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 having the lowest standards for student proficiency. --Peterson & Hess (2008) 2

Achievement of Georgia Students in Mathematics 2013 • NAEP – Grade 8: 29% at/above proficient • CRCT – Grade 8: 83% met/exceeded • Coordinate Algebra EOCT: 37% met/exceeded • SAT – Class of 2013: 42% college ready benchmark * • ACT – Class of 2013: 38% college ready benchmark ** 2012 • PSAT – sophomores: 37% on track to be CCR *SAT data represent 71% of Class of 2013 **ACT data represent 51% of Class of 2013

Achievement of Georgia Students in Reading 2013 • NAEP – Grade 8: 32% at/above proficient • CRCT – Grade 8: 97% met/exceeded • 9 th Grade Literature EOCT: 86% met/exceeded • American Literature EOCT: 91% met/exceeded • SAT – Class of 2013: 43% college ready benchmark * • ACT – Class of 2013: 43% college ready benchmark ** 2012 • PSAT – sophomores: 40% on track to be CCR *SAT data represent 71% of Class of 2013 **ACT data represent 51% of Class of 2013

New Assessments, New Rigor “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 of the few constructed- response items were at Level 3; fewer than 10% were at Level 4.” --Herman & Linn (2014) 5

“These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step … It is time to recognize that standards are not just promises to our children, but promises we intend to keep .” -The Common Core State Standards in Math, page 5

What’s different in the expectations for mathematics? • Learn more about fewer concepts • Focus on skill building, speed and accuracy • Use of real world examples to better understand concepts

The Mathematics Standards and the Shifts They Require

Math Test Question: Pre-Common Core Memorize the table to the right.

Sample Math Assessment Task 3.MCC3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.

Expectations for Students & Ideas for Parents 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 Push children to know, understand and memorize the same idea 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

What Should You See in Your Child’s Backpack? • Real- world examples that makes what they’re learning in English and math make more sense • Math homework that asks students to write out how they got their answer • Math homework that ask students to use different methods to solve the same problem

How Can You Engage Your Child at Home? • Did you learn any new words in class today? What do they mean? How do you spell them? • How often did you use math today? How did you use it? • How did you use evidence in school today? Where did you get it?

Resources • https://www.georgiastandards.org/pages/parents.as px • www.pta.org/4446.htm • http://www.cgcs.org/Domain/36 • http://parcconline.org/computer-based-samples

What’s different in the expectations for ELA? • Build knowledge by reading a balance of fiction and non- fiction • Regular practice with complex text and academic vocabulary • Cite evidence from the text

Expectations for Students & Ideas for Parents 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 Read non-fiction texts aloud or with your child together Enjoy and discuss the details of non- Have fun with non-fiction in front of them fiction Get more knowledgeable about Social Have a series of texts on topics of interest Studies and Science Handle "primary source" documents Have books with primary docs, with kid-friendly explanations-Discuss

The more we read the more we can read! • By age 3, children from affluent families have heard 30 million more words than children from parents living in poverty. (Hart and Risley, 1995). • Children who have larger vocabularies and greater understanding of spoken language do better in school (Whitehurst and Lonigan). • If children aren’t reading on grade level by third grade, are 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 Read challenging stuff with them with more challenging stuff Handle frustration, keep pushing, and re-read Show that challenging stuff is worth re-reading text to build understanding 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

Support their Reading-Read Challenging Texts Aloud Grades Example of Complexity: Example of Complexity: Nonfiction Fiction K-1 A Tree is a Plant Are you My Mother? Read Aloud: What will I Read Aloud: The Owl and Be? the Pussycat 2-3 Martin Luther King and Fire Cat the March on Washington Read Aloud: What the Read Aloud: Charlotte’s World Eats Web 4-5 Hurricanes: Earth’s Bud not Buddy Mightiest Storms The Kids’ Guide to Money The Secret Garden

How can I help at home? Interrupt to correct OR not? 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? or 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.

If you are uncertain whether or nor the child is reading for meaning, quietly stop the child and ask, Does that make sense? or Tell me that in your own words.

Cite evidence from the text What will students have to do? What can parents do to help? Make arguments in writing using Encourage writing at home evidence 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 Read often and constantly with babies, toddlers, college and career preschoolers, and children Learn how to use the power of Let your kids see you reading, talk to your children; language 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

National Council of Teachers of English-Resources All great t resou ource ces s to help p parent ents s with th lite terac acy y at home me http://www.ncte.org/wlu/parents

Let’s try something… ELACC5RI1 5 th Grade ELA Reading Informational Standard -Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. What does this look like in the classroom and at home?

Does Not Meet/Needs Support If a student… Quotes accurately from a simple to moderately complex informational text when explaining what the text says explicitly. Short Answer Question: How much money did Garrett Morgan receive from the electric company for his invention?