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Parent Presentation Common Core State Standards

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1 Parent Presentation Common Core State Standards
INSERT NAME OF PRESENTER INSERT DATE 5 min Introductions of presenters and participants Have participants introduce themselves at their table. Their name, school(s) their children attend, grade levels of their children. Ask them to choose one grade level to focus on for this session. This training is set for a minimum of 2 hours. Slide 17 and 28 are optional (if time permits). Many of the activities will need to move along rapidly. If parent take more time in discussing with one another, additional time or session will be necessary. Materials needed: CCSS standards (recommend Tulare COE continuum) Handout of sentence starters Books for read aloud activities (preferably informational text) Highlighters, pens, blank paper (min of 2 sheets per person)

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 min Overarching question to be answered by the end of this session… ELA standards are divided into 4 areas. (similar to the1997 ELA standards we have been teaching, with some significant differences)

3 Show the video. After the video, ask participants some or all of the following questions:
What did you learn from this video? What questions do you have about the Common Core? What excites you about the Common Core? How do you think the Common Core might address some of your child’s needs in school? Imagine your family has to move from one state or district to another in the middle of the school year. What challenges might this have posed for your child before the Common Core? How does the Common Core make this easier?

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. 2 min 4 states not adopting CCSS: Virginia (their standards are “good enough” and have made adjustments to reflect CCSS in their own state standards), Texas and Alaska (didn’t participate in development of CCSS), and Nebraska (didn’t want to lose control over what students should learn)

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 6 min The standards provide a vision of what it means to be a literate person in the twenty-first century and develop the skills in reading, writing, speaking, and listening that are foundational for any creative and purposeful expression in language. 21st Century Skills include: creativity, critical thinking and problem solving, communication, and collaboration Consider how you use these skills in your job…Talk with the people sitting with you Cranson 8/23/11

6 A New Set of Expectations
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 Adopted in California in August 2010, the K-12 Common Core State Standards were developed through a state-led effort including governors and state commissioners of education from 48 states, 2 territories and the District of Columbia, through their membership in the National Governors Association Center for Best Practices and Council of Chief State School Officers. The Common Core added strength to existing California standards by including additional standards for vocabulary and new standards for collaborative discussions. Literacy standards that focus on reading and writing instruction during history/social studies, science, and technology also were included. In mathematics, standards were added to demonstrate a stronger emphasis on number sense and algebraic thinking.

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 6 min How will we know that students are proficient in these new standards? When they can… Work independently, since they will need to this in college or on the job Know a lot of information and how to access this information appropriately Prove how they came to their conclusions Know that speaking and writing to different audiences and purposes means different responses Use technology and current and future devices well Understand and learn from one another

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.)

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

10 Kelly to review and populate
SHIFTS IN ELA Kelly to review and populate

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)

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).

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.

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.

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?” 2 min So let’s begin with reading… The CCR anchor are the outcome at the end of high school all standards beginning with kindergarten work towards these 10 standards. We will be looking at a couple to get an idea about what students need to be able to do in the area of reading. Students are to read both literature and informational text asking these questions. There are additional standards regarding Learning to Read. All the above standards presuppose students are learning how to read. However, children can’t wait until 3rd or 4th grade to gather meaning from their reading.

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!! 1 min

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. 1 min Research tells us that having knowledge of a subject significantly impacts the understanding of the subject. It provides the “hooks” in the brain to build connections and deeper understandings. Teachers routinely activate (remind students what they already know about a topic) or actually build or provide basic information about the topic to be studied.

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? 5 min Talk to the parents sitting at your table. What can you do to help build background around a topic? Any additional ideas?

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 2 min Find book to demonstrate. Have books available for parents to practice reading to each other (use informational text). Look through some of the examples. Choose one you would like to read.

20 Types of Read Alouds Books Magazines Internet Articles
Close Captioning (Mute your T.V.) Menus Directions Recipes 1 min Where can you find things to read to your children? Consider the Discovery channel when looking for informational text background.

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? 10 min Trainer Models reading a book and asking wh- questions; connections; explicit or inferred information Activity: Parents Practice by reading a book to their group Choose a page out of a book that looks interesting to you… Read that page to a partner or your group Ask wh- questions and have them share with reader What connections can you make to your own life? What are some examples? What is direct or explicit answers (where did you find the answer to…) and what are clues that the author left for the reader to figure out?

