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COMMON CORE

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Travis McCarty

on 21 November 2013

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Transcript of COMMON CORE

Parent information: What we all need to know about the Common Core Learning Standards

What do the standards mean for you and your children?
College and career readiness and success: Why it matters?
What does it mean to you?
Why does it matter to you?
What is the school’s role?
How can parents be involved?
What does "cognitive engagement" look like in the classroom?

Common Core Learning Standards:

- Define what children should know and be able to do at each grade level.

- Are benchmarked against international learning measures and the needs of
modern-day employers.

- Require a new kind of instruction in our classrooms. We are preparing students
for their future, not our past.


What are the Common Core Standards?

A single set of clear standards for English Language Arts and mathematics

A tool to help students and parents set clear and realistic goals for success

A first step in providing young people with the high-quality education that will prepare them for success in college and careers

Instructional Shifts
Putnam Valley Central School District
November 20, 2013
District faculty and administration

Presented by:

Dr. Frances Wills
Ms. Elizabeth Barette
Mr. Vincent Burruano
Mr. Gerry Carlin
Mr. Mick Coleman
Mrs. Natalie Doherty
Mrs. Catherine Dreessen




College Readiness:
College readiness means that graduates have the skills they need to do well in college.

“College” doesn’t just mean a four-year degree. It can mean any program that leads to a degree or certificate.

Being “ready” means that students graduate
from high schools with key skills in English
and mathematics.
EngageNY.org


Why does this matter?
Because it’s what our students need.

Nationally . . .
For every 100 ninth graders…
65 graduate from high school
37 enter college
24 continue into their sophomore year
12 graduate with a degree in six years

English Language Arts/Literacy:

What’s different in the
new standards?

Instructional Shifts
… and only 6 get a good job after graduation from high school


The new standards will…
Prepare students to succeed in college and the workforce.

Ensure that every child—regardless of race, ethnicity or zip code—is held to the same high standards and learns the same material.

Provide educators with a clear, focused road map for what to teach and when.

A Closer Look:
E.L.A./Literacy Shifts

- Read as much non-fiction as fiction
- Learn about the world by reading
- Read more challenging material closely
- Discuss reading using evidence
- Write non-fiction using evidence
- Increase academic vocabulary

EngageNY.org




“Central to the heart of the Common Core State Standards (CCSS) for English Language Arts & Literacy is reading, writing, speaking and listening grounded in text.”

- Balance of Informational & Literary Text
- Text dependent discussion and questioning
- Writing from sources
- Close reading of complex text
- Academic Vocabulary

Career Readiness
Career readiness means that high school graduates are qualified for and able to do well in long-term careers.

“Career” doesn’t just mean a job. It means a profession that lets graduates succeed at a job they enjoy and earn a competitive wage.

- Focus on non-fiction, careful reading
- Discuss reading and writing using evidence
- Increase academic vocabulary



- Learn more about fewer concepts
- Focus on skill building, speed and accuracy
- Use of real world examples to better
understand concepts

Mathematics:
Pre-Common Core
vs
Post Common Core

In both the Demosthenes biography and the Icarus and Daedalus myth, the main characters are given advice from other people. Do you respond to advice from other people more like Demosthenes or more like Icarus? Write an essay in which you explain who you are more like when it comes to taking advice and why. Use details from both articles to support your answer.  

In your response, be sure to do the following:
 
-
tell
whether you are more like Demosthenes
or
Icarus
-
explain
why you respond to advice similar to Demosthenes
or
Icarus
- use details from both passages in your response

Pre-Common Core - E.L.A.
In both the Demosthenes biography and the Icarus and Daedalus myth, the main characters exhibit determination in pursuit of their goals. Did determination help both main characters reach their goals, or did it lead them to tragedy? Write an
argument
for whether you believe determination helped or hurt the two main characters.  In your response, be sure to do the following:
 
-
describe
how determination
affected
the outcome in Demosthenes
-
describe
how determination
affected
the outcome in Icarus and Daedalus
-
explain
the similarities
or
differences that exist in the ways determination
played into the outcome of
both texts
- use details from both passages in your response

Post Common Core - E.L.A.
English Language Arts
Pre - Common Core
vs
Post Common Core
Mathematics
A Closer Look: Mathematics Shifts

- Focus: learn more about less
- Build skills across grades
- Develop speed and accuracy
- Really know it, Really do it
- Use it in the real world
- Think fast AND solve problems

Pierre is making an apple crumb pie using the items below.





