1. Empowering Parents to Support Literacy and Math Instruction Compiled by Dr. Zackory Kirk Dr. Lya Snell ELA Coordinator Math Coordinator Spring 2015 Presented by Megan MacDonaldLILT Heather CloudMILT Hickory Flat Charter Elementary

2. Georgia Milestones: Unique Features Criterion-Referenced and Norm- Referenced Georgia Milestones will provide: –criterion-referenced performance information in the form of four performance levels, depicting students’ mastery of state standards –norm-referenced performance information in the form of national percentiles, depicting how students’ achievement compares to peers nationally Note: To provide norm- referenced information, some norm-referenced items may not align to Georgia’s content standards. Only aligned NRT items will contribute to proficiency designations.

3. Georgia Milestones General Test Parameters ELA will consist of 3 sections, 1 of which will focus mainly on writing Mathematics will consist of 2 sections Science will consist of 2 sections Social Studies will consist of 2 sections Each section will be approximately 70 minutes.

4. Order and Timing Content Area/CourseTest Section(s) Minimum Time Per Section(s) Maximum Time Per Section(s) English Language Arts1 and 26070 English Language Arts37090 Mathematics1 and 26080 Science1 and 25070 Social Studies1 and 25070 A section may not be stopped until the minimum allotment of time has expired. If students are still productively engaged with the test content, the maximum amount of time, per section, may be given in 10 minute increments. Note: These maximum time limits do not apply to those students who have the accommodation of extended time.

5. Georgia Milestones General Test Parameters: ELA Criterion-Referenced Total Number of Items: 44 / Total Number of Points: 55 Breakdown by Item Type: –40 Selected Response (worth 1 point each; 10 of which are aligned NRT ) –2 Constructed Response (2 points each) –1 Constructed Response (worth 4 points ) –1 Extended Response (worth 7 points) Norm-Referenced –Total Number of Items: 20 (10 of which contribute to CR score) Embedded Field Test –Total field test items: 6 Total number of items taken by each student: 60

6. Georgia Milestones Writing at Every Grade – All students will encounter a constructed- response item allowing for narrative prose, in response to text, within first or second section of the test. – Within the writing section of the test, students will read a pair of passages and complete a series of “warm-up” items: o 3 selected-response items asking about the salient features of each passage and comparing/contrasting between the two passages o 1 constructed-response item requiring linking the two passages o 1 writing prompt in which students must cite evidence to support their conclusions, claims, etc. Genres Writing prompts will be informative/explanatory or opinion/argumentative depending on the grade level. Students could encounter either genre. Warning: Students who simply rewrite excerpts from the passage(s) to illustrate their point(s) will not receive favorable scores.

7. 7 Introduces the topic Passages are accessed by clicking the corresponding passage tab Question is always displayed while viewing WRITING TASK, Passage 1, or Passage 2 tabs WRITING TASK tab is same for questions 56- 59 Item 59 is a constructed response item Writing Task: Selected Response Questions

8. 8 Note that WRITING TASK, Passage 1, and Passage 2 have not changed, but this is a Constructed Response Item The student can refer to any of the 3 tabs while typing a response Writing Task: Constructed Response Item

9. 9 The WRITING TASK tab has now changed to guidance for the Extended Writing Task; Passage 1 and 2 are still the same This is the DRAFT area referenced here It is accessed by scrolling here The student can draft here and copy and past into final answer space DRAFT area and passages are not visible simultaneously Writing Task: Extended Response Item

10. Passage For this item, the students are asked to read a poem entitled, “Healthy Cookies.” The poem is about a girl whose mom purchased a healthy cookie snack in an attempt to replace the daughter’s preferred sugary cookie. The daughter was initially reluctant to try the healthy cookie, but eventually tasted the new cookie and decided it wasn’t that bad.

11. ELA Task ELACC3RL1, ELACC3W2, ELACC3L1 and ELACC3L2 Explain why the speaker believes that the healthy cookies will taste bad. Write your explanation in a paragraph that includes many supporting details from the text. Answer with complete sentences, and use correct punctuation and grammar.

