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Three Shifts in ELA Regular practice with complex text and academic language Reading, writing, and speaking grounded in evidence from texts, both literary and informational Building knowledge through content-rich nonfiction 3
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Inst i tute of TechnologyDecember 8, 2015
Parent/ Teacher Organization
Why Common Core2
Three Shifts in ELA
Regular practice with complex text and academic language
Reading, writing, and speaking grounded in evidence from texts, both literary and informational
Building knowledge through content-rich nonfiction
3
High School English
Students will:Closely and critically read complex works of
literature and informational textsCommunicate about texts in writing and
through class discussionsInterpret what they read and present analysis
using appropriate examples and evidence from text
Assess the strength of an author’s or speaker’s points and assumptions based on evidence from the text
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High School English
Students will (cont):Expand on literary and cultural knowledge by
reading great classic and contemporary works representative of various time periods, cultures, and worldviews
Develop skill, fluency, and concentration to produce high-quality writing over multiple drafts
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Staircase of Complexity6
How You Can Help
Increase time for conversation at home. Discuss classroom assignments, activities, and homework.
Ask your child about his/her academic goals and interests. Assist in gathering sources of information of college and career opportunities.
Begin to explore colleges and other postsecondary options that are of interest to your child.
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Be an Active Partner
Reach out to your child’s teacher and ask: Is my child becoming an effective writer? Is my child becoming more skilled at reading and
understanding challenging material? With what does he/she struggle?
What extra support can I provide at home to reinforce what you are teaching in class?
How can I ensure that my child is developing good study habits for high school and beyond?
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Common Core Mathematics Program
FocusCoherence
Rigor
Students must: Parents Can:
Spend time on fewer concepts
Know what the priority work is for your child for their grade level
Spend time with your child on priority work
Ask you child’s teacher about their progress on priority work
Focus – Learn more about less10
Students Must: Parents Can:
Keep on building learning year after year
Be aware of what your child struggled with last year and how that will affect learning this year.
Advocate for your child and ensure that support is given for “gap” skills – negative numbers, fractions
Coherence- Skills Across the Grade Level
11
Students Must… Parents Can…
Understand why the math works. Make the math work.
Talk about why the math works
Prove that they know why and how the math works
Notice whether your child really knows why the answer is what it is
Ask your child to explain the steps they are doing and why the steps work
Ask your child to do the Real-World math at home
Rigor – Balance of understanding and skill
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Conceptual Understandings in High School
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Focus Areas of Rigorous Instruction of Conceptual Understanding and Fluency
8 Linear algebra and linear functionsAlg.
1Seeing structure in expressions and reasoning with equations and inequalities
Geo.
Congruence, similarity, expressing geometric properties with equations and modeling with geometry
Alg.2
Polynomial, radical, rational and trigonometric functions
Students Must… Parents Can…
Spend time practicing – problems on the same idea
Push children to know/memorize basic math facts/perform skills in Algebra
Know all of the fluencies your child should have and prioritize learning of the ones they don’t
Rigor – Balance of understanding and skill
14
Fluencies in Grades 6- Algebra 215
Standard Required Fluency
6 6.NS.2,3
Multi-digit divisionMulti-digit decimal operations
7 7.EE.4 Solve px + q = r, p(x + q) = r8 8.EE.8 Solve simple 2x2 systems by inspectionAlg.1 A-APR.1 Fluency in adding, subtracting, and multiplying polynomials
Alg. 1 A-SSE.1b Fluency in transforming expressions and chunking
Geo G-SRT.5 Fluency with the triangle congruence and similarity criteria
GeoG-GPE.4, 5, 7
Fluency with the use of coordinates to establish geometric results, calculate length and angle, and use geometric representations as a modeling tool
Geo G-CO.12
Fluency with the use of construction tools, physical and computational
Alg.2 A-APR.6 Divide polynomials with remainder by inspection in simple cases
Alg.2 A-SSE.2 To see structure in expressions and to use this structure to rewrite expressions
Alg.2 F-IF.3 Fluency in translating between recursive definitions and closed forms
Mathematical Practices
Habits of Mathematicians
• Make Sense of problems and persevere in solving them
• Reason abstractly and quantitatively
• Construct viable arguments and critique the reasoning of others
• Model with mathematics• Use appropriate tools
strategically• Attend to precision• Look for and express
regularity in reasoning
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Brain Research
No “Math Brain”The brain has plasticity – it changes and
adaptsMistakes are GOOD for the brain!
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Fixed Mindset Growth Mindset
Intelligence is fixedAvoid challengesGive up easilySees efforts as
fruitlessIgnore useful
feedback Want to maintain
looking “smart”Mistakes = failure
Intelligence can be developed
Embraces challenges
Persists despite obstacles
Sees effort as necessary for success
Mistakes = Learning
Carol Dweck’s Work18
If kids say: Try:
I got it wrong
I can’t do it
I’m not good at this
I’m not good at math
So what did you learn from the mistake?
What are some strategies that you can try?
What are you missing?
You can train your brain to do math with effort
Changing Language19
On-Line Resources
Khan AcademyJmap.orgE-Math InstructionCastle LearningAccelerated Math
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Questions?21