A K-5 Parent's Roadmap for the Common Core Learning Standards
Transcript of A K-5 Parent's Roadmap for the Common Core Learning Standards
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Wantagh School District Presents
A K-5 Parent’s Roadmap for
the Common Core Learning Standards
Sponsored by the PTA Council
Ms. Maureen Goldberg Superintendent of Schools
Dr. Maureen Appiarius Assistant Superintendent for Instruction
Ms. Marie Pisicchio Supervisor of Mathematics
Ms. Nicole Waldbauer Director of ELA & Secondary Reading
Dr. Randee Bonagura Principal, Wantagh Elementary School
Dr. Rebecca Chowske Elementary Supervisor
Mr. Anthony Ciuffo Principal, Forest Lake Elementary School
Dr. Lynne D‘Agostino Principal, Mandalay Elementary School
Tonight’s Objectives
• Help parents understand the Common Core State
Standards
• Help parents understand what the shift to the new
standards will mean for their child
• Help parents understand how they can help their
children at home
The CCSS suggest that
students can:
• Demonstrate independence
• Build strong content knowledge
• Respond to the various demands of audience, task, purpose, and discipline
• Comprehend as well as critique
• Value evidence
• Use technology and digital media strategically and capably
• Understand other perspectives and cultures
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So, what can parents really do to help?
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• Read as much non-fiction as fiction
• Learn about the world by reading
• Read more challenging material closely
• Discuss reading using evidence
• Write non-fiction using evidence
• Increase academic vocabulary
A Closer Look: ELA/Literacy Shifts
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Parents
Students
• Read more non-
fiction
• Understand how non-
fiction is written and
put together
• Enjoy and discuss the
details of non-fiction
• Supply non-fiction
texts to read
• Read non-fiction books
aloud or with your
child
ELA Shift #1
Balancing Informational & Literary Text
Read as much non-fiction as fiction
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Parents
Students
• Learn more about
Science and Social
Studies through
reading
• Use ―primary source‖
documents
• Build knowledge
through the use of
texts
• Supply texts
(magazines, articles,
books, etc.) on topics
that interest your child
• Find texts that explain
how things work and
why
• Discuss non-fiction
texts and their ideas
ELA Shift #2
Knowledge in the Disciplines
Learn about the world by reading
Informational Texts
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• Literary nonfiction such as memoirs and
personal essays
• Biographies, autobiographies, interviews,
speeches
• Content area texts which can include travel,
sports, business, science, nature writing
• Manuals
• Newspapers and magazines (Time for Kids,
National Geographic Kids, Highlights)
For book suggestions and more visit: The Association for Library Service to Children
(ALSC), a division of the American Library Association (ALA) (http://www.ala.org/alsc)
Primary Source Documents
• Photographs
• Maps, charts, tables
• Political cartoons
• Journals
• Declaration of Human Rights
• The Bill of Rights
• The Iroquois Constitution: ―Great Law
of Peace‖
Parents
Students
• Re-read
• Read books at their
comfort level and more
challenging texts
• Not just read,
comprehend
• Learn to persevere
when working with
complex texts
• Provide more
challenging texts their
children want to read in
addition to books they
can read easily
• Read challenging books
with your child
• Model reading at home
to demonstrate that
challenging books are
worth reading
ELA Shift #3
Staircase of Complexity
Read more complex material carefully
• Monitors comprehension with ―fix-up‖ strategies such as
rereading, using pictures, context clues or reference
material, summarizing or getting the ―gist‖
• Thinks about reading before, during and after reading by
predicting, visualizing, making connections, questioning,
summarizing, note-taking
• Uses graphic organizers and/or guiding questions
• Recognizes text structures and features
Helping Your Child
A Good Reader...
Reading Rockets!
