor Standards

Key ideas and details

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 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

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

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

Assess how point of view or purpose shapes the content and style of a text

Integration of Knowledge and Ideas

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words Delineate and evaluate content presented in diverse media formats, including the validity of the reasoning as well as the relevance and sufficiency of the evidence

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take

Range of Reading and Level of Complexity

Read and comprehend complex literary and informational texts independently and proficiently.

Standard RL 2 RL2 CCR Anchor Standard

Determine central ideas or themes of a text and analyze their development, summarize the key supporting details and ideas

Unpacking A Standard- Reading Literature RL 1 CCR

Tier 2 Tier 3

Group Work 1. Read the standard individually. 2. What does the standard ask students to know? 3. What does the standard ask students to do? 4. What does the standard assess? 5. Identify Tier 2 and Tier 3 words . 6. Discuss in your group.

Vocabulary Tier 2 Words

Determine Analyze Summarize Reflect

Tier 3 Words

Central ideas Themes Key Details

Drilling Down 5 R. L.2 Supporting Standard Think about what students need to know and be able to do

Determine the theme of a story, drama, or poem from details in the text, including how the characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Determine the theme of a story, drama, or poem from the details in the text, including how the characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text

Determine a theme

details in a story

details in a drama

characters respond to challenges

summarize

details in a poem

speaker reflects upon a topic

the text

Reading Literature (RL) LEVELS OF RIGOR

K-12

Deconstruct: Standard to Standard Grade Level Below

Grade Level Standard

Grade Level Above

What do students need to know?

What do students need to know?

What do students need to know?

What do students need to be able to do?

What do students need to be able to do?

What do students need to be able to do?

Examine the structure of the CCSS

Drill down to supporting standard level

Select a standard to unpack

Analyze the levels or rigor across the grade levels – before and after

Identify Tier 2 and Tier 3 words

Discuss performance tasks as aligned with Treasures

Helping Each Other to Help Our Schools

View more...
Outcomes Understand the “what and why” of

Unpacking the Standards Understand the need for planning for Tier 2 and Tier 3 words across the curriculum Consider how teachers might use Thinking Maps to unpack standards for designing a unit lesson plan Consider implications/advantages to “unpacking” across the curriculum

What does it mean to “Unpack” A Standard “Unwrapped standards provide clarity as to what

students must know and be able to do. When teachers take the time to analyze each standard and identify its essential concepts and skills, the result is more effective instructional planning, assessment, and student learning” Ainsworth (2003)

Benefits of Unpacking Greater clarity to all K-12 teachers and administrators Improved alignment Improved continuity for students between courses and

between grades Increased opportunities for curriculum integration Provides educators with a baseline or starting point for lesson planning and differentiated instruction Provides clarity on which skills and concepts should be taught and assessed "The Process" - Allows teachers and administrators to determine what matters most i.e., pacing, assessment, Power Standards

Standards Deconstruction Simplified

Nouns

Know

Verbs

Do

Attitudes/Beliefs

Be

Deconstruct Using Thinking Maps

Standard Know

Do

Be

Deconstruct Using Thinking Maps Apply decision-making and assertiveness skills to make and maintain healthy choices related to tobacco use and recognize factors that can influence decisions to smoke or abstain from smoking

Know

Do

Be

Vocabulary Tier 2 words General academic words that are far more likely to appear in written text than speech Often represent subtle or precise ways to say relatively simple things (saunter instead of walk) Tier 3 words Specific to domain or field of study Key to understanding the new concept within text Can be viewed as “new” and “hard’ words by students Often explicitly defined by author and repeatedly used

Try This! In early times, no one knew how volcanoes formed or why they sprouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers, but they know much about how a volcano works. Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma. Volcanoes are formed when magma pushes its way up through the crack in the Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface , it is called lava.

Try This! Tier 2 words

Early times Formed Sprouted Red-hot Modern times Layers Solid Eruption Pours forth Surface

• Tier 3 words • Volcano • Lava • Mantle • Molten • Magma • Crust

Grade 2 Cluster 3 Work with equal groups of objects to gain foundations for multiplication. 2.0A.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g. by pairing objects or counting them by 2’s; write an equation to express an even number as a sum of two equal addends.