How much total sugar must Pierre use to make the pie crumb and filling?
F. 7/12 cup
G. 2/6 cup
H. 3/4 cup
J. 2/3 cup
Pre - Common Core - Mathematics
Mr. Morris built a fence to enclose his yard. He put up 3/4 of the fence on Monday. On Tuesday, he put up 1/6 of the fence, and on Wednesday, he put up the rest of the fence. What portion of the fence did he put up on Wednesday?


Post Common Core - Mathematics
So, what can parents really do to help?

By staying involved, informed and engaged, parents can help students be successful.

There are many ways to help:

- Read with your children
- Review and discuss their homework
- Communicate with their teachers
- Attend public meetings to learn more
- Learn about the standards and how they affect your child’s education and school
- Look through your child’s backpack each afternoon

Some questions to ask your child
- Did you talk about anything you read in class today?
Did you use evidence when you talked about what you
read?
- Did you learn any new words in class today? What do
they mean? How do you spell them?
- How did you use evidence in school today? Where did
you get it?
- How often did you use math today? How did you use
it?




Resources for parents
http://www.engageny.org/

http://www.khanacademy.org

http://learnzillion.com

www.achievethecore.org

www.pta.org/4446.htm

http://www.cgcs.org/Domain/36

http://parcconline.org/parcc-content-frameworks

http://www.wordlywise3000.com/

What you should see
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

Books that are both fiction and non-fiction

Writing assignments that require students to use evidence instead of opinion

Math homework that ask students to use different methods to solve the same problem

Closing discussion
- What strategies did we discuss today that you
think you might use with your children?

- What other information would be helpful to
you?

- What other questions do you have?

Developmental K - 12 anchor standards...
(inclusive of special ed)
(a continuum of a standard K-12)
What changes are occurring at the High School level?
Mr. Edward Hallisey
Mr. Michael Hanna
Mr. Travis McCarty
Mrs. Jenette Mistretta
Mrs. Tricia Murray
Ms. Margaret Podesta
Mrs. Zoe Sousa
- English Language Arts -

Pre - Common Core
vs
Post Common Core
- 5th Grade -


Prior to Common Core
Excerpt from Hatchet by Gary Paulsen

What is the passage mainly about?

A a boy’s memories of his science class
B a boy’s successful attempt to start a fire
C the things that are needed to build a fire
D the best way to build a shelter in the woods


Where does this passage take place?

A at a park
B at a school
C in the backyard
D in the wilderness

Common Core
Excerpt from Heidi by Johanna Spyri

The narrator of the story helps the reader understand the grandfather by

A describing his face and revealing his thoughts
B describing his home and quoting his speech
C telling Heidi’s opinion of him and revealing his past
D telling his emotions and showing his frustration



How does the final paragraph contribute to the reader’s understanding of the story?

A It suggests that Heidi will make the most of her new surroundings.
B It shows that Heidi will feel uncomfortable in her new home.
C It indicates how poor the family is.
D It shows how tired Heidi is

Multiple Choice Examples - 5th Grade
Example Extended Responses:

Prior to Common Core

Think about how “Annie John” and “Glenn and Robbie” are both about the differences between friends. Write an essay in which you explain how differences can strengthen or weaken friendships. Use details from both the stories to support your answer.

In your answer, be sure to include

- a description of the friendships
- an explanation of how the friends are different from one another
- details from both the passage and the story to support your answer

Common Core

Both stories are told from the perspective of an animal. How does this perspective affect how the stories are told? Compare and contrast how Black Beauty and the robin view their surroundings. Using details from both passages, describe how the animals’ perspectives influence how events are described.

