Glenoaks ccss parent info night
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Transcript of Glenoaks ccss parent info night
A Parent Introduc.on to the Common Core State Standards
Glenoaks Elementary School
Remember when …
Three minute video explaining Common Core State Standards.
What are the Common Core State Standards?
Are we preparing students to be global ci.zens
in a global economy?
All students should graduate from high school ready for college, careers and ci.zenship.
College and Career Standards ANCHOR the learning we want students to achieve…
Interna8onally benchmarked so that all students are prepared to succeed in our global economy and society
Led by states Mul8ple rounds of feedback Focused Aligned with college and work expecta8ons Rigorous content Higher skill applica8on of knowledge
Fewer – Higher -‐ Clearer
ShiEs…
Instruc.onal ShiJs for the Common Core
Six ShiJs in ELA/Literacy
◦ Balancing Informa8onal and Literary Text ◦ Building Knowledge in the Disciplines ◦ Staircase of Complexity ◦ Text-‐Based Answers ◦ Wri8ng From Sources ◦ Academic Vocabulary
Six ShiJs in Math • Focus • Coherence • Fluency • Deep Understanding • Applica8ons • Dual Intensity
ShiJ 1: More informa.onal text Students must…
Read more non-‐fic8on / informa8onal text
Know ways that nonfic8on can be organized: understand the structure of how ideas are put together
Enjoy and discuss the details of non-‐fic8on
Parents can…
Supply more non-‐fic8on / informa8onal text
Read non-‐fic8on texts aloud or with your child
Have fun with non-‐fic8on
Point out how non-‐fic8on is used in daily life
The MORE students read, the more they CAN read!
ShiJ 2: Read in every content area Students must…
Learn about science, social studies and other subjects through reading
Read and discuss primary source documents
Learn from and through texts
Parents can…
Supply texts on topics of interest in a wide range of subjects
Find text / books that explain what students are studying in school
Discuss non-‐fic8on texts and the ideas included in them
ShiJ 3: Read more challenging text closely
Students must…
Read and re-‐read Pay close aWen8on to what they are reading
Read at their comfort level AND work with more challenging text
Handle frustra8on and keep pushing
Parents can…
Provide challenging texts as well as text they can read comfortably.
Know what is grade appropriate
Read challenging text with them
Support and encourage when text gets tough
ShiJ 4: Discuss text using evidence Students must…
Find evidence to support their answers / ideas / arguments
Form judgments from informa8on in the text
Become “scholars” Discuss what they think the author is telling them
Parents can…
Talk about text! Demand evidence in discussions about text: “Show me…”
Read aloud or read the same book and discuss the evidence presented by the author
Ask ques8ons about the text that requires evidence in the answers
ShiJ 5: Wri.ng from Sources Students must…
Form a reasonable argument and defend it with evidence from other sources
Compare / use mul8ple texts in gathering evidence
Write well
Parents can…
Provide opportuni8es for students to write at home
Prac8ce wri8ng “books” or short pieces that use evidence / details from text
Point out how wri8ng is used in everyday life
ShiJ 6: Learning Academic Vocabulary Students must…
Learn the words that they will encounter in college and careers
Use context clues to determine the meaning of unknown words
Expand their “reading” vocabulary by increasing their reading on many topics
Parents can…
Read oEen and constantly to them
Read mul8ple books about the same topic
Set an example by reading for yourself!
Point out new vocabulary words and discuss them
ShiEs in Mathema8cs – will see more next year
22
ShiE 1 Focus !Significantly narrow and deepen the scope
ShiE 2 Coherence Teachers carefully connect the learning within and across grades.
ShiE 3 Fluency Students are expected to have speed and accuracy with simple calcula8ons.
ShiE 4 Deep Understanding
Students deeply understand and can operate easily within a math concept before moving on.
ShiE 5 Applica8on Students are expected to use math and choose the appropriate concept for applica8on even when they are not prompted to do so.
ShiE 6 Dual Intensity Students are prac8cing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity.
Learning More about the Common Core
Resources and Tools for Understanding the CCSS and Helping Your Child
Achieve Success
GUSD Website
Glendale Unified Common Core Newsle^er
hWp://pta.org/parents/content.cfm?ItemNumber=2583
Na.onal PTA Brochures: • Every grade level • Includes literacy and math
• Available in English and in Spanish
Council of Great City Schools Parent Roadmaps: • Kindergarten through Grade 8
• ELA and Math • What students will be learning
• How parents can support the learning
Introduc.on to California’s CCSS and a summary of what students are expected to learn as they advance from kindergarten through grade eight.
