2. Quick Think
Bat and Ball
A baseball bat and ball cost $1.10
together. The bat costs $1.00 more than the
ball. How much does the ball cost?
3. Introduction
The Common Core State Standards were
developed to ensure all students in the
United States are learning at the same
high level standards and are graduating
high school having the appropriate
knowledge to be college and career
ready
4. Mathematics Key Points
The K-5 standards provide students with a solid foundation in whole
numbers, addition, subtraction, multiplication, division, fractions and
decimals
The standards stress not only procedural skill but also conceptual
understanding, to make sure students are learning and absorbing the
critical information they need to succeed at higher levels
Students who have completed 7th grade and mastered the content and
skills through the 7th grade will be well-prepared for algebra in grade 8
The middle school standards are robust and provide a coherent and rich
preparation for high school mathematics
The high school standards call on students to practice applying
mathematical ways of thinking to real world issues and challenges; they
prepare students to think and reason mathematically.
5. ELA Key Points
Reading: Through reading a diverse array of classic and
contemporary literature as well as challenging informational
texts in a range of subjects, students are expected to build
knowledge, gain insights, explore possibilities, and broaden their
perspective
Writing: The ability to write logical arguments based on
substantive claims, sound reasoning, and relevant evidence is a
cornerstone of the writing standards, with opinion writing—a
basic form of argument—extending down into the earliest
grades
Speaking and Listening: The standards require that students gain,
evaluate, and present increasingly complex information, ideas,
and evidence through listening and speaking as well as through
media.
Language: The standards expect that students will grow their
vocabularies through a mix of conversations, direct instruction,
and reading.
6. Common Core Tools
Survey of Enacted Curriculum
http://seconline.wceruw.org/secWebHome
.htm
Common Core Placemats for ELA and
Math
7. Application
From your review of the survey of enacted
curriculum, you can identify gaps between
current state standards and CCSS.
Make yourself a curriculum map or list and
write down the gaps between the standards.
Also write down gaps between the standards
and what is in the your school’s curriculum
Focus some of your instruction on teaching
these topics to fill in the gaps
8. Three Tiers of Vocabulary
Not all words have equal importance in
language instruction. So, how do we
know which vocabulary words to teach?
We consider three types of vocabulary, or
three tiers of vocabulary, for teaching
and assessing word knowledge.
A word's frequency of use, complexity
and meaning help to determine into
which tier it will fall.
9. Tier 1 – Basic Vocabulary
Tier 1 consists of the most basic words.
These words rarely require direct
instruction and typically do not have
multiple meanings. Sight words, nouns,
verbs, adjectives, and early reading
words usually occur at this level.
Examples of Tier 1 words are book, girl,
sad, dog, and orange
10. Tier 2- High Frequency/Multiple
Meaning Words
Tier 2 words are high frequency words that
occur across a variety of domains. These
words occur often in mature language
situations such as adult conversations and
literature, and therefore strongly influence
speaking and reading.
Following is a list of standards for Tier 2 words:
Important for Reading Comprehension
Contain Multiple Meanings
Used across a variety of environments
Characteristic of mature language learners
Increased descriptive vocabulary (words that
allow students to describe concepts in a
detailed manner)
11. Activity
How many Tier 2 words can you find in this
passage?
Johnny Harrington was a kind master who
treated his servants fairly. He was also a
successful wool merchant, and his business
required that he travel often. In his absence, his
servants would tend to the fields and cattle and
maintain the upkeep of his mansion. They
performed their duties happily, for they felt
fortunate to have such a benevolent and
trusting master.
12. Tier 2 Words from Passage
Tier 2 Words Students’ Expressions
merchant salesperson or clerk
required have to
tend take care of
maintain keep going
perform did
fortunate lucky
benevolent kind
13. Tier 3- Low-Frequency,
Context-Specific Vocabulary
Tier 3 vocabulary consists of low-frequency
words that occur in specific domains.
Domains include subjects in school,
hobbies, occupations, geographic regions,
technology, weather, etc.
We usually learn these words when a
specific need arises, such as learning amino
acid during a chemistry lesson. Examples of
Tier 3 words are: economics, Revolutionary
War, crepe
15. College and Career Readiness
Anchor Standards for Writing
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
16. Revisit: The Gettysburg
Address
What do we mean by ―close reading‖
with the Common Core State Standards?