Determine if a group of objects has an odd or even number of members by pairing or counting

Write an equation to express an even number as the sum of two equal addends

Use concrete materials ( ex: linking cubes) to model even and odd numbers (odd always has one left over) Skip count by 2s with and without manips Use linking cubes or drawings to model an even number as the sum of two equal addends 5 + 5 = 10

Cluster 3 Work with equal groups of objects to gain foundations for multiplication.

2.OA.4 Use addition to find the total numbers of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as the sum of equal addends.

Use addition to find the total number of objects in rectangular arrays

Model/construct arrays using concrete materials and relate to repeated addition

3+3+3=9 Write an equation to express the total as the sum of equal addends

Connect arrays and repeated addition to multiplication 3+3=6 2 groups of 3 = 6

Cluster 3 Work with equal groups of objects to gain foundations for multiplication.

Use concrete materials ( ex: linking cubes) to model even and odd numbers (odd always has one left over)

E 5-6 HOS p.92-93 GQ p. 37, #2 GQ p, 38, #1 TSCM p. 292 Even Steven and Odd Todd

Skip count by 2s with and without manips GQ p. 37, #4

Use linking cubes or drawings to model an even number as the sum of two equal addends

TSCM, p. 292 Bumpy or Not Bumpy

Model/construc t arrays using concrete materials and relate to repeated addition E 4-2 HOS p. 54-55 GQ p. 41, #6

Connect arrays and repeated addition to multiplication E 4-1 E 4-3 E 4-4 HOS p. 54-55 HOS Gr 3-4, p. 24-25 TSCM p. 84

Vocabulary Tier 2 Words

Objects Pairing Counting Arranged Columns Rows Total

Tier 3 Words

Multiplication Equal Odd Even Equation Sum addends Rectangular Array Sum

Test Your Knowledge of ELA True or False Each of the 3 sections is divided into strands, which are further divided into clusters. 2. The Common Core Standards for ELA contain a total of 32 Anchor Standards 3. The Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects contain a total of 2 strands. 1.

English Language Arts Design and Organization Four Strands

Reading (includes Foundational Skills)

Writing Speaking and Listening Language

Three Main Sections

K-5 (cross disciplinary) 6-12 ELA 6-12 Literacy

in history/Social Studies, Science, and Technical Subjects

Activity USING THINKING MAPS TO UNPACK COMMON CORE ANCHOR READING STANDARDS

Directions 1. Each table is given a set of Anchor Standards for

Reading. Unpack the Anchor Standards by placing each

standard under the appropriate cluster(heading). Share any discoveries regarding the Anchor

Standards.

College and Career Anchor Standards

Key ideas and details

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 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

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

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

Assess how point of view or purpose shapes the content and style of a text

Integration of Knowledge and Ideas

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words Delineate and evaluate content presented in diverse media formats, including the validity of the reasoning as well as the relevance and sufficiency of the evidence

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take

Range of Reading and Level of Complexity

Read and comprehend complex literary and informational texts independently and proficiently.

Standard RL 2 RL2 CCR Anchor Standard

Determine central ideas or themes of a text and analyze their development, summarize the key supporting details and ideas

Unpacking A Standard- Reading Literature RL 1 CCR

Tier 2 Tier 3

Group Work 1. Read the standard individually. 2. What does the standard ask students to know? 3. What does the standard ask students to do? 4. What does the standard assess? 5. Identify Tier 2 and Tier 3 words . 6. Discuss in your group.

Vocabulary Tier 2 Words

Determine Analyze Summarize Reflect

Tier 3 Words

Central ideas Themes Key Details

Drilling Down 5 R. L.2 Supporting Standard Think about what students need to know and be able to do

Determine the theme of a story, drama, or poem from details in the text, including how the characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Determine the theme of a story, drama, or poem from the details in the text, including how the characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text

Determine a theme

details in a story

details in a drama

characters respond to challenges

summarize

details in a poem

speaker reflects upon a topic

the text

Reading Literature (RL) LEVELS OF RIGOR

K-12

Deconstruct: Standard to Standard Grade Level Below

Grade Level Standard

Grade Level Above

What do students need to know?

What do students need to know?

What do students need to know?

What do students need to be able to do?

What do students need to be able to do?

What do students need to be able to do?

Examine the structure of the CCSS

Drill down to supporting standard level

Select a standard to unpack

Analyze the levels or rigor across the grade levels – before and after

Identify Tier 2 and Tier 3 words

Discuss performance tasks as aligned with Treasures

Helping Each Other to Help Our Schools

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OR LIKE TO DOWNLOAD IMMEDIATELY

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