Common Core State Standards: Resources for Parents
and Guardians
hWp://engageny.org/educa8onal-‐ac8vi8es-‐for-‐parents-‐and-‐students
hWp://engageny.org/videos-‐for-‐parents
Assessing the Common Core…
Two sample 6th Grade ELA performance assessments from the Smarter Balanced Assessment Consor8um
I choose “C”
State of the Schools Student Presentation
Task Overview (105 total minutes): Title: Young Wonders Part 1 (35 minutes) Students plan and research for their speeches. They research a word meaning and apply the definiHon to a concept. They watch and analyze a video clip and read an interview about the altruisHc acts of two young people. They analyze three websites to idenHfy which would be most useful for researching another young wonder. They research a third young person that helps others and take notes on the informaHon about that person. Part 2 (70 minutes) Students write an outline about the young wonder they researched to plan their speeches. They create or select a visual or audio representaHon of the young wonder they researched. They give a speech about the young wonder using the visual or audio representaHon to support the speech and explaining how the representaHon is relevant to the young wonder. Scorable Products: Student responses to the constructed-‐response quesHons and the essay will be scored.
Student DirecHons: Part 1 Your assignment: You will learn about young people who, because of their ac8ons, are considered to be “wonders.” You will consider why they are wonders. You will research a young person that is a wonder because of how he or she helps others. You will select or create an audio or visual representa8on about the young wonder. You will prepare and give a five-‐minute speech about that person.
Steps you will be following: In order to plan and give your speech, you will do the following: 1) Explain how a person can be a “wonder”. 2) Watch a short video and read an interview about young people taking ac8on to help others. 3) Iden8fy a personal quality that the young wonders in the video and the interview have in common. 4) Select a web page that would be useful for researching a young wonder. 5) Research another young person who is a wonder for helping others. 6) Make an outline about the young wonder about whom you did research to use when you give your speech. 7) Create or select a visual or audio representa8on of the young wonder. 8) Give a five-‐minute speech about the young wonder you researched and include the visual or audio representa8on of them to help with the explana8on.
Direc.ons for beginning: Research and apply the meaning of the word “wonder.” Since you will give a speech about a young wonder, it is important that you understand what a “wonder” is. Use the dic8onary website to read the meaning of the word “wonder” used as a noun. Ques8on 1: In two sentences, use your own words to tell what a wonder is and explain how a person who helps others can be considered a wonder. Your explana0on will be scored.
Watch a video and read an interview. You will now watch a video and read an interview. As you watch and read, think about the personal quali8es the people display. (Video 1) (Interview 1) Analyze the video and interview. Ques8on 2: Write 2 or 3 sentences iden8fying a personal quality that both Mickey and Ana display. Give an example from both the video and the interview to support your answer.
Decide if a webpage is useful for your research. You will research another young person that is a wonder because of how he or she helps others. Look at the following three websites and choose the one you think would be the best source to use to find out about other young people who are wonders because they help other people. (3 URL’s provided…)
Write two or three sentences to do the task below. Ques8on 3: Tell which website you think would be most useful for learning about another young person that is a wonder because he or she helps others. Cite the web site by giving the web address. Use details from the website to support your answer.
Research another young wonder. Learn about another young wonder close to your age. Find out what the person did to help others. You may search for websites with informa8on about a young wonder or use this one: hWp://myhero.com/go/directory/page.asp?dir=child Be sure to write down the web address of the website you use because you will tell the web address in your speech. Take notes about the person so you can use the informa8on when you give your speech.
Part 2 Create an outline about the young wonder you researched. Use the informa8on you learned about the young wonder you researched to create an outline about him or her. You will use this outline to give your speech. Word-‐processing tools, thesaurus, and spell check func8on are available to you. Your outline will be scored. There are 3 points possible. Include these four main topics in your outline: I. Who the young wonder is (name, age, where he or she lives) II. What the young wonder does to help others III. What personal quali8es are shown as he or she helps IV. Why you think he or she is a young wonder
Select or create a visual about the young wonder you researched. You will share a visual or audio representa8on of the wonder you researched as part of your speech about that person. You will explain how the visual or audio is related to the person. You may create a representa8on or select it from a source. Here are some possible ideas, but you might think of a different one: • Show part of a website about the person • Select and print a picture of an object, event, or situa8on that is related to the person • Create a visual representa8on by sketching it or using drawing soEware • Select an audio clip to play or the lyrics of a song to read aloud • Select a poem to read aloud • Create a short PowerPoint presenta8on • Select informa8on about the person from social media
Give a Speech Give a five-‐minute speech to your classmates and/or your teacher about the young wonder you researched and explain why the person is a wonder. Share the visual or audio. Tell the web address of the website(s) used to get informa8on about the young wonder.
How your speech will be scored: Focus—how well your speech clearly introduces and communicates your ideas OrganizaHon – how well your ideas flow from the opening to the conclusion and how well you stay on topic throughout the speech ElaboraHon of Evidence – how well you use sources, facts, and details as evidence Language and Vocabulary – how well you effec8vely express ideas using precise language that is appropriate for your audience and purpose PresentaHon – how well your speech is presented, including eye contact, pronuncia8on, and awareness of audience and the use of visual/graphics/audio enhancements appropriate to your message