Using the example of The Gettysburg
Address, how might we create a
Common Core lesson
First, read The Gettysburg Address to
yourself
17. The Gettysburg Address, 1863
Four score and seven years ago our fathers
brought forth on this continent, a new nation,
conceived in Liberty, and dedicated to the
proposition that all men are created equal.
Now we are engaged in a great civil war,
testing whether that nation, or any other nation,
so conceived and so dedicated, can long
endure. We are met on a great battlefield of
that war. We have come to dedicate a portion
of that field, as a final resting place for those
who gave
18. their lives that the nation might live. It is
altogether fitting and proper that we should do
this.
But, in a larger sense, we cannot dedicate - we
cannot consecrate - we cannot hallow this
ground. The brave men, living and dead, who
struggled here, have consecrated it, far above
our poor power to add or detract. The world will
little note, nor long remember what we say
here, but it can never forget what they did
here. It is for us, the living, rather, to be
dedicated to the unfinished work which they
who fought here have so nobly advanced. It is
rather for us to be here dedicated to the great
task remaining
19. before us - that from these honored dead
we take increased devotion to that cause
for which they gave the last full measure of
devotion - that we here highly resolve that
these dead shall not have died in vain - that
this nation, under God, shall have a new
birth of freedom - and that government of
the people, by the people, for the
people, shall not perish from the earth.
20. A Common Core Approach
1. Read The Gettysburg Address to yourself.
2. Reread and paraphrase Paragraphs 1 & 2.
Share your paraphrase with a partner.
Paraphrase Paragraph 1:
Paraphrase Paragraph 2:
We will read The Gettysburg Address aloud.
21. A Common Core Approach
Reread the text and use the guiding questions to self-
assess your close reading and understanding of
Lincoln's message.
3. According to Lincoln, what made this nation new?
4. What is being tested by war?
5. What if Lincoln had used the verb "start" instead of
"conceive"? (lines 2 and 4)
6. How does Lincoln establish what is at stake in this
war in the first two sentences of The Gettysburg
Address?
22. A Common Core Approach
7. Record the contextual meaning of
dedicate as it is used in each instance
and discuss your meanings with a partner.
Dedicated, line 3
Dedicated, line 7
Dedicate, line 9
Dedicate, line 16
23. A Common Core Approach
8. Write an essay
Essay Prompt: In the last paragraph of The
Gettysburg Address, Lincoln shifts the focus of his
speech away from what he says is his purpose at
the end of the second paragraph. What reasons
does he give for the shift in focus? What does
Lincoln think is the task left to those listening? Use
evidence from the text to support your analysis.
Formulate an answer to these questions in a
thoughtful brief essay.
24. A Common Core Routine for
Close Reading
1. Read a text to self - cold reading, no prior
practices.
2. Re-read in chunks.
3. Paraphrase in writing.
4. Discuss in own language, aloud, safely.
5. Read aloud for accessibility.
6. Identify hard words. Learn word meanings from a
partner.
7. Re-read several times, using specific prompts which
require looking for very specific details - using the text
25. Practice Creating Close
Reading Lessons
Go to www.achieve3000.com and
choose a reading passage. Write up a
lesson plan for that reading passage,
similar to the way The Gettysburg Address
lesson was written.
THE CHALLENGE:
You have to create the Prompts!
26. Rubric for Evaluation of Lesson
Do you have a suggestion for Pairing?
Do you use Text Dependent questions
What level of Cognitive Demand are your
Prompts or Activities?
Do you include Persuasive Writing?
Do you include Vocabulary Study?
27. Using Exemplars
They exist in the Common Core Standards
documents.
The assessment consortia are publishing
regularly.
Use them by deconstructing the lesson
and creating a routine... so teachers can
independently implement a Common
Core Lesson!
28. Common Core Tools
Spelling City
http://www.spellingcity.com/
Lexile Framework For Reading
www.lexile.com
Illustrative Mathematics
http://www.illustrativemathematics.org/
29. Application
From your review of the survey of enacted
curriculum, you can identify gaps
between current state standards and
CCSS.
Make yourself a curriculum map or list and
write down the gaps between the
standards. Also write down gaps between
the standards and what is in your school’s
curriculum
Focus some of your classroom instruction
on teaching these topics to fill in the gaps
30. Activity
McDonald’s Claim
Wikipedia reports that 8% of all Americans eat
at McDonalds every day. In the US, there are
approximately 310 million Americans and
12,800 McDonalds. The average McDonald’s
store can serve 1,500 people a day.
Do you believe the Wikipedia report to be
true?
Create a mathematical argument to justify
your position.