Reading Rockets offers a rich library of strategies, articles,
parent tip sheets, FAQs, videos, research briefs and more —
providing research-based and best-practice information for
educators, parents, and others who work with young readers
http://www.readingrockets.org
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Parents
Students
• Find evidence to
support their
arguments
• Form judgments and
opinions
• Become scholars
• Discuss what the
author is thinking
• Make predictions
• Talk about texts
• Ask for evidence in
everyday discussions,
debates and
disagreements
• Read aloud or read the
same book as your
child and discuss with
evidence
ELA Shift #4
Text-based Answers
Discuss reading using evidence
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Late in the summer, on a cool evening, Addy and her
father heard a song high in the trees. ―Listen!‖ said Daddy.
―Cicadas!‖
Together they searched the trees around their yard and
found empty cicada shells. ―An insect used to live inside,‖
Daddy explained. ―When it grew bigger, it left its shell behind.‖
Gently Addy and Daddy pulled the fragile shells off the trees
and collected them in a bucket…..
Why does the cicada in the story leave its shell behind?
A The shell breaks easily.
B It finds a new place to hide.
C The shell is too heavy.
D It grows too big for the shell.
2007: An excerpt from ―Song of the Cicada‖ by Tristin Toohill (from Ladybug Magazine’s August 2003 issue)
To view the entire text visit: http://www.nysedregents.org/Grade4/EnglishLanguageArts/20070108book1.pdf
Pre-Common Core Text Excerpt and Question (Gr.4)
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Long ago, as the Sun traveled across the sky, one of the first
places he came to each morning was the land of the
Wampanoag people. He would shine down on them, giving
them warmth and light. But instead of thanking him for what
he gave them, the Wampanoag people would look up into
the sky, squint their eyes, and cover their faces with their
hands.
―I do not like those little people making faces at me,‖
said the Sun one day. ―I will no longer visit their land. I will
stay on the other side of the sky, where the people
appreciate me‖….
2013: An excerpt from the story, ―Greeting the Sun, A Maushop Story‖ retold by Joseph
Bruchac (from a collection of traditional Native American tales, 1996)
To view the entire text visit:
http://www.engageny.org/sites/default/files/resource/attachments/grade_4_ela_released_questions.pdf
Common Core Text Excerpt (Gr.4)
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Which detail best supports the idea that Maushop cares for the
Wampanoag?
A ―Maushop, the giant, had been sleeping, but the sound of many
frightened voices woke him.‖ (paragraph 5)
B “Maushop stood up from the place where he had been sleeping on the
beach, just below the great cliffs at Gay Head.‖ (paragraph 7)
C ―Walking very carefully, so that he would not step on anyone in the
darkness, Maushop went into the village.‖ (paragraph 7)
D ― ‗Maushop,‘ the people cried. ‗You must help us.‘ ‖ (paragraph 8)
Sample Common Core Question (Gr.4)
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Parents
Students
• Make arguments in
writing using evidence
• Compare multiple texts
in writing
• Encourage writing at
home
• Encourage process
writing (brainstorm,
draft, revise, edit)
• Review samples of
student writing: http://www.corestandards.o
rg/assets/Appendix_C.pdf
ELA Shift #5
Writing from Sources
How to Write from sources
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Pre-Common Core ELA Extended
Response Question Gr. 4
Personal
opinion
Imagine if the girl in ―Butterfly House‖ had found a
tadpole instead of a butterfly. What would the girl have
done to take care of a tadpole? Do you think it
would be more interesting to take care of a tadpole or
a butterfly? Use details from both passages to
support your answer.
In your answer, be sure to:
• describe how the girl would take care of a tadpole
• explain whether you think it would be more
interesting to take care of a tadpole or a butterfly
• use details from both passages to support your
answer
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Common Core ELA Extended Response
Question Gr. 4 In the novel Eagle Song, the main character, Danny, is a
Mohawk boy living in modern times. According to your
analysis of the Great Law of Peace, or Iroquois Constitution
and Cynthia O‘Brien‘s ―The (Really) Great Law of Peace,‖ how
does Danny display the beliefs of the Great Peacemaker and
the Haudenosaunee? In what ways does Danny think and act
based on the traditional values and beliefs of the Iroquois
people, even though he lives in modern times? Use details
from both passages to support your answer.
