EGUSD Common Core Parent Night February 26, 2014 Session 2: Getting to Know the Common Core State Standards Dr. Steven Ladd, EGUSD Superintendent Mark Cerutti, Associate Superintendent Anna Trunnell, Director of Curriculum and Professional Learning LaRae Blomquist, ELA Curriculum Specialist Mark Freathy, Math Curriculum Specialist Ray 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, – – – – Reading Comprehension shifts—or differences—in Writing standards, but… Grammar, Spelling, Punctuation – Speaking/Listening

Some “differences” are NOT different.

Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework

Grade

4 8 12

Literary

50% 45% 30%

Information

50% 55% 70%

(2008). Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office.

Some “differences” are NOT different.

Grade

4 8 12

Literary

50% 45% 30%

Information

50% 55% 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 CST

3 rd 4 th 5 th 6 th Vocabulary (1.0)

31% 24%

Reading Comp.

(2.0)

23% 20%

Lit. Resp. & Analysis (3.0) Writing Strategies (1.0) Written & Oral Lang. Conventions 1.0)

12% 14% 20%

Questions

12% 20% 24% 19% 21% 16% 21% 23% 17% 23% 16% 23% 21% Information available on the CDE website – CST Blueprints

Weight of Informational Text on CST

3 rd 4 th 5 th 6 th Vocabulary (1.0)

31%

Reading Comp.

(2.0)

23%

Lit. Resp. & Analysis (3.0) Writing Strategies (1.0)

12% 14%

Written & Oral Lang. Conventions 1.0)

20% 24% 19% 20% 21% 12% 16% 20% 21% 24% 23% 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 7 th 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.

4-7

Debrief “Saying” Answers A teenage couple sitting on a porch saw a tall creature that stared at them then ran off.

8-10 11-13

The Murphysboro Monster is unexplained and has been frightening residents for weeks in this small town.

The events began June 25, and witnesses described the shrieking sound and appearance.

What is the author doing?

4-6

Look at the verbs at the bottom of the

scream of the monster

graphic organizer.

What is the author doing?

1-3 A woman heard the scream of the monster while a little boy saw it.

• Introducing the situation • Describing the witness experiences 4-6

Collaborate • • • What is the author doing?

Record answers on whiteboard.

Prepare to defend your answer(s) with text evidence.

4-7

Debrief “Doing” Answers 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

11-13

in this small town.

account • Establishing credibility described the shrieking sound and appearance.

8-10

Debrief “Doing” Answers The Murphysboro Monster is unexplained and has been frightening residents for weeks in this small town.

• Providing historical perspective • Elaborating a real-life Halloween “monster” story appearance.

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…

Multiple Representations/ Side by Side Instruction If a student can already compute using the algorithm do I need to make them do it another way?

254 – 132 = ?

Maybe???

What is an algorithm? …a process or set of procedures to be followed in making calculations

Strategies to Help All Students Understand Math Concrete Abstract Use Manipulatives Draw Pictures Use Analogies Use patterns Follow procedures to make and rules. conjectures Use algorithms Students become flexible thinkers and can apply math to new situations.

254 – 132 = ?

Model & Draw 100 + 20 + 2 This is where most “traditional” math instruction takes place.

Decompostion 200 +50 +4 -100 -30 - 2 100 + 20 + 2 Algorithm  2 5 4 1 32 122

CCSS Expectations: Not All Different Concrete “Balanced Instruction” Abstract Conceptual Understanding

Procedural Fluency

Application & Modeling 3  1 4  12 3  1 4 1 How many quarters are in $3.00?

Concrete Now you try.

“Balanced Instruction” Abstract Conceptual Understanding Draw a Picture

1 lb hamburger 1 lb hamburger

Procedural Fluency

Application & Modeling 2  1 3  6 Contextualize How many one-third pound hamburgers can you make from 2 pounds of meat?

What were they thinking?

Traditionally how have we taught this math problem?

38 + 61 1. Line up the numbers by place value 2. Starting on the right, add the numbers 38  61 99 Let ’ s look at how some students solve this problem. Listen carefully to their mathematical reasoning.

https://voicethread.com/?#u3764677 30

Multiple Representations /Side by Side Instruction Traditional  2 48 53 14 24 0 4 2,544 Method #2 40 + 8 x (50 + 3) 24 120 400 2000 2,544 Method #3 40 + 8 50 2000 + 3 120 400 24 If my students can already do the algorithm do I need to make them do it the other ways?

3 1 5  10 1 3 Traditional 16  31 5 3 496  ?

15 10  1 3 Method #2 3  1 5 30 1 2 1 15 • • Instructional Focus Multiple Representations Side by Side Instruction Method #3 1 5    10  1 3 1 33 15 1 30 + 1 + 2 + 15

The Algebra Connection 3 

x



x

 3  

x

2 

x

2   2

x

2

x

  5  5 

x

3 2

x

2 5

x

3

x

2 6

x

15

x

3  5

x

2  11

x

 15

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:

1 st

grade: Encourage your child to read to you and help them sound out difficult words.

3 rd

grade: Make reading for fun part of your child’s daily routine.

Supporting the student at home in ELA:

5 th

grade: Invite your child to read his or her writing out loud to other family members. Ask questions about their word choices and ideas.

7 th

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 Home in Math:

1 st

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.

3 rd

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 Home in Math:

5 th

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.

7

example: o

th

grade: Look for “word problems” in every day life. An 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 Home in 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 Home in 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.