CCGPS Math & ELA Learning and Teaching Department STEM and - - PowerPoint PPT Presentation
CCGPS Math & ELA Learning and Teaching Department STEM and Humanities In a 2007 comparison of state assessment proficiency standards to those set by NAEP, Georgia ranked 47 out of the 50 states. In other words, Georgia ranks third in
Learning and Teaching Department STEM and Humanities
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29% at/above proficient
83% met/exceeded
37% met/exceeded
42% college ready benchmark*
38% college ready benchmark**
37% on track to be CCR
*SAT data represent 71% of Class of 2013 **ACT data represent 51% of Class of 2013
32% at/above proficient
97% met/exceeded
86% met/exceeded
91% met/exceeded
43% college ready benchmark*
43% college ready benchmark**
40% on track to be CCR
*SAT data represent 71% of Class of 2013 **ACT data represent 51% of Class of 2013
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“Drawing on released items and test forms from the 16 states thought to have the most rigorous tests, Yuan and Le (2012) found…only about 1/3
response items were at Level 3; fewer than 10% were at Level 4.”
The Mathematics Standards and the Shifts They Require
What will students have to do? What can parents do to help? Keep building on learning year after year Be aware of what your child struggled with last year and how that will effect ongoing learning Advocate for your child Ensure that support is given for “gap” skills, such as negative numbers, fractions, etc. Spend more time on fewer concepts Know the critical areas for your child at their grade level Go more in-depth on each concept Spend time with your child on the critical areas Discuss your child’s progress on the critical areas during conferences with your child’s teacher Spend time practicing by doing lots of problems on the same idea Push children to know, understand and memorize basic math facts Make the math work, and understand why it does Ask questions and review homework to see whether your child understands why as well as what the answer is. Talk about why the math works Advocate for the time your child needs to learn key math skills Prove that they know why and how the math works Provide time for your child to work on math skills at home Apply math in real world situations Ask your child to do the math that comes up in daily life Know which math skills to use for which situation
Build knowledge by reading a balance of fiction and non- fiction
What will students have to do? What can parents do to help? Read more non-fiction Supply more non-fiction texts at home Know the ways non-fiction can be put together Read non-fiction texts aloud or with your child Enjoy and discuss the details of non- fiction Have fun with non-fiction in front of them Get more knowledgeable about Social Studies and Science Have a series of texts on topics of interest Handle "primary source" documents Have books with primary docs, with kid-friendly explanations-Discuss
more words than children from parents living in poverty. (Hart and Risley, 1995).
understanding of spoken language do better in school (Whitehurst and Lonigan).
four times more likely to leave high school without a diploma (Hernandez, 2011).
Regular practice with complex text and academic vocabulary
What will students have to do? What can parents do to help? Re-read texts Provide more challenging texts on topics of interest AND books that can be read comfortably Read material at a comfortable level AND work with more challenging stuff Read challenging stuff with them Handle frustration, keep pushing, and re-read text to build understanding Show that challenging stuff is worth re-reading Find evidence to support their arguments Talk about texts Form judgments and become scholars Demand evidence in every day discussions/ disagreements Discuss what the author is “up to” Read aloud or read the same book and discuss with evidence
Grades Example of Complexity: Nonfiction Example of Complexity: Fiction K-1 A Tree is a Plant Read Aloud: What will I Be? Are you My Mother? Read Aloud: The Owl and the Pussycat 2-3 Martin Luther King and the March on Washington Read Aloud: What the World Eats Fire Cat Read Aloud: Charlotte’s Web 4-5 Hurricanes: Earth’s Mightiest Storms The Kids’ Guide to Money Bud not Buddy The Secret Garden
What about children who read aloud but who make mistakes; that is, some of the words they read aloud, differ to the actual words in the text? Let’s look at some examples: Text: Let us run out and play Child: Let’s run and play. The child has not read aloud the printed text accurately. He has joined two words to make a contraction (Let’s) and has left out a word (out).Has the child changed the meaning? No. Should you interrupt? No. Here is a next example: Text: The dog barks and barks. Child: The dog breaks and breaks. Does the child’s reading make sense? No. Did the oral reading errors interfere with meaning? Yes. Should we interrupt? Yes. If you are uncertain whether or nor the child is reading for meaning, quietly stop the child and ask, Does that make sense?
Tell me that in your own words.
Wilson, L. “Listening to Children Read.” National Council of Teachers of English. Parent Resources. Web. 10 March 2014.
What will students have to do? What can parents do to help? Make arguments in writing using evidence Encourage writing at home Compare multiple texts in writing Write “books” together and use evidence/ details Read multiple books about the same topic Learn the words that they can use in college and career Read often and constantly with babies, toddlers, preschoolers, and children Learn how to use the power of language Let your kids see you reading, talk to your children; Read to your children; Listen to your children; Sing with your children; Make up silly rhymes and word games with your children Discuss the multiple meanings of words with your children
http://www.ncte.org/wlu/parents
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