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Indiana Standards (2014) Instructional Shifts in College and Career Readiness: Strategies that Empower Teaching and Learning Elementary Mathematics.

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Presentation on theme: "Indiana Standards (2014) Instructional Shifts in College and Career Readiness: Strategies that Empower Teaching and Learning Elementary Mathematics."— Presentation transcript:

1 Indiana Standards (2014) Instructional Shifts in College and Career Readiness: Strategies that Empower Teaching and Learning Elementary Mathematics

2 Elementary Math Agenda  Where to find the math resources  Jig-saw the Process Standards  Assessment

3 Process Standards “Look Fors” PS.1: Make sense of problems and persevere in solving them. Students: Are actively engaged in solving problems Teacher: Provides time for and facilitates the discussion of problem solutions PS.2: Reason abstractly and quantitatively. Students: Use varied representations and approaches when solving problems Teacher: Provides a range of representations of mathematical ideas and problem situations and encourages varied solution paths PS.3: Construct viable arguments and critique the reasoning of others. Students: Understand and use prior learning in constructing arguments Teacher: Provides opportunities for students to listen to or read the conclusions and arguments of others PS.4: Model with mathematics. Students: Apply mathematics learned to problems they solve and reflect on results Teacher: Provides a variety of contexts for students to apply the mathematics learned

4 Process Standards “Look Fors” PS.5: Use appropriate tools strategically. Students: Use technological tools to deepen understanding Teacher: Uses appropriate tools (e.g. manipulatives) instructionally to strengthen the development of mathematical understanding PS.6: Attend to precision. Students: Based on a problem Teacher: Emphasizes the importance of mathematical vocabulary and models precise communication. PS.7: Look for and make use of structure. Students: Look for, develop, and generalize arithmetic expressions Teacher: Provides time for applying and discussing properties PS. 8: Look for and express regularity in repeated reasoning. Students: Use repeated applications to generalize properties Teacher: Models and encourages students to look for and discuss regularity in reasoning Adapted from Dr. Skip Fennell (PDF Document) – ACTM Presentation in Little Rock AK – 11/8/2012

5 General Assessment Information Mathematics ISTEP+ Gr.3-8 Reference Sheet  Separate Ref. Sheet for Gr.4-8  Copy and print for students to use throughout the year  No more Reference icon on the test (MP5)  Formulas and conversions are no longer embedded in questions unless the information is needed and not contained in the Ref. Sheet  Gr.5: Volume of Right Rectangular Prism = l x w x h or B x h

6 Purpose: Provide guidance at the standard-level regarding the assessment to assist in instructional decisions Instructional and Assessment Transition Guidance

7 Grade 3 – Applied Skills SOME of the content that may be assessed on the Applied Skills Assessment  Solving addition and subtractions problems with whole numbers within 1,000 and multiplication and division problems with numbers within 100  Use the four operations to solve problems involving mass, volume, and time  Finding area and perimeter  Create graphs to represent data and answer problems based on data  Evaluating arguments of others (MP3)

8 Grade 3 Clarifications  Students will be expected to understand the meaning of fractions and be able to compare fractions. (3.NS.3-3.NS.8)  Difference between 3.C.5 and 3.C.6: ‘within’ in 3.C.5 means all numbers in a problem are within 100.  3.C.5 examples: 22x3, 13x4, 84/12, 90/5  3.C.6 examples: 9x6, 8x3, 64/8, 72/9  “Within 100” also applies to 3.AT.2

9 Grade 4 – Applied Skills SOME of the content that may be assessed on the Applied Skills Assessment  Comparing decimals and fractions with different numerators or denominators  Using the four operations to solve multi-step real-world problems  Applying area and perimeter formulas to simple and complex shapes  Represent and interpret data in tables and graphs  Evaluating arguments and work of others (MP3)

10 Grade 4 Clarifications  Students will be expected to understand decimals to hundredths and know their fraction equivalents. (4.NS.4-4.NS.5)  Students are expected to multiply fluently within 100. (4.C.5)  Students will be adding and subtracting fractions and mixed numbers with common denominators. (4.C.6-4.C.7, 4.AT.5)  Students are introduced to understanding and measuring angles. (4.M.5, 4.M.6)

11 Grade 5 – Applied Skills SOME of the content that may be assessed on the Applied Skills Assessment  Solve real-world problems using the four operations with whole numbers, decimals, and fractions  Identify and classify polygons into a hierarchy  Understand and apply area, perimeter, and volume  Define and use up to two variables to write linear expressions that arise from real-world problems, and evaluate them for given values.  Evaluating arguments and work of others (MP3)

12 Grade 5 Clarifications  Students will be expected to fluently multiply multi-digit whole numbers. (5.C.1)  Students will be expanding their operations with fractions and mixed numbers to be with all four operations (5.C.4-5.C.7, 5.AT.2-5.AT.4)  Students will be applying the four operations with decimals to hundredths. (5.C.8, 5.AT.5)  Students will be using the 1 st quadrant in the coordinate plane. (5.AT.6, 5.AT.7)

13 Attend to Precision MP.6 Attend to Precision means precision in computations AND communication  Precise communication: Let p represent the number of parking spaces in each row  Not as precise: p is parking spaces  If the answer is 1/3, then leave as 1/3…NOT 0.33

14 ISTEP+ Part 1 – Applied Skills Sample Items The following Items are samples, designed to use with  teachers, as part of professional development; and  students, to familiarize them with items aligned to the college- and career-ready 2014 Indiana Academic Standards.

