Presentation - Corning - Painted Post School District

Implementing theCommon Core LearningStandards

Students are the centerof all we do.

• The Corning‐Painted Post Area School District is a diverse,challenging, highly performing teaching and learningcommunity characterized by exemplary standards,engaged students, exceptional staff and involved families.• We provide outstanding instruction and ongoingassessments, supported by a rigorous curriculum thatenables all students to learn and achieve their fullpotential.• We are committed to nurturing a vibrant community,guided by our Vision, Mission and Core Beliefs.

• Ensure that all students are college andcareer ready• Develop 21 st Century Skills• Promote higher order thinking skills• Provide opportunities to read literature andinformational text, including material forhistory, science and technical subjects

• RL.5.3 Compare and contrast two or morecharacters, settings, or events in a story or drama,drawing on specific details in the text (e.g., howcharacters interact)• RL.5.4 Determine the meaning of words andphrases as they are used in a text, includingfigurative language such as metaphors and similes

• RI. 5.2 Determine two or more main ideas ofa text and explain how they are supported bykey details; summarize the text• RI. 5.4 Determine the meaning of generalacademic and domain specific words andphrases in a text relevant to a grade 5 topic orsubject area

• W.5.9 Draw evidence from literary or informational texts tosupport analysis, reflection, and research.• Apply grade 5 Reading standards to informational texts(e.g., “Explain how an author uses reasons and evidence tosupport particular points in a text, identifying whichreasons and evidence support which point[s]”).• W.5.11 Create and present an original poem, narrative, play,art work, or literary critique in response to a particular authoror theme studied in class.• Recognize and illustrate social, historical, and culturalfeatures in the presentation of literary texts

• NYS Engageny modules• www.engageny.org• Becoming a Close Reader and Writing toLearn• Additional modules are interconnected toScience, Social Studies or Literature

My Librarian Is a Camel: Bringing Books toChildren around the World• Guiding Questions▪ What is the power of reading and education?▪ How does where people live in the world affect how theyaccess reading and books?▪ People overcome great challenges in order to accesslearning and books.▪ Readers can learn about different cultures (people andplaces) through a variety of texts.

Native Americans in New York• Overview• This module supplements the Social Studies content byensuring that students read, write, listen and speak tolearning the history and contributions of NativeAmericans in New York State, particularly the IroquoisConfederacy focusing on reading and listening toprimary and secondary sources.

Stories of Human Rights• Guiding Questions• What lessons can we learn about human rights throughliterature and life?• What are human rights?• How can we tell powerful stories about people’s experiences?• We learn lessons about human rights from the experiences ofreal people and fictional characters.• Characters change over time in response to challenges totheir human rights.• People respond differently to similar events in their lives.• Authors conduct research and use specific language in orderto impact their readers.

• Ann Collins• Principal at Hugh Gregg Elementary• ELA Convener• 4 th grade Council Convener• Jen Batzing• Principal at Winfield Elementary• AIS Convener• 1 st grade Council Convener

• Brenda McClure, Helping Teacher –Instructional Office• Getting the Gist• Questioning• Danielle Perry, 4 th grade pilot teacher –Gregg Elementary• Think, Pair, Share• Hosted Gallery Walk

• Michele Wright• Principal at Calvin U. Smith Elementary• Math Convener• 5 th grade Council Convener• Mitch Peck• 3 rd grade teacher at Calvin U. Smith• Pilot teacher

• The teacher points out possible areas formisunderstanding.• The teacher explains content clearly andimaginatively, using metaphors and analogies tobring content to life.• All students seem to understand the presentation.• The teacher invites students to explain the contentto the class, or to classmates.• The teacher uses rich language, offering briefvocabulary lessons where appropriate.

Teacher uses a variety or series of questions or prompts tochallenge students cognitively, advance high level thinking anddiscourse, and promote meta‐cognition. Students formulate manyquestions, initiate topics and make unsolicited contributions.Students themselves ensure that all voices are heard in thediscussion.• Students initiate higher‐order questions, students extend thediscussion, enriching it.• Students invite comments from their classmates during adiscussion.

• Kelly Scouten• 5th grade teacher at Hugh Gregg Elementary• Pilot teacher• ELA representative• Gregg Leadership Team representative• A Parent’s Perspective• Michelle Caulfield, 5 th grade parent

• The International Baccalaureate aims to develop inquiring,knowledgeable and caring young people who help to createa better and more peaceful world through interculturalunderstanding and respect.• To this end the organization works with schools,governments and international organizations to developchallenging programmes of international education andrigorous assessment.• These programmes encourage students across the world tobecome active, compassionate and lifelong learners whounderstand that other people, with their differences, canalso be right.

• Glogster Biography in Spanish ‐‐‐ MYP Language B Writing• Zooburst in Biology (MS) ‐‐‐ MYP Sciences One World Assignment• Annotated Bib in Global 10 ‐‐‐ MYP Humanities Investigation• Timeline in Global 9 ‐‐‐ MYP Humanities Investigation• Voicethread Project in Lang A Year 1 ‐‐‐ DP Language and Literature Textual Analysis• Zooburst on New Deal programs in HOA1 ‐‐ ‐DP Historical Investigation• Blogging for Chronicle of a Death Foretold in Lang A Year 2 ‐‐‐ DP Language and LiteratureDemonstrating knowledge and understanding of texts.• Fitness Logs in MS PE ‐‐‐ MYP Phys. Ed. Use of Knowledge, CCSS Writing in History• Foss units ‐ Notebooking (MS) ‐‐‐ MYP Sciences Communicating in Science, CCSS Writing in Scienceand Technical subjects• Glogster with informational text in Lang A 9 (influential individual) ‐‐‐ MYP Language A Essay

• Focused Engagement• Collaborative Discussion• Universal Participation• Meaningful‐Structured Assignments• Meaningful‐Structured Homework• Clear Expectations• Common Assessments• Relevant and Timely Feedback• Continual Reflection and Review