In your response, be sure to do the following:
•Describe how Danny displays the beliefs
•Explain how Danny thinks and acts based on the beliefs
•Use details from both passages to support your answer
Persuade
w/evidence
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Parents
Students
• Learn Academic
Vocabulary (the
vocabulary that is critical
to understanding the
concepts of the content
taught in schools)
Academic Vocabulary List by Jim
Burke:
http://www.englishcompanion.com/pdf
Docs/academicvocab.pdf
• Read with young
children
• Read multiple books
about the same topic
• Let your children see
you reading
• Talk to your children,
read to them, listen to
them, engage in word
play (Words with
Friends, Scrabble)
ELA Shift #6: Academic Vocabulary
Build an academic vocabulary
Vocabulary
“ …[students] need incremental, repeated exposure
in a variety of contexts to the words they are trying
to learn.
“ … vocabulary acquisition stagnates by grade 4 or
5 unless students acquire additional words from
written context.”
ELA Common Core Resources in Wantagh
• Wonders pilot
• NYS ELA Modules
• ReadWorks, StoryWorks, Reading A-Z
• Scholastic News
• New Writers’ Workshop CCSS Units of Study
• Triumph Learning/Coach I-Core
• Renaissance Learning
• And more….
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More Supportive ELA Resources
Castle Learning https://www.castlelearning.com/corp/
Triumph Learning I-Core
http://www.icoreonline.com/org/00739031
ENGAGENY http://www.engageny.org/english-language-arts
Sample ELA questions can be found at:
http://www.engageny.org/resource/new-york-state-common-
core-sample-questions
Differentiation http://www.edutopia.org/blog/BTS-
differentiation-for-all-students-ben-
johnson?utm_source=twitter&utm_medium=post&utm_camp
aign=blog-differntiation-students-johnson-RSS
Scholastic http://www.scholastic.com/parents/
Fun Educational Websites http://www.abcya.com/ or
http://www.starfall.com/
SUCCESS
Shifts in Mathematics
Shift
1 Focus
Teachers significantly narrow and deepen
the scope of how time and energy is spent
in the math classroom. They do so in order
to focus deeply on only the concepts that are
prioritized in the standards.
Shift
2 Coher-
ence
Principals and teachers carefully connect
the learning within and across grades so
that students can build new understanding
onto foundations built in previous years.
Shift
3 Fluency
Students are expected to have speed
and accuracy with simple calculations;
teachers structure class time and/or
homework time for students to memorize,
through repetition, core functions.
Shifts in Mathematics
Shift 4
Deep
Under–
standing
Students deeply understand and can
operate easily within a math concept
before moving on. They learn more than
the trick to get the answer right.
They learn the math.
Shift 5
Applica-
tion
Students are expected to use math
and choose the appropriate concept
or application even when they are
not prompted to do so.
Shift 6
Dual
Intensity
Students are practicing and understanding.
There is more than a balance between
these two things in the classroom –
both are occurring with intensity.