15 Part A 1 kilogram = 1,000 grams John's pumpkin has a mass of 2 kilograms. The mass of Greg's pumpkin is 500 grams less than John's pumpkin. What is the mass, in grams, of Greg's pumpkin? Show All Work _________ grams Math Grade 4 Constructed-Response

16 Part B John thinks the mass of the two pumpkins, in grams, is greater than 3,000 grams. Use words, numbers, and/or symbols to explain if John is correct. ___________________________________________________________

17 Exemplary Response: 2, = 1,500 Or other valid process AND 1,500 grams AND Yes, the mass of the two pumpkins is 3,500 grams, which is greater than 3,000 grams. OR 2,000 grams + 1,500 grams = 3,500 grams. 3,500 > 3,000 OR Other valid response

18 Part A 1 kilogram = 1,000 grams John's pumpkin has a mass of 2 kilograms. The mass of Greg's pumpkin is 500 grams less than John's pumpkin. What is the mass, in grams, of Greg's pumpkin? Show All Work _________ grams Math Grade 4 Constructed-Response

19 The clock shows the time at which students arrive at a park one afternoon to play a game. Part A After the students arrive, they have 30 minutes to practice before the first game begins. What time does the first game begin? Answer __________ p.m. Math Grade 3 Extended-Response

20 Part B It took 40 minutes to play the first game and 50 minutes to play the second game. How long, in minutes, did they spend in all playing the two games? Show All Work Answer __________minutes Part C The students want to play a third game, but the park closes at 5:45 p.m. On the lines below, explain whether or not the teams are LIKELY to have enough time to play a third game before the park closes. Include the time the second game ends in your answer. ______________________________________________________________

21 Exemplary Response: Part A 4:00 AND Part B = 90 AND 90 minutes AND Part C The second game ended at 5:30 p.m. AND They will likely not have enough time to play a third game because the park closes in 15 minutes, and each of the other two games took at least 40 minutes.

22 Where to find the Resources  Current Standards can be found at:  Mathematics Standards and Resources can be found at:  Content Framework Development Tools can be found at:  Online Communities of Practice can be found at:  Curriculum Resources can be found at:

23 Where to find the Resources  Assessment Resources can be found at:  ISTEP+ Resources can be found at:  ECA Resources can be found at:  WIDA Standards Resources can be found at:

24 Indiana Standards (2014) Instructional Shifts in College and Career Readiness: Strategies that Empower Teaching and Learning Elementary English/Language Arts

25 How familiar are you with IAS expectations for text dependent questions and use of academic vocabulary? I am not familiar. I’ve heard of text dependent questions and academic vocabulary but haven’t really processed them. I’m familiar with text dependent questioning and academic vocabulary, but I have questions and would like more specifics on how this impacts instruction. I’m very familiar with the text dependent questioning and academic vocabulary. I may be able to help others understand what they are and their impact.

26  Ask questions that focus on information (evidence) provided in the text.  Students must answer the questions based on passage information NOT on previous experience or personal ideas.  Keep students cognitively in the text… don’t draw them out of the text. A Key Focus of the Indiana Academic Standards

27 Why use text based questions?  Text based questions build a critical foundation of knowledge needed for comprehending texts.  It increases students’ ability to read with understanding.  As students’ reading skills and foundation of knowledge increase, they expand their capacity to read increasing levels of complex text with understanding.

28 Text-Dependent Questions…  are questions that can only be answered correctly by close reading of the text and demand careful attention to the text  require an understanding that extends beyond recalling facts  often require students to infer  do not depend on information from outside sources  allow students to gather evidence and build knowledge  provide access to increasing levels of complex text  require time for students to process

29  Ask text-dependent questions - The student must read the text to respond to the question  Ask higher order questions - Inferences, predictions, comparisons, summaries  Scaffold higher order questions with foundation questions  Use appropriate active participation procedures for asking questions Ask Questions

30 Text Dependent Questions Whole Across Texts Entire Texts Paragraph Sentence Word Part General Understanding Key Details Vocabulary Author’s Purpose Inferences Opinions, arguments, intertextual connections

31 Support student responding by providing sentence starters (stems). In what ways are emperor penguins different from other birds you know about? Begin by saying: Emperor penguins are different from other birds in a number of ways. First, …………… Scaffold Higher Order Questions

32 Ask Questions Saying answer to partner (Partners First) 1. Ask a question 2. Give students thinking time or writing time 3. Provide a verbal or written sentence starter or paragraph frame 4.Have students share answers with their partners using the sentence starter 5.Call on a student to give answer 6.Engage students in a discussion