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 10 min Model each strategy with another book Activity: Parents Practice with a partner Choose a page from one of the books Chorally read a paragraph together Read a sentence and have partner read same sentence Read a sentence and have partner read next sentence

23 Activity: Ask Questions (Comprehension 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… 5 min There are several questions you can ask your children if you are reading a fictional book. Have them practice answering in complete sentences using the question as a beginning. So if your ask a question with “Do you think…?” your child should answer with “I think that…” or whatever question you want to ask. Think about your child’s favorite story. Briefly share this story and try out a few questions with your partner.

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 (4th grade). 5 min

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 2 min Similar to the reading standards, the writing standards build upon each other, ending with the College and Career outcomes…

26 Writing Opinions /Arguments (K-5) (6-12)
Informative/Explanatory Texts (Research Reports) Narratives (Stories) 5 min The three main types of writing are… Let’s look at the first writing standard for opinions or arguments. (this is a new type of writing for students, but students have always had and still do have opinions about things!) Find page 4 for the writing standards. Let’s look at how opinion writing changes through the grade levels. Kindergarten: combination of drawing, dictating, and writing student write about their favorite book 1st grade: provide a reason for their opinion (positive or negative) and closure (an ending other than THE END) 2nd grade: introduction and specific words linking/connecting their opinion to the topic along with more than one reason 3rd grade: organizational structure and more specific words 4th grade: more sophistication with facts and details to support their reasons 5th grade: more and more sophistication If middle school or high school parents in the audience, continue on… 6th grade: claims and relevant evidence to their opinion which changes to an argument 7th grade: addresses opposite views or counterarguments and the sophistication of writing increases 8th grade: credible sources 9/10th grade: identifies the strength of the argument and objectivity 11/12th grade: use of rhetorical devices—logic, emotions, writer credibility

27 How You Can Support Your Child With Writing
Drawing Talking Reading Making lists Taking notes Keeping journals or diaries Modeling 5 min Drawing is one of the first ways children begin to communicate through writing. Talking about what they are going to write about helps them develop a clear idea of what they want to say. Reading is the reciprocal of writing. Your children can get ideas for stories or topics from published authors. Creating a list is a task that almost everyone does on a daily basis. Show your child that making list is a helpful way to practice writing and becoming more organized. Taking notes as they go on trips or outings can help students describe what they saw, felt, or did. Keeping a journal or diary is a way to practice writing and an outlet for venting feeling. Have your child write down things they want to remember or do or write about things they like or dislike. Show your child that writing is important to you. Let them see you writing. (lists, quick pictures/sketches, or leaving notes for them etc.)

28 College and Career Readiness Anchor Standards for Speaking and Listening
Comprehension and Collaboration Presentation of Knowledge and Ideas 1 min These 6 standards focus on discussing and learning from one another and presenting a students ideas in more formal type speeches

29 Speaking and Listening
Students are asked to work more in groups to: Solve a problem Discuss a topic Create a project 5 min Consider the discussion you had with the people at your table earlier in this session. When you are at work, how often do you…? How important is this for your job? Consider the jobs that require this type of group work.

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 2 min Talk with your table about what it looks like and sounds like when you…

31 College and Career Readiness Anchor Standards for Language
Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use 1 min The last 6 standards are the use of language when speaking or writing. Conventions discuss the grammar, mechanics, spelling of standard English (academic or school English) Knowledge is knowing how the English language works, how students go from everyday, casual conversations to more formal use of English Vocabulary is learning and using new words needed in all classes and those words needed specifically for content classes (such as science, history, etc)

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 5 min Highlight that reading aloud with children serves MANY benefits… for Reading comprehension, increasing text complexity, and language Break Down Sentences is an activity to analyze the different parts of a sentence such as nouns, verbs, adjectives, etc. We will do an activity that addresses these different sentence parts Using language for different purposes is all about thinking about what you say or write depends upon your audience. Talk to someone about how telling story is different from texting is different than writing a report for your boss.

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) 5 min Purpose: to review and solidify learning from today

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

36 Listed in Conceptual Categories (rather than grade levels or courses)
Domains Listed in Conceptual Categories (rather than grade levels or courses) Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability Traditional Pathway Integrated Pathway GADOE has determined Georgia will implement a Hybrid Pathway for CCGPS. Algebra II Mathematics III Geometry Mathematics II High School Algebra I Mathematics 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 Sherry (and Chris) to Review
Shifts in Math Sherry (and Chris) to Review

38 Outlined in three distinct sections
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 9-12

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.

40 Domains K-5 Kdg Grade 1 Grade 2 Grade 3 Grade 4 Grade 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) Measurement 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

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 1262

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

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.

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.

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

47 Website Suggestion CHRIS

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: 2 min Complete evaluation form

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