Core Actions: We are on the Move

A teacher creates a positive environment and establishes expectations for ALL students

• Core Action 2

• Core Action 3

• I don't know

• Core Action 1

Tags

CCSS.RF.1.3F

CCSS.RF.3.3B

CCSS.RF.1.4A

CCSS.RF.2.4A

CCSS.RF.2.4C

The teachers develop lessons that require ALL students to develop critical thinking skills

• Core Action 1

• Core Action 2

• Core Action 3

• Apple Core

Students work in GROUPS to discuss and answer text-dependent questions

• Core Action 1

• Core Action 2

• Core Action 3

• Core Action 4

Tags

CCSS.RF 4.3.A

CCSS.RF.2.3B

CCSS.RF.2.3D

CCSS.RF.2.3F

CCSS.RF.3.4C

Students think in a Complex way to further their knowledge and skills

• McCoy Elementary School Core Action

• Core Action 1

• Core Action 2

• Core Action 3

The teacher articulates the mathematics students are to learn.

• Core Action 1

• Core Action 2

• Core Action 3

• It's Friday, I don'y know

Discussion time is important for engaging students. What are some ways to get them to talk in ELA and math classes?

• Pop them

• Turn and Talk

• Quiet, test -taking atmosphere

• Think-pair-share`

• Solve & Share

Tags

CCSS.RI.1.1

CCSS.RL.1.1

CCSS.RI.1.4

CCSS.RL.3.1

CCSS.RI.2.1

The teacher introduces _____________________ to support students in building

conceptual understanding.

Tags

CCSS.RI.1.1

CCSS.RL.1.1

CCSS.RI.1.2

CCSS.RI.5.2

CCSS.RL.4.1

How confident do you feel about implementing the core actions?

• I feel confident

• I believe I can do it

• I don't have a clue what you mean

• I can do it, just need a little additional support

• Get someone else to do it

The teacher probes students to use various approaches or strategies to

make sense of the mathematical concept.

• Apple Core

• Core Action 1

• Core Action 2

• Core Action 3

Tags

CCSS.8.EE.C.7B

Which of the following applies to Core Action 3

• The teacher expects evidence and precision from students and probes students’ answers accordingly

• Focus each lesson on a high-quality text (or multiple texts).

• Provide all students with opportunities to engage in the work of the lesson

• Employ questions and tasks, both oral and written, that are text-specific and accurately address the analytical thinking required by the grade-level standards.