12. Rubric ScoreDesignationDescription 4Thoroughly Demonstrated The student demonstrates a thorough understanding of the question and the text by completely explaining why the reader expects the healthy cookies to taste bad using details from the poem as support. The student’s response uses complete sentences and correct punctuation and grammar. 3Clearly Demonstrated The student demonstrates a clear understanding of the question and the text by providing an explanation of why the reader expects the healthy cookies to taste bad and uses some details from the poem as support. The student’s response uses mostly complete sentences and mostly correct punctuation and grammar. 2Basically Demonstrated The student demonstrates a basic understanding of the question and the text by providing a general explanation about why the speaker expects the healthy cookies to taste bad. However, the student offers little support from the poem. The student’s response uses some complete sentences and some correct punctuation and grammar. 1Minimally Demonstrated The student demonstrates a weak understanding of the question and provides a minimal explanation of why the speaker expects the healthy cookies to taste bad OR the student provides no details from the poem for support. The student’s response uses mostly incomplete sentences and mostly incorrect punctuation and grammar. 0Incorrect or Irrelevant The response is incorrect or irrelevant.

13. Exemplar Response One thing the speaker thinks will make the healthy cookies taste bad is the ingredients list on the box. These include “Vitamins and fiber, with no sugar to be found…” The speaker likes sweet snacks such as “Choco-Wonder-Treats and goo-filled Tasty Rings." Since she likes sweet snacks she does not expect cookies that do not have sugar to taste good. Also she thinks that cookies that are low fat and have no preservatives will "taste like wood!”. Note: Other exemplary responses could include a different reason that the healthy cookies might taste bad. The student must provide a clear explanation supported by evidence and specifics from the poem. The student clearly explains why the reader expects the healthy cookies to taste bad. This explanation is supported with direct evidence from poem. Remember: There can be multiple correct responses for constructed-response items, just as there can be more than one way at arriving at a correct answer.

14. Student Response Score 3 The speaker thinks that the cookies will taste bad because they are healthy cookies. The reason the speaker thinks that the cookies taste bad is because they have healthy stuff in it. The girl thinks they might taste bad is because she likes junk food.the girl says in the middle of the poem that the cookies where good.At the end of the poem the girl said, "No more junk food." The student response provides an explanation of why the speaker expects the healthy cookies to taste bad (because they are healthy cookies). The student provides some details from the poem that support the explanation (she likes junk food…At the end of the poem she said, ‘No more junk food’). The student uses complete sentences as well as correct punctuation and grammar in most of the writing.

15. Student Response Score 2 She thinks the healthy cookies will taste bad because they don't have a lot of sugar and it has a lot of vitamins in the cookies. The girl is used to unhealthy cookies not healthy cookies. If she would try them she might would like them. The student provides a general explanation of why the speaker expects the healthy cookies to taste bad (they don’t have a lot of sugar and it has a lot of vitamins in the cookies), but offers little support from the poem. The student uses complete sentences as well as correct punctuation and grammar in most of the writing.

18. My Example Consider “Little Red Riding Hood.” How did Little Red know the wolf was not her grandmother? Support your answer with details from the story. 18

19. A framework for crafting the response… Restate  Little Red knew the wolf was not grandma because… Answer  … HE LOOKED AND ACTED DIFFERENTLY FROM GRANDMA. Cite evidence  … he had sharp teeth; *he had big ears; *he had a big nose Explain  Little Red knew the wolf had been trying to get to the food she had in the basket for grandma. The person in the bed looked nothing like grandma but, a lot like the wolf. Little Red figured the wolf was just up to his old tricks. 19

20. Now You Try! Read the passage and answer the question using the R.A.C.E strategy. –R-When Casey hears the door opening –A-he likely rushes to clean up the blood and turn off the water. –C-Earlier in the passage, he tried to fix the mess he made by cleaning up the vase. –E-He seems to try to clean up the messes that he makes.

