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WELCOME PARENTS AND CAREGIVERS Jennifer Reed, Jamie Slagle, Katie Wohlford, John MacDougall.

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Presentation on theme: "WELCOME PARENTS AND CAREGIVERS Jennifer Reed, Jamie Slagle, Katie Wohlford, John MacDougall."— Presentation transcript:

1 WELCOME PARENTS AND CAREGIVERS Jennifer Reed, Jamie Slagle, Katie Wohlford, John MacDougall

2 Intent of the Common Core O Same goals for all students: Coherence Focus Clarity and specificity O Opportunities for broadening the discussion about teaching and learning These Standards are not intended to be new names for old ways of doing business.” CCSSM, p. 5

3 Common Core State Standards North Carolina DPI State Wiki: Standards and Unpacking Documents

4 General EOG Information All EOG tests will take place during the last 10 days of school (starting May 30), including the Extend 2 EOG, Extend 1 EOG and 3 rd grade reading retests. We may need volunteer proctors this year. Please sign the sheet in the front of the room if you are interested in being a proctor or hall monitor. Each EOG usually lasts between 2-4 hours. Some students with an IEP or 504 may qualify for extended time or a small group setting.

5 General Information, Cont. 3 rd and 4 th grade have an ELA test and a Math test. Each test will be given in one day. (A total of 2 days). 5 th grade students have an ELA, Math and Science test (computerized). Scores should arrive very quickly after test administration. 3 rd grade reading is the only retest this year.

6 NEW! The EOG now has 5 levels. Not Passing  Level 1- does not meet grade level OR college and career readiness standards  Level 2- does not meet grade level OR college and career readiness standards Passing  Level 3- meets grade level standards, but not college and career readiness standards  Level 4- meets grade level AND college and career standards  Level 5- meets grade level AND college and career standards

7 Reading EOG Content 3 rd Grade4 th Grade5 th Grade Reading Literature 32 – 37%30 – 34% 36–40% Reading Information 41 – 45%45 – 49% 29–33% Language20–24%19–21%29–31%

8 Key Ideas and Details  CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-Literacy.CCRA.R.1  CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCSS.ELA-Literacy.CCRA.R.2  CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text. CCSS.ELA-Literacy.CCRA.R.3

9 Craft and Structure  CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CCSS.ELA-Literacy.CCRA.R.4  CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. CCSS.ELA-Literacy.CCRA.R.5  CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text. CCSS.ELA-Literacy.CCRA.R.6

10 Integration of Knowledge and Ideas  CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1 CCSS.ELA-Literacy.CCRA.R.7  CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.CCRA.R.8  CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. CCSS.ELA-Literacy.CCRA.R.9

11 Range of Reading and Level of Text Complexity  CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. CCSS.ELA-Literacy.CCRA.R.10 “To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.

12 The need for math today….  Most important predictor in success even over early literacy!  It’s about REASONING VS calculators!  NCSCOS require that students have the ability to explain, apply and create mathematics

13 Standards for Mathematical Practices 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning

14 Unpacking Documents: Grade 3 OA  3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

15 Example:  Jim purchased 5 packages of muffins. Each package contained 3 muffins. How many muffins did Jim purchase? 5 groups of 3, 5 x 3 = 15. Describe another situation where there would be 5 groups of 3 or 5 x 3.  Sonya earns $7 a week pulling weeds. After 5 weeks of work, how much has Sonya worked? Write an equation and find the answer

16 4 th Grade OA 4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. Sally is five years old. Her mom is eight times older. How old is Sally’s Mom? What’s the equation?

17 5 th Grade OA 5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.  Student x 12 I broke 12 up into 10 and x 10 = 2, x 2 = 450 2, = 2,700

18 Use of Multiple Representations

19 Even More!

20 Use of Multiple Strategies

21 Math EOG DomainGrade 3Grade 4Grade 5 Operations and Algebraic Thinking 30–35%12–17%5–10% Number and Operations in Base Ten 5–10%22–27% Number and Operations— Fractions 20–25%27–32%47–52% Measurement and Data 22–27%12–17%10–15% Geometry10–15%12–17%2–7% Total100%

22 Let’s have a look at test specifications!

23 Q and A Time!

24 “Read to Achieve” In July of 2012, the North Carolina General Assembly passed the 2012 budget act, House Bill 950/S.L Section 7A, which included the Read to Achieve Act as part of the Excellent Public Schools Act. Following the directives of the Read to Achieve Act, a third-grade student may be promoted to grade 4 if the student demonstrates reading proficiency through one of the following:

25 Criteria for satisfying RtA  Scoring a 439 or higher on the BOG3 Reading test.  Passing the 3 rd Grade Reading EOG  Passing the retest of the 3 rd Grade Reading EOG  Passing the 3 rd Grade Read to Achieve Test (after EOG and/or EOG Retest)  Successful completion of the Grade 3 Student Reading Portfolio  Scoring a level P on the mClass TRC Reading Assessment

26 3 rd Grade Reading Portfolio  Based on twelve 3 rd Grade Reading Standards  A student must “pass” 3 passages for each standard (looking at 3 passages, the student must have 70% correct)  The teacher uses instructional passages to prepare students for the “test” passages  The student may not take more than 3 passages per week (not including the instructional passages)

27 My child met the RtA requirement, Now what?  Even though your child may have already “passed” the RtA requirement, we still expect them to grow as a reader.  Each teacher is evaluated based on the growth of every student in the classroom.  The school is evaluated based on the growth of all students in the school.  Your child should continue to work hard in order to prepare him or her for the next grade level.  We are constantly providing enrichment activities for students who have met the RtA requirement.

28 How are 3 rd grade teachers preparing your children?  Daily instruction using grade level and above level text (Teacher Directed Reading)  Small group reading daily for 45 minutes on each child’s independent reading level. (SMILE time)  Interactive Read Aloud – model appropriate reading to students and engage them in high level discussion and writing opportunities about reading strategies.  SSR (silent sustained reading)- to build fluency and stamina  Using the Instructional Passages that are part of the reading portfolio.

29 Who will attend Summer Reading Camp? Students who do not pass the:  Reading EOG  Reading EOG retest and/or the RtA test  Required amount of Portfolio passages  And are not at least a “P” reading level as determined by the mClass TRC assessment by the end of the year

30 Summer Camp Information  Location: Most likely Haw Creek Elementary School  Transportation will be provided  6 weeks (we think), Monday through Thursday, starting June 16  If the parent does not want the child to attend, he/she will be retained in 3 rd grade

31 At the end of Summer Camp  Students will be given another chance to pass the RtA test or satisfy the RtA requirement through the portfolio  If a child does not meet the RtA requirement at the end of summer camp, they will move to 4 th grade with a retention label. The child will be in a 3 rd /4 th grade transition class with 90 minutes of uninterrupted literacy instruction.

32 Other Opportunities for Promotion  Students will have another opportunity to meet the RtA requirement around November 1  If a child does not meet the requirement mid-year, they keep the retention label and the Principal can determine if the child will be retained or promoted.


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