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.