In your response, be sure to:

- describe the perspective of Black Beauty from “Black Beauty”
- describe the perspective of the robin from “The Secret Garden”
- explain how each author uses these perspectives to help the reader understand the events as they unfold
- use details from both stories

Extended Response - 5th Grade
Mrs. Sousa is planning a camping trip. There are 4 families, each with 3 people going on the trip. They will be taking 3 cars. Each car will carry the same number of people. How many people will ride in each car? Draw an Array and a Number Bond. Be sure to include in your answer some of the following words/phrases:

- I did this because…

- Factor, number of groups, number in each group, multiplied,
multiplication, equals, groups of.
------------------------------------------------------------------------------------------------------------


Have A Go!
Use RDW (read, draw write)

Students complete a problem set
independently but check and compare answers with a partner before coming back as a class to share and debrief.

Problem Set
(10 Minutes)

- Students divide themselves into 4 equal
groups on the corners of the carpet.

- How many equal groups did we make?
4 equal groups.

4 x ____ = the total number of students in
the class

- What is the size of each group? 6 in each
group.

Concept Development (30 min)
Equal Groups Activity

Lesson Objective: To interpret the meaning of factors as the size of the group or the number of groups.

Structure of Lesson:

- Fluency Practice (10 to 15 minutes)
- Application Problems (5 to 10 minutes)
- Concept Development (30 – 35 minutes)
- Problem Set (10 minutes)
- Student Debrief (10 minutes)

Common Core in the Class

Representing and solving problems involving multiplication and division.

Understand properties of multiplication and relationship between multiplication and division.

Multiply and divide within 100.

Solve problems involving the four operations and identify and explain patterns in arithmetic.

Domain: Operations
and
Algebraic Thinking

Operations and Algebra (40 – 50%)

Number Operations in Base 10 (5 – 15%)

Number and Operations – Fractions (15 – 25%)

Measurement and Data (15 – 25%)

Geometry (5 to 15%)

5 Math Domains



Third Grade Math
Presented by Zoe Sousa


Common Core

In Mrs. Mistretta’s classroom, the desks are arranged in 4 rows with 7 desks in each row. Each desk has 2 pencils on it. How many total pencils are on all of the desks?

--------------------------------------------------------

Have Another Go!
Use RDW (read, draw, write)

- Why do you think I started the lesson by asking you to divide yourselves into
equal groups?

- How can using arrays and number bonds help you to better understand
multiplication?

- Relate factors to their meaning: the size of the group or the number of groups
and have students share their definitions with partners.

- Identify factors to their meanings. (use set problems)

- New vocabulary words – keep a list of vocabulary words so that students can
apply the language when solving problems.

Student Debrief – Reflection
(10 Minutes)

Two Sprints A & B

Sprint A – complete as many fact problems as
possible in 1 minute. Count up how many are correct.

Sprint B – similar problems to Sprint A. Complete as
many as possible in 1 minute and then compare to
see how you improved (speed & accuracy)

Presented in a variety of ways: (2 x 3, 2 groups of 3,
3 groups of 2, 3 + 3, 2 + 2 + 2, 2 threes, 3 twos)










Sprints (10 minutes)
Fluency Practice

CCLS 3.OA.A.1 – Representing and solving problems involving multiplication and division.
(Interpret products of whole numbers, e.g. interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each.

CCLS 3. OA.D.9 – Solve problems involving the four operations, and identify and explain patterns in arithmetic. (Identify arithmetic patterns including patterns in the addition table or multiplication table and explain them using properties of operations.