33  Right There. The answer is in the text, and if we pointed at it, we'd say it's "right there!" Often, the answer will be in a single sentence or place in the text, and the words used to create the question are often also in that same place. Sample: What was Gram showing Amanda in the trunk? Student-Generated Questions

34  Think and Search. The answer is in the text, but you might have to look in several different sentences to find it. It is broken up or scattered or requires a grasp of multiple ideas across paragraphs or pages. Sample: How did Gram’s and Amanda’s thoughts about what was in the trunk differ? Student-Generated Questions

35 Lesson Snapshot “Prove it. Show me the evidence.”

36  On My Own. The answer is not in the text, and in fact you don't even have to have read the text to be able to answer it. Sample: What family stories do you have that made you laugh? Student-Generated Questions

37  Author and You. The answer is not in the text, but you still need information that the author has given you, combined with what you already know, in order to respond to this type of question. Sample: Why do you think Amanda was holding her breath as Gram opened the trunk? Student-Generated Questions

38 Students Generate “Test” Questions (Questioning Bookmark and QAR Poster Handout 1)  Use question starter cards  Assign one part of the story (beginning, middle, end) to pairs/partners!  Have them ask other students in group

39 1.Find your evidenced-based questions sheet 2.Read each question 3.Which questions would be considered to be examples of text-based questions? What Can a Small Bird Be? By Susie Wilde Activity: Text Dependent or Not (Evidence –Based Questions Worksheet Handout 2)

40 Independently answer the following questions and then discuss with colleagues at your table:  What does it mean to ask text-based questions?  How will this impact our instruction?  What challenges will we face as we make this shift?  What are the implications for teacher planning and for teacher planning time in schools?  What questions will take the students deeper into this text and cause them to pay careful attention to it?

41 Academic Vocabulary

42 3 Tiers of Vocabulary Beck and McKeown  Tier 1 – Basic, everyday words that students learn on their own.  Tier 2 – Are common enough that most mature readers are familiar with them. They can be found across various contexts and topics and understanding the meaning of these words promotes everyday reading and listening comprehension.  Tier 3 – Low-frequency words; many of which are domain specific.

43 Why?  Verbs are where the action is – Teach admire, admired, admires,.... – Likely to see it again in grade-level text – Likely to see it on statewide assessments – Crucial to understanding the main ideas. – Not a part of the students’ prior knowledge.  Why not eaves? – Rarely seen in print – Rarely used in stories or conversation or content Choosing Words to Teach

44 Owl butterflies don’t need to hide. They have markings that scare their enemies. Big round spots on their wings look just like an owl’s eyes! If a bird comes close, the butterfly silently spreads its wings. That is all it has to do. When the bird sees the eyes, it trembles with fear. It thinks a real owl is looking at it. Selecting Tier II Words (Owl Butterflies Vocabulary Activity Handout 3)

45  Reading: Literature- Questions are based on a range of grade-level literature and may include identifying, describing, and making inferences about literary elements and themes...  Reading: Nonfiction and Media Literacy- Questions are based on a range of grade-level nonfiction and may include identifying main ideas and supporting ideas with explicit textual support...  Reading: Vocabulary-... determining or clarifying the literal and nonliteral meanings of words and phrases and their uses in literature and nonfiction texts.  Questions may include persuasive, informative, or narrative writing in response to literature and nonfiction texts... Blueprints

46 There will be two types of sessions for Applied Skills:  A passage with constructed response questions and an extended response  A passage or passage pairing with a few multiple choice questions and a writing prompt Applied Skills Items

47 Constructed Response Items ELA Grade 3 Constructed-Response How do the picture and the table help the reader understand the information in the article? Support your answer with details from the article.

48 ELA Grade 3 Extended-Response You have read information about the United States Mint. Write a persuasive essay to show your teacher how much you would learn on a field trip to one of the facilities. Use details from the article to help explain what you would learn on your visit. Extended Response Items

49 2014 ISTEP+ … Writing Prompt From The Past

50 Grade 3 Writing Prompt You have read the story “The Flea, the Grasshopper, and the Frog.” Think about the lesson of the story. What did the frog do? Why did the King think the frog won the competition? What do you think is the lesson of this story? Write an essay that explains the lesson, using details from the story. Be sure to include: -an explanation of the lesson -details about events in the story to support the lesson -an introduction, a body, and a conclusion 2015 ISTEP+ Writing Prompt The Flea, the Grasshopper, and the Frog

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53  Blueprints  Instructional and Assessment Guidance  Sample Applied Skills Items /Rubrics Assessment Guidance

54  English/Language Arts Standards  Educators’ Toolkit for Indiana’s K-12 Reading Selections reading-selections pdf  Online Communities of Practice Resources

55  Special Populations of Students -English Learners -High Ability -Students with Disabilities Differentiation!

56 Reflection- Final Countdown (Reflection Handout 4) Write two strategies you are going to implement in your classroom. Write one question that you are still have about text dependent questioning and vocabulary. Write the three most important things you learned.


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