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EGUSD Common Core Parent NightFebruary 26, 2014
Session 2: Getting to Know the Common Core State Standards
Dr. Steven Ladd, EGUSD SuperintendentMark Cerutti, Associate Superintendent
Anna Trunnell, Director of Curriculum and Professional LearningLaRae Blomquist, ELA Curriculum SpecialistMark Freathy, Math Curriculum SpecialistRay Pietersen, Science Program Specialist
Presented February 26, 2014
Outcomes
Provide answers for the following two questions:
• How might Common Core instruction look different from when I was in school?
• How do Common Core State Standards impact me as a parent?
As Questions Arise…
• Write your questions on a notecard.
• Submit any question regarding the information presented that remains unanswered at the end of the presentations.
English Language Arts
A CLOSER LOOK…
Similarities and Differences
Not everything in ELA Common Core is different:
– Reading – foundational skills (i.e., print concepts, phonemic awareness, phonics, fluency)
– Reading Comprehension– Vocabulary– Writing– Grammar, Spelling, Punctuation– Speaking/Listening
To understand the Common Core, emphasis tonight is given to the
shifts—or differences—in standards, but…
Some “differences” are NOT different.
Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework
(2008). Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office.
Grade Literary Information
4 50% 50%
8 45% 55%
12 30% 70%
Some “differences” are NOT different.Grade Literary Information
4 50% 50%
8 45% 55%
12 30% 70%
1 The percentages on the table reflect the sum of student reading, not just reading in ELA settings. Teachers of senior English classes, for example, are not required to devote 70 percent of reading to informational texts. Rather, 70 percent of student reading across the grade should be informational.Source: http://www.corestandards.org/ELA-Literacy/introduction/key-design-consideration
Weight of Informational Text on CSTVocabulary
(1.0)Reading Comp.(2.0)
Lit. Resp. & Analysis
(3.0)
Writing Strategies
(1.0)
Written & Oral Lang.
Conventions1.0)
3rd 31% 23% 12% 14% 20%
4th 24% 20% 12% 20% 24%
5th 19% 21% 16% 21% 23%
6th 17% 23% 16% 23% 21%
Information available on the CDE website – CST Blueprints
Informational Text Questions
Weight of Informational Text on CSTVocabulary
(1.0)Reading Comp.(2.0)
Lit. Resp. & Analysis
(3.0)
Writing Strategies
(1.0)
Written & Oral Lang.
Conventions1.0)
3rd 31% 23% 12% 14% 20%
4th 24% 20% 12% 20% 24%
5th 19% 21% 16% 21% 23%
6th 17% 23% 16% 23% 21%
Information available on the CDE website – CST Blueprints
How might Common Core instruction look different from when I was in school?
Using existing 7th grade ELA materials, we’ll experience Common Core instruction and then compare approaches.
Materials to Use
• Article: “Yeti-like Monster Gives…”
• Graphic Organizer: Saying-Doing
Introductions
Be prepared to have collaborative conversations with your tablemates.
“Yeti-Like Monster Gives Staid Town in Illinois a Fright”
Directions:
• Follow along as I read the first three paragraphs in the article.
• Think about what the words are saying. (How would you best summarize the paragraphs?)
Record Thoughts on Graphic Organizer
1-3 A woman heard the scream of the monster while a little boy saw it.
4-6
Closely Reading “Yeti-like Monster…”
1-3
4-7
8-10
11-13
• Number the graphic organizer.
• Write a sentence representing those paragraphs.
• Compare answers to your tablemates.
Debrief “Saying” Answers
4-7 A teenage couple sitting on a porch saw a tall creature that stared at them then ran off.
8-10 The Murphysboro Monster is unexplained and has been frightening residents for weeks in this small town.
11-13 The events began June 25, and witnesses described the shrieking sound and appearance.
What is the author doing?
1-3 A woman heard the scream of the monster while a little boy saw it.
4-6
Look at the verbs at the bottom of the graphic organizer.
What is the author doing?
1-3 A woman heard the scream of the monster while a little boy saw it.
4-6
• Introducing the situation
• Describing the witness experiences
Collaborate
• What is the author doing?
• Record answers on whiteboard.
• Prepare to defend your answer(s) with text evidence.
Debrief “Doing” Answers
4-7 A teenage couple sitting on a porch saw a tall creature that stared at them then ran off.
8-10 The Murphysboro Monster is unexplained and has been frightening residents for weeks in this small town.
11-13 The events began June 25, and witnesses described the shrieking sound and appearance.
• Presenting the third eye witness account
• Establishing credibility
Debrief “Doing” Answers
8-10 The Murphysboro Monster is unexplained and has been frightening residents for weeks in this small town.
11-13 The events began June 25, and witnesses described the shrieking sound and appearance.
• Providing historical perspective
• Elaborating a real-life Halloween “monster” story
Discuss the CCSS Approach
• Started with more literal questions• Built in complex questions• Provided modeling of thinking• Provided opportunities to persevere
independently• Provided opportunities for collaborative
conversations• Emphasized use of academic vocabulary
Compare to Previous Approach
Directions:• Read “page 2” of
blue handout.• Discuss with your
table group how this “set” of questions is different than the questions asked during the CCSS activity.
What did you notice?
• The literal reading comprehension questions do not build toward greater meaning; all the questions do not work cohesively.
• Multiple-choice question #1 in the test practice asks about author’s purpose but in a highly simplified way.
• Much less critical thinking is required.
Mathematics
A CLOSER LOOK…
If a student can already compute using the algorithm do I need to make them do it another way?