CCLS 3.OA.A.1
and
CCLS 3.OA.D.9

Important K– 8 to build computational fluency in
tandem with developing a conceptual understanding.
-----------------------------------------------
Flash Masters
Group Counting
Sprints
Daily Math Facts Practice
at home (5 to 10 min)

Fluency
Speed/Accuracy

Shifts Math Instruction

Shift 1 Focus
Shift 2 Coherence
Shift 3 Fluency
Shift 4 Deep Understanding -
Shift 5 Application - Mathematical
Shift 6 Dual Intensity - Modeling



4 x 6 = 24

Number of groups Size of group

These numbers are called FACTORS



Write a Multiplication Equation


Number Bond
for the multiplication sentence 4 X 6 = 24

Robbie sees that a carton of eggs shows an
array with 2 rows of 6 eggs. What is the total number of eggs in the carton? Use the RDW process to show your solution.


2 groups of 6 = 12
2 x 6 = 12
There are 12 eggs in
Robbie’s carton.


Application Problem
5 min

Draw an array to show 4 x 6 = 24





4 groups of 6

Number Bond
Interpreting the meaning of factors using a
number bond

Alia worries that the fires of war will destroy the books, which are more precious to her than mountains of gold. The books are in every language-new books, ancient books, even a biography of Muhammad that is seven hundred years old. She asks the governor for permission to move them to a safer place. He refuses. So Alia takes matters into her own hands. Secretly, she brings books home every night, filling her car late after work.



Capture the Gist
Identify Unfamiliar Words
Answer Text Dependent Questions

According to the text, what kinds of books are in the Library of Basra?
How does Alia feel about the books? Use details from the text to support your answer.




Have A Go!

The Librarian of Basra, by Jeanette Winter

Close Reading of
The Librarian of Basra
,
by Jeanette Winter
Common Core Learning Standards:

Students reread the text to figure out the gist (main idea) of each section or paragraph. As students read, they underline important information and circle tricky, unfamiliar words.


Annotating Text

 - Circle tricky/Unfamiliar words


- Underline important information


- Write notes in margin



Getting The Gist and Finding
Unfamiliar Vocabulary

2 Day Close Reading

- Structure of Lesson:

Opening (10 minutes)

- Read aloud of selected text. Teacher reads the text slowly,
fluently, without interruption as students follow along (Day 1)
- Students read the text independently (Day 2)

Work Time (40 minutes)

- Rereading: Capturing the Gist and Identify Unknown Vocabulary
(20 mins, Day 1)
- Rereading again for Important Details: Taking Notes (20 mins, Day 2)
- Answering Text-Dependent Questions (20 mins, Day 1)
- Group Carousel Discussion (20 mins, Day 2)

Closing and Assessment (10 minutes)

- Discussing the Evidence

Common Core in the Class

Shift 1 Balancing Informational & Literary Text
Shift 2 Knowledge in the Disciplines
Shift 3 Staircase of Complexity
Shift 4 Text-based Answer
Shift 5 Writing from Sources
Shift 6 Academic Vocabulary


Shifts in ELA/Literacy

Third Grade ELA
Presented by Jenette Mistretta

Common Core

Where does Putnam Valley
fall into this equation?
Graduation Rate: 90%

Post secondary plans for the Class of 2013 is as follows:

Attend a 4 Year college: 60%
Attend a 2 Year college: 30%
Character Perspectives about Life in the Camp

(CCLS RL. 5.3 – I can compare and contrast literary elements using details from the text (two or more characters’ point of view)

Esperanza Rising “Las Cebollas”

Discussion Questions & Notes:

1. Reread pages 110–113. How does Isabel respond to having to stay home and not work while everyone else
works? Cite specific details from the text that would show how Isabel handles the situation.


2. During this chapter, Isabel must teach Esperanza many things even though she is younger and has had a less
privileged life. How does she feel toward Esperanza? Cite specific examples from the text.

3. On page 105, Isabel responds to Esperanza, “De veras?” after Esperanza tells her that they are
still rich and they will not be staying there long. What does that phrase mean? How do you
know? How does Isabel react to Esperanza? Be sure to cite evidence from the text.









CCLS RL 3.2 - Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
CCLS RL 3.3 - Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
CCLS W.3.8 - Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
CCLS L 3.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.


NYS Standards 2005
5.N.21 Use a variety of strategies to add and subtract fractions with like denominators.

Common Core 2013
5.NF.2
Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.
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