21. Parent’s Role in Reading Provide support Read and have your child read – get them thinking and talking Help them find interesting sources of reading Visit the library Encourage the use of background knowledge Don’t make reading time at home a chore: be positive - “Now we get to read” instead of “You have to get your reading done.” Read, read, read…

22. District Website Resources http://schoolwires.henry.k12.ga.us/P age/441

23. Georgia Milestones General Test Parameters: Mathematics Criterion-Referenced Total Number of Items: 53 / Total Number of Points: 58 Breakdown by Item Type: –50 Selected Response (worth 1 point each; 10 of which are aligned NRT) –2 Constructed Response (worth 2 points each) –1 Constructed Response (worth 4 points) Norm-Referenced –Total Number of Items: 20 (10 of which contribute to CR score) Embedded Field Test –Total field test items: 10 Total number of items taken by each student: 73

24. Extended Response Item 5.G..3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. SAMPLE

25. Rubric Score Description 4The student successfully completes all parts of the item by understanding that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category (5.G.3). 3The student demonstrates clear understanding of the standards listed above by correctly answering all parts of the task, but the explanation or work shown for one part is weak or incomplete Or The student answers all parts with correct explanation or work shown, but makes one minor calculation error or omission Or The student answers three parts correctly with explanation or work shown. 2The student demonstrates a basic understanding of the standards listed by answering two parts correctly with explanation or work shown Or The student answers three or four parts correctly without explanation or work shown. 1The student demonstrates minimal understanding of the standards listed by answering one or two parts correctly without explanation or work shown. 0The response is incorrect or irrelevant to the skill or concept being measured.

26. Exemplar Response

27. Student Response Score 3 Parts A and B are both correct, but the explanations are weak. The student needs to include a discussion of the angles.

28. Student Response Score 3 Part D is correct with explanation. Part C is also correct, but again the explanation is weak. The student needs to include a discussion of the angles.

29. Student Response Score 2 Part A is correct, with a partially correct explanation. Part B is incorrect. A scalene triangle can also be acute. Part C is incorrect. A right triangle can also be isosceles. Part D is correct, with explanation.

30. Student Response Score 1 Part A is incorrect. An equilateral triangle cannot be obtuse. Part C is correct, but without explanation. Part B is incorrect. A scalene triangle can be either acute or obtuse. Part D is partially correct (18 cm is correct, but 53 cm is not).

31. http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Georgia-Milestones- Assessment-System.aspx

32. Mathematize their World! Change in My Pocket Let’s explore a task. Grab a handful of change from your pocket/purse. (Don’t let your partner see.) One person count the change without telling your partner. Also, count how many coins you have. Now, let your partner figure it out. Tell them how many coins you have and the total value. They have to figure out which of each coin you are holding in your hand.

33. Math in the Kitchen Ask children to explain the relationship amongst the measurements and discuss how this comes in handy when you don't want to make a full recipe or wish to double one. Look at nutrition labels with your child and point out the serving size and number of servings per package. Many foods, like crackers and potato chips denote servings as the number of items. Using a food like this, ask your child to calculate how many chips (or crackers) would be needed to make three or four servings. When measuring ingredients, you can have your child explore how many small cups are in a big cup, or how many little teaspoons are equal to a big tablespoon. You might want to have some extra flour or salt available for mathematical exploration, so that you can keep proportions correct in whatever recipe you are using.

34. Math in the Car License Plate Special: Copy down a license plate number as you are traveling in your car. Read the license plate as a number (excluding the letters). For example, if the license were 663M218, the number would be six hundred sixty-three thousand two hundred and eighteen. How Long? How Far?: Many times when you are on the go, you are headed somewhere that requires you to be there by a certain time. Ease on Down the Road: A gallon of gas costs $1.24 a gallon. What does it cost for 5 gallons? 10 gallons? 15 gallons? 20 gallons? What is an easy way to figure this out? How can you estimate the cost by rounding the cost per gallon?

35. District Website Resources http://schoolwires.henry.k12.ga.us/sit e/Default.aspx?PageID=447

36. Questions?