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Parent Presentation Common Core State Standards INSERT NAME OF PRESENTER INSERT DATE 1.

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1 Parent Presentation Common Core State Standards INSERT NAME OF PRESENTER INSERT DATE 1

2 Outcomes – Today you will become familiar with:  Why do we need the Common Core Standards?  What are the Common Core Standards?  How different are the new standards from the current California State Standards? 2

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4 What are the Common Core State Standards? A national set of standards no longer defined by each state. 46 states have adopted the standards They are written to prepare students for success in college and/or in the work place. 4

5 The Goal of the Standards  Build toward preparing students to be college and career ready in literacy by no later than the end of high school  Provide a vision of what it means to be a literate person in the twenty-first century (creativity, critical thinking and problem solving, communication, collaboration)  Develop the skills in reading, writing, speaking, and listening that are foundational for any creative and purposeful expression in language 5

6 A New Set of Expectations 6 California has joined a national movement to adopt common standards and assessments for English and mathematics. Currently, standards for what students should know and be able to do vary among states, as does the difficulty of the assessments used to determine whether students are meeting those standards. Common standards allow for collaboration among states on best practices and professional development. Common learning goals provide a clear vision of what educators and parents in all states should aim for. These learning goals help ensure that students meet college and work expectations, and that students are provided rigorous, challenging coursework. The standards are clear, consistent and research-based. Benchmarked against international standards and top-performing countries, the Common Core Standards also will help students to succeed in a global economy and society

7 Portrait of a Proficient/Expert Student  They demonstrate independence.  They build strong content knowledge.  They value evidence.  They respond to the varying demands of audience, task, purpose, and description.  They use technology and digital media strategically and capably.  They come to understand other perspectives and cultures. CCSS Introduction pg. 2 7

8 The Timeline for Implementation  Implementation of the Common Core in California’s schools will occur in stages beginning this year, with full implementation scheduled for the school year.  For now, existing state standards still apply, and student progress will continue to be monitored through the California Standards Tests, or CSTs. By , however, the goal is to replace the CSTs with assessments that measure student attainment of the Common Core.  Districts in Shasta County have been progressive when it comes to preparing for the new standards. In our districts educators have…..(insert your information…i.e. received training, for instance, in how to write modules, or lesson units that will help students attain the new standards. This school year, teachers will begin to shift some of their instruction practices in anticipation of full implementation by 2014.) 8

9 What Makes the Common Core Different? More emphasis on use of knowledge Less worksheets and more doing All courses are impacted Greater emphasis on real--‐world application More open--‐ended questions Problem solving that requires student to evaluate and determine best answers/solutions 9

10 SHIFTS IN ELA  Kelly to review and populate 10

11 ELA Organization  K-12 English Language Arts Standards  Reading standards for literature (RL)  Reading standards for informational text (RI)  Reading standards: foundational skills K-5 ONLY (RF)  Writing standards (W)  Speaking and Listening (SL)  Language standards (L)  6-12 Literacy Standards  Reading standards for History/Social Studies (RH)  Reading standards for Science/Technical Subjects (RST)  Writing standards for History/Social Studies, Science and Technical Subjects (WHST) 11

12 Instructional Shifts for English and Literacy  Building knowledge through non-fiction more than through fiction, with particular emphasis on history and science. Teachers will rely less upon literature (though it will be taught), and more upon “informational text.”  Reading and writing grounded in evidence from text. Students will learn to read like detectives and write like reporters, citing evidence and factual information.  Regular practice with complex text and its academic vocabulary (such as the unique vocabulary used in the sciences). 12

13 Sample SBAC – Grade 7 Students are asked to read a “student’s essay” and make revisions. Which sentence could Jasmine add at the end of paragraph 1 to help develop the situation?  A Our coach always insisted that we arrive at soccer practice on time.  B She told us, however, that being a good sport wasn’t always about playing sports.  C Last year I had played baseball, but this year I had decided to play soccer.  D The beaches in Finvale County are well known for their fine swimming water. Which sentence could Jasmine add at the end of paragraph 5 to help summarize her essay?  A I also looked forward to the end of September when I would help to clean it up again.  B There are many other beautiful beaches in our county, too.  C Many bags of garbage were filled at Crescent Beach that day.  D We usually play soccer on Saturdays, but one time we did something else. 13

