So how exactly does this unpacking process work? When students arrive at PCS, typically less than two in 10 are reading and using math at grade level.
Print Concepts When introducing students to written language they must understand the basic organization and features of print: SBAC, a coalition of 31 states, will take an approach that makes use of computer adaptive technology that will ask students tailored questions based on their previous answers.
The most significant advantage of this approach to mapping curriculum is that it allows anyone to see exactly what students should know and be able to do at the end of the year to master a given standard, when instruction will be focused on that standard, and what students will be doing with the standard each time they work with it.
So, naturally, when it comes to packing and unpacking during a trip, I look at the weather reports, decide what I need to bring and stuff it in a suitcase. But that step comes during unit and lesson planning. Students need to wrestle with them in different contexts and with decreasing levels of support until they are capable of mastery.
When defining what a particular standard would look like in a given unit, thinking in terms of inputs rather than outcomes was pretty easy.
With this understanding also has come knowledge of what students need to be doing on a regular basis to master these standards. So once we understood our standards and how they should be taught, we audited our texts to determine how they are taught.
When I arrive, I typically unzip my suitcase and live directly out of it until it is time to go home. Once these units have been identified, the final step is to define exactly how much of a standard needs to be mastered in each unit so that students master it completely by the end of the year.
Thus, instruction on this topic needs to occur as part of a broader unit on solving proportional situations using a variety of strategies. Many of our activities are currently aligned to the NGSS. They also need to know that they will be working toward these goals a little bit at a time, and they need to see that what they learned in unit 1 and in unit 3 go together to help them reach mastery for that particular standard.
To meet the complex demands of the Common Core by the end of the school year, students are going to need to work towards them in multiple units throughout the year.
The best way for students to do these things is by making processing and reflection a regular part of each unit. I meet with teachers weekly to discuss their curriculum, and I frequently hear teachers say that for the first time, even since they were children and first learned about it in school, they completely understand a particular concept or topic.
Once complete, representatives of elementary, middle, and high school teams can meet to share expectations at the various transition points 5th grade to 6th grade for example.
So when we began the process of unit planning, we were able to implement this additional instruction where needed. In unit 3 they compare different rates of increase and decrease in proportional situations, and in unit 4 students determine linear relationships using tables, charts, graphs and equations.
Once a standard has been unpacked, placed in units, and mastery has been defined for each of the units, teachers can identify the most critical information and skills for students to master in each unit and provide additional instruction and support focused primarily on these essentials.
In a nutshell, it begins by unpacking each of the Common Core standards into statements of knowledge and skill that define student mastery by the end of the year.
This process is also very helpful at the end of the year when we receive assessment data. We can quickly and easily look at the data, identify skills students have and have not mastered, then go directly back into the curriculum and determine how often each standard was taught, when it was taught, and exactly how students interacted with the standards each time they were taught.
Particularly in math, most schools use a math text series of some kind. In a way, this is like my approach to packing. Both of these organizations were awarded funds in September from the Race to the Top Assessment Program to create national online state standardized tests in mathematics and English language arts in line with Common Core State Standards United States Secretary of Education Duncan, These could go into a journal that students keep with one standard per page.By Michael Schrimpf.
Ensuring that teachers understand what hides inside each standard is a first and crucial step to helping students master each standard. Teacher Corner Common Core Standards Common Core Standards. Learn, plan, and implement Common Core in your classroom. Use the Resource Correlations tool to find Common Core-aligned resources from Reading A-Z, the ELL Edition, Writing A-Z, or Science A-Z or view all correlated resources at once.
Search using a saved search preference or by selecting one or more content areas and grade levels to view standards, related Eligible.
NCTE resources on the Common Core State Standards for the English Language Arts (ELA). Includes resources on text complexity, close reading, writing and argumentation, using informational texts, and other key shifts in teaching practice. English Language Arts Standards Download the standards Print this page The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the standards”) represent the next generation of K–12 standards designed to prepare all students for success in college, career.
New Mexico, 44 other states, and the District of Columbia have adopted the Common Core State Standards (CCSS). The CCSS are a set of high quality-standards in mathematics and English language arts (ELA).Download