Multiple Representations/Side by Side Instruction
254 – 132 = ?
What is an algorithm? …a process or set of procedures to be
followed in making calculations
Maybe???
Concrete AbstractUse
ManipulativesDraw
PicturesUse
AnalogiesUse patterns to makeconjectures
Follow proceduresand rules. Use algorithms
Students becomeflexible thinkers andcan apply math to new situations.
Model & Draw Decompostion Algorithm
254 – 132 = ?
Strategies to Help All Students Understand Math
200 +50 +4-100 -30 - 2
100 + 20 + 2 100 + 20 + 2 321452
122
This is where most “traditional” math instruction takes place.
Concrete Abstract
CCSS Expectations: Not All Different
“Balanced Instruction”
Conceptual Understanding Procedural Fluency Application &
Modeling
413
How many quarters are in $3.00?
12
14
13
Concrete Abstract
Now you try.“Balanced Instruction”
Conceptual Understanding Procedural Fluency Application &
Modeling
312
How many one-third pound hamburgers can you make from 2 pounds of meat?
6Contextualize
Draw a Picture
1 lb hamburger
1 lb hamburger
Traditionally how have we taught this math problem? 38 + 61
https://voicethread.com/?#u3764677
1. Line up the numbers by place value 6138
2. Starting on the right, add the numbers 99
Let’s look at how some students solve this problem. Listen carefully to their mathematical reasoning.
30
What were they thinking?
Multiple Representations /Side by Side Instruction
Traditional Method #2 Method #3
5348
40 + 8
50
+3
40 + 8x (50 + 3)
If my students can already do the algorithm do I need to make them do it the other ways?
4
2
14024
2,544
24120400
20002,544
2000 400
120 24
Traditional Method #2 Method #3
3110
513
331
516
3110
51330
513
31
10
2
1 151
30 + 1 + 2 + 151
15133
?15496
Instructional Focus• Multiple Representations• Side by Side Instruction
The Algebra Connection
523 2 xxx
522 xx
3x 3x 22x x5
23x x6 15
15115 23 xxx
How do Common Core State Standards impact me as a parent?
The National PTA created a series of Parents’ Guides to Student Success to provide parents with an overview of what their child will learn with the implementation of the Common Core State Standards.
How do Common Core State Standards impact me as a parent?
• The guides are based on the Common Core State Standards. They provide information by grade level for kindergarten through eighth grade.
• They also provide guidance for English language arts/literacy and mathematics for the high school grade span.
How do Common Core State Standards impact me as a parent?
The Parent Guides include:• Key items that children should be learning in
English language arts and mathematics in each grade.
• Activities that parents can do at home to support their child’s learning.
Supporting the student at home in ELA:
1st grade: Encourage your child to read to you and help them sound out difficult words.
3rd grade: Make reading for fun part of your child’s daily routine.
Supporting the student at home in ELA:
5th grade: Invite your child to read his or her writing out loud to other family members. Ask questions about their word choices and ideas.
7th grade: Ask about their favorite authors and why they like their books. Who are their favorite characters and why?
Supporting the student at home in ELA:
High School: • Monitor their drafts and the improvements they
make in their writing.
• Evaluate if their arguments make sense and are supported by evidence.
• Encourage them to use these skills in all classes that require writing.
Supporting the Student at Homein Math:
1st grade: Look for “word problems” in every day life. An example: o Open the carton of eggs, take out 4, close the lid,
and ask how many eggs are left.
3rd grade: Involve children in everyday use of the times tables. An example: o How many slices of pizza will each person get if 18
slices are shared with 6 people?
Supporting the Student at Homein Math:
5th grade: Look for “word problems” in every day life.An example: o Use the length, width and depth of a garden plot to determine
how many bags of soil you need to buy.
7th grade: Look for “word problems” in every day life. An example: o Have the student calculate different percentages of a tip at a
restaurant. o Show them a paycheck and ask them to calculate the
percentage of the income that goes to various taxes.
Supporting the Student at Homein Math:
High School: o Encourage your child to stick with it when a problem
seems difficult. o Ask them to break it down into parts. o Review the student’s class notes or the textbook that
relates to the problem. o Have the student describe what he/she knows and what
he/she needs to know.o Have the student explain the answer or how he/she
figured it out.
Supporting the Student at Homein Math:
Say to your child:• How did you do that?• How do you know that is right?• Is there another way you can do that?• Show me how your teacher taught you that today.
More prompting questions:• What do you see?• What do you know?• What do you need to know?
Use resources:• Communicate with your child’s teacher• Log on to Think Central (K -6)
Supporting Students at Home• Praise children for making an effort and
encourage perseverance.
• Help them develop the mindset that they should be proud of working hard and learning something new.
• Use conversation starters that encourage students to explain why or how they know something.
Online Parent Support
• EGUSD blog http://blogs.egusd.net/ccss/parents/
• The New York State Department of Education engageNY- http://www.engageny.org/parent-and-family-resources
• Council of the Great City Schools http://www.commoncoreworks.org/domain/104
Revisiting Outcomes
Provide answers for the following two questions:
• How might Common Core instruction look different from when I was in school?
• How do Common Core State Standards impact me as a parent?
CCSS Next Time – March 26*Repeat Session*
6:30-8:00 in the Board Room• How might Common Core instruction look
different from when I was in school?• How do Common Core State Standards impact
me as a parent?
NOTE: Questions written on index cards that have not yet been addressed tonight will be posted on the blog.