14 Constructed response – grade 7  Stimulus Text: Even on sunny days, the house seemed to sag like a sad, lonely man with drooped shoulders. Just a few flecks of yellow paint were left on it—reminders of a happier time, when children used to play in its yard.  Item Prompt: These sentences begin the description of a setting. Write a paragraph that develops this description and fits the mood and situation. Use vivid details about sights, sounds, smells, tastes, and/or feelings in your paragraph. 14

15 College & Career Readiness Anchor Standards for Reading Reading – 10 standards Key Ideas and Details “What did the author say?” Craft and Structure “How did the author say it?” Integration of Knowledge and Ideas “How do I evaluate what the author says and how do I go beyond it?” Range and Level of Text Complexity “How challenging and varied is the text?” 15

16 How You Can Support Your Child With Text Complexity Build Background Knowledge Read Aloud to them Read Aloud with them Ask Questions How do we help our children so they are ready for the increasing complexity of texts? Increase their academic vocabulary and build their background knowledge!! 16

17 What is Background Knowledge?  Background Knowledge is what a student already knows on a topic or subject. The more he or she knows, the better they will understand the new learnings. 17

18 Activity Building Background Knowledge  If the topic is Animals, how can you build your child’s knowledge of the subject?  Where can you take them?  What can they read?  Is the internet or technology a possibility?  What type of media? TV? Videos? 18

19 The Power of Read Aloud “Research indicates that reading aloud to children : substantially improves their reading, written, oral, and auditory skills Increases their positive attitude towards reading Elizabeth Qunell “Children listen at a higher reading level than they read; thus, children can hear and understand stories that are more complicated and more interesting than anything they could read on their own” (p. 37). Jim Trelease 19

20 Types of Read Alouds  Books  Magazines  Internet Articles  Close Captioning (Mute your T.V.)  Menus  Directions  Recipes 20

21 Activity Read Aloud to them  You read to them, they listen  Ask questions who, what, where, when, why, how  Connect the reading to their life Are there examples from the reading that are similar to…?  Explicit vs. inferred What did the author say about…? What clues did the author leave for the reader to figure out? 21

22 Activity Read Aloud with them  Choral read. We read together  I read a sentence, you read the same sentence  I read a sentence, you read the next sentence 22

23 Activity: Ask Questions (Comprehension Questions) Questions:  Who are the characters in the story?  Would you consider (character) to be ___ or __ ? Why?  What would be another solution for this story? Sentence Starters:  The characters in the story are ….  I consider (character) to be ______ because ….  Another solution to this story is… 23

24 Time permitting…  Find your child’s grade level and read down the 10 reading standards to see what else students will need to know.  Pay particular attention to Reading Standard 7, as this is the first standard where technology begins to appear (4 th grade). 24

25 College and Career Readiness Anchor Standards for Writing Writing Standards-10  Text Types and Purposes  Write effective arguments, informative/explanatory text, and narratives.  Production and Distribution of Writing  Make their texts appropriate to varying task demands, purposes, and audiences Research to Build Knowledge  Conduct research, gathering relevant information from multiple sources (judging their credibility and accuracy), and using the information in their writing.  Range of Writing  Produce quality writing under a range of circumstances and demands.  Timothy Shanahan 25

26 Writing Opinions /Arguments ( K-5 ) ( 6-12 ) Informative/Explanatory Texts ( Research Reports) Narratives ( Stories ) 26

27 How You Can Support Your Child With Writing Drawing Talking Reading Making lists Taking notes Keeping journals or diaries Modeling 27

28 College and Career Readiness Anchor Standards for Speaking and Listening  Speaking and Listening – 6  Comprehension and Collaboration  Presentation of Knowledge and Ideas 28

29 Speaking and Listening Students are asked to work more in groups to: Solve a problem Discuss a topic Create a project 29

30 How You Can Support Your Child With Speaking and Listening Discuss the proper ways to work in a group: Listen attentively Comment on others Ask questions Share opinions and ideas 30