• Focus: learn more about less
• Build skills across grades
• Develop speed and accuracy
• Really know it, Really do it
• Use it in the real world
• Think fast AND solve problems
A Closer Look: Mathematics Shifts
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Common Core State Standards approach
Operations and
Algebraic Thinking
Expressions
and
Equations
Algebra
→ →
Number and
Operations—Base
Ten
→
The Number
System →
Number and
Operations—
Fractions
→
K 1 2 3 4 5 6 7 8 High School
Key Fluencies
Grade Required Fluency
K Add/subtract within 5
1 Add/subtract within 10
2 Add/subtract within 100
(pencil and paper)
3 Multiply/divide within 100
Add/subtract within 1000
4 Add/subtract within 1,000,000
5 Multi-digit multiplication
Key Fluencies
Grade Required Fluency
6 Multi-digit division
Multi-digit decimal operations
7 Solve px + q = r, p(x + q) = r
8 Solve simple 2 x 2 systems by
inspection
Math Common Core Resources
in Wantagh
EnVision Math Series: Comprehensive mathematics textbook and digital resource series aligned to the Common Core Standards for Mathematics. http://www.pearsonsuccessnet.com
Ixl.com: http://www.ixl.com
Finish Line: Review workbooks for New York
State Math Assessments
Bill Davidson: “Math Sprints”
NYS Math Module adaption for all grades
And more…
Enhance your child‘s math
fluency and problem solving
skills at home with
https://www.ixl.com
Pre-Common Core Example:
5th Grade Math (2005)
12 – Pierre is making an apple crumb pie using the items below.
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APPLE CRUMB PIE
Crumb
3/4 cup flour
1/3 cup sugar
1/4 cup butter
Filling
4 cups sliced apples
1/3 cup sugar
1/2 cup raisins
How much total sugar must Pierre use to make the pie crumb and filling?
F 7/12 cup
G 2/6 cup
H 3/4 cup
J 2/3 cup Answer 2/3 cup
Common Core Performance Task Example:
5th Grade Math Stuffed with Pizza
Tito and Luis are stuffed with pizza! Tito ate one-fourth of a
cheese pizza. Tito ate three-eighths of a pepperoni pizza.
Tito ate one-half of a mushroom pizza. Luis ate five-eighths
of a cheese pizza. Luis ate the other half of the mushroom
pizza. All the pizzas were the same size. Tito says he ate
more pizza than Luis because Luis did not eat any
pepperoni pizza. Luis says they each ate the same amount
of pizza. Who is correct? Show all your mathematical
thinking. Answer:
Tito: 3 91 14 8 2 8
Luis: 5 918 2 8
Luis was correct since they both ate 19 1
8 8or pizzas.
Inside a 1st grade
classroom…
Solve the problem below.
11. Rosi has 14 grapes.
Stephen has 2 more grapes
than Rosi.
How many grapes does
Stephen have? Draw a
picture to solve. Write the
number.
_______ grapes
Inside a 5th grade
classroom… How can you find a common denominator for fractions
with unlike denominators?
Samantha divided a rectangle into thirds. Madison divided a
rectangle of the same size into fourths. How can you divide a
rectangle of the same size so that you see both thirds and
fourths?
QDPA Question: Rewrite the question. Underline key words in
question.
Data: List the information you need to answer the
question.
Plan: Key words in the question tell what operation is
needed. Set up an equation. Perhaps draw a diagram.
Answer: Explain how you got your answer in words.
Include information from your QDP. Use the math
glossary for terms.
* Check your answer using the opposite operation you
used in your plan.
Helpful Hints…
Clue Words
• Addition: sum, total, in all, perimeter
• Subtraction: difference, how much more, how
many left
• Multiplication: product, area, times
• Division: share, distribute, quotient, average
EngageNY.org 42
Grade 3 Common Core
Math Question
A bake sale had the 3 cakes, as shown below, for sale.
Each cake was cut into 6 slices. Each slice was sold for $5.
What was the total amount earned for the sale of all the cakes?
Answer: 6 x 3 = 18 slices
18 x $5 = $90 in sales for all of the cakes
Tape Diagrams- 4th Grade (NYSED Module)
Tony drew the following area model to find an unknown length. What division equation did he model?
Answer: 72 3 24
Informational Links
● Parent Resources:
http://www.engageny.org/parent-and-family-
resources
• Math Modules:
http://www.engageny.org/resource/curriculum-
module-updates
National PTA
Parents’ Guide to Student Success
http://pta.org/files/Common%20Core%20State%
20Standards%20Resources/2013%20Guide%20
Bundle_082213.pdf