31 College and Career Readiness Anchor Standards for Language  Language – 6  Conventions of Standard English  Knowledge of Language  Vocabulary Acquisition and Use 31

32 How You Can Support Your Child With Language standards Read Aloud Break down sentences Using language for specific purposes Telling a story Texting a friend Writing a report 32

33 Wrap Up Activity What are the Common Core Standards? Circle Map: Using the circle map, write down what you have learned today In the center, write CCSS (Common Core State Standards) 33

34 How Parents Can Support CCSS 34  Along with allowing children to select fiction and literature, encourage reading of informational, non-fiction text.  Engage in discussions about the text.  Encourage children in the early grades to learn their basic math facts. This basic foundation remains necessary before students can build their problem-solving skills.  Encourage your child to stick with it whenever a math problem seems difficult. This will help your child see that everyone can learn math.  Praise your child when he or she makes an effort, and share in the excitement when he or she solves a problem or understands something for the first time.

35 35 Grade 6Grade 7Grade 8 Ratios and Proportional Relationships (RP) The Number System (NS) Expressions & Equations (EE) Geometry (G) Statistics & Probability (SP) Functions (F) Domains 6 -8

36 36 Domains Listed in Conceptual Categories (rather than grade levels or courses) Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability Traditional PathwayIntegrated Pathway GADOE has determined Georgia will implement a Hybrid Pathway for CCGPS. Algebra IIMathematics III GeometryMathematics II High School Algebra IMathematics I Pathway A: Consists of two algebra courses and a geometry course, with some data, probability, and statistics infused throughout Pathway B: Typically seen internationally, consists of a sequence of three courses, each of which treats aspects of algebra, geometry, and data, probability, and statistics

37 Shifts in Math  Sherry (and Chris) to Review 37

38  Written to assume mastery, in any given year, of the preceding year’s standards  Outlined in three distinct sections  Standards of mathematical practice  Standards for mathematical content for K-8  Standards for mathematical content for

39 Instructional Shifts in Math  Focus: Instruction will focus more intently where the standards focus.  Coherence: Major topics will be linked across grade levels, so skills are layered upon one another as the student progresses through school.  Rigor: Students will be taught to be fluent in math concepts so that they can achieve deeper levels of understanding, allowing them to apply their learning to real-world scenarios. 39

40 40 Domains K-5 KdgGrade 1Grade 2Grade 3Grade 4Grade 5 Counting and Cardinality (CC) Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT) Number and Operations in Base Ten and Fractions (NF) Measuremen t and Data (MD) Geometry (G)

41 Standards of Math Practice  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 make use of structure  Look for and express regularity in repeated reasoning 41

42 Sample SBAC – Grade 4  There are 58 cases of soda in a warehouse. If there are 24 cans of soda in each case, how many cans of soda are in the warehouse?  A 1392  B 1292  C 1362  D

43 Myths  Local Decision-Making on Implementation,  Catered to Students  State-Supported Effort  College, Career and Real-World Readiness  Internationally Benchmarked  Clear and Consistent Expectations and Goals  Procedural and Conceptual Understanding  Combination of Informational and Literary Text Required  No Required Reading, Just Suggestions 43

44 Our District Transition Plan (SAMPLE)  For the current year, we plan to:  Provide additional training to all teachers on instructional practices that reinforce mastery of CCSS  Review our instructional materials for alignment with CCSS.  Redesign our planning templates.  Develop at least two model unit of instruction for both math and English-Language Arts  Develop new assessments for the model units. 44

45 Our District Transition Plan (SAMPLE)  Next year, we plan to:  Provide additional training to all teachers on instructional practices that reinforce mastery of CCSS  Implement the two units of instructions and the assessments previously developed.  Purchase instructional materials aligned with CCSS.  Develop two additional model unit of instruction for both math and English-Language Arts  Develop new assessments for the model units. 45

46 Handouts  The Common Core State Standards and Parents and Guardians (CDE)  CCSS Myths and Facts  Parents Backpack Guide to the Common Core 46

47 Website Suggestion  CHRIS 47

48 Want additional information?  California Department of Education  (A Parents’ Guide to Student Success)   (California Dept. of Education), search for K-8 California Common Core Standards Parent Handbook  (Council of the  School District contact: 48

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