Franklin PTO Meeting

1. Franklin PTO Meeting Math, Literacy, the New Massachusetts Curriculum Frameworks, and You! April 6, 2011 Alli Franke, Literacy Specialist Robin Moriarty, Math Coach

2. Math Coach’s Role • Response to Intervention • New Teachers • Professional Development • Materials • Professional Learning Communities • MCAS

3. Literacy Specialist’s Role • Professional Learning Communities • Response to Intervention • Assessment & MCAS • New Teachers • Professional Development • Literacy Materials

4. The Common Core & MA: A Bit of History Massachusetts was in the process of revising its ELA and Math Curriculum Frameworks as.. The Council of Chief State School Officers and the National Governors Association set out to create standards that are FEWER, HIGHER, CLEARER Massachusetts stopped working on the state frameworks, contributing significantly to the common core standards. December 2010: New Massachusetts Curriculum Frameworks Incorporating the Common Core State Standards are approved for math & ELA/literacy.

5. The Massachusetts Curriculum Framework for Mathematics Identifies what students “should understand and be able to do in their study of mathematics.”

13. First Grade: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use mental strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Second Grade: Fluently add and subtract within 20 using mental strategies. By the end of Grade 2, know from memory all sums of two one-digit numbers and related subtraction facts. Third Grade: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40/ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

14. Fourth Grade: Fluently add and subtract multi-digit whole numbers using the standard algorithm. Fifth Grade: Fluently multiply multi-digit whole numbers using the standard algorithm. Sixth Grade: Fluently divide multi-digit numbers using the standard algorithm.

15. Kindergarten: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. First Grade: Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Second Grade: Understand place value. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g. 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens—called a “hundred.” b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

16. Third Grade: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Fourth Grade: Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4). Fifth Grade: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) x 4 = 1/3.

17. What Can Parents/Guardians Do? • Have fun with numbers. • Play games together. • Look for problems to solve together. • Be interested in data. • Wonder aloud. • I wonder how old you’ll be when I’m twice your age. • I wonder if this buy is better than that one.

18. Standards for Mathematical Practice 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.

19. Students who meet the new ELA & Literacy standards: “Readily undertake the close attentive reading that is at the heart of understanding and enjoying complex works of literature. Habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today… Actively seek the wide, deep, and thoughtful engagement with texts that builds knowledge, enlarges experience, and broadens worldviews.

20. And, they reflexively demonstrate Cogent reasoning and use of evidence that is essential to both private deliberation and, responsible citizenship in a democratic republic.” From: Massachusetts Curriculum Framework for English Language Arts & Literacy (December 2010). Introduction, p.3.

21. College and Career Ready Source Text: “Students who are College and Career Ready in Reading, Writing, Speaking and Listening, and Language” (Section 3 of CCSS ELA/Literacy Introduction)

22. Focus on reading informational text across the curriculum (e.g., Social Studies and Science) Emphasis on opinion and informational writing, using evidence Attention to speaking, listening, and vocabulary Attention to text complexity and matching texts with student reading skills Expectations for internet reading, keyboarding Consideration of emerging, new literacies (digital and print resources) for research and production and distribution of messages Strengthened in the New Standards

23. Reading Standards • Ability to read and comprehend literature, including poetry, folk tales, fairy tales, fables, myths, and drama from diverse cultures • Ability to read and comprehend informational texts, including digital, historical, and scientific texts and multiple texts on the same topic • Foundational Skills: print concepts, phonological awareness, phonics and word recognition, and fluency • Authors included: Aliki, Gail Gibbons, Seymour Simon

24. Reading: What Families Can Do • Have a designated reading time • Encourage students to find reading material that interests them, including informational text. • IPICK: I choose a book; Purpose, Interest, Comprehension, Know (Boushey & Moser, 2006) • Read together and make it social, “How would X character react?” “What are you interested in learning about?” • READ: Ritual, Environment, Access, Dialogue (Allyn, 2009) • Re-reading of favorite books, internet research, shared reading, promote curiosity and inquiry • Establish special literacy traditions • Favorite holiday books & holiday writing • Sunday paper, regular library visits • Model: Make sure your children see you reading.

25. Writing Ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence Research: both short, focused projects and longer in-depth research Annotated samples of student writing establish performance levels in writing arguments, informational/explanatory texts, and narratives

26. Writing: What Families Can Do • Offer opportunities to write • When they want to ask you for something, make them write an argument – with evidence! • Use the library, internet, mail as opportunities • Strategic use of “screen time” at home • Turn the TV off to prioritize literacy • Educational TV Programs: Word Girl, Between the Lions • Computers: keyboarding, web reading • Internet Games: See “Early Literacy Links” • Expose your child to new things: museums, zoo, etc. • Model: Make sure children see you writing.

27. Speaking and Listening • Standards require that students gain, evaluate, and present increasingly complex information, ideas and evidence through listening, speaking and media. • A focus of these standards is the academic discussion in one-on-one, small group, and whole class settings. • Students are expected to build on others’ ideas and express their own clearly.

28. Language • Students will grow their vocabularies through a mix of conversations, direct instruction, and reading. • Students must be able to use formal English in their writing and speaking and make informed skillful choices among the many ways to express themselves through language. • Vocabulary and conventions are in their own strand because their use extends across reading, writing, speaking, and listening.

29. Language: What Families Can Do • Help promote active listening and thoughtful speaking • Discussions in which family members build on one another’s comments and explain their thinking • Have your child “make their case” to persuade you • Help children understand different levels of formality in the language we use and appropriate contexts • Pay attention to oral language and vocabulary • Ask students if they learned new words and if they can use them in sentences. See how many different ways family members can use the new words. • Take time to explain idioms.

30. Media and Technology Throughout Reading (especially Informational Text) • Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. (Standard 7) • Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (G3) • Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (G5)

31. Media and Technology Throughout Writing Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. (Standard 6) Demonstrate sufficient command of keyboarding skills to type a minimum of one page (G4), two pages (G5) in a single sitting. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. (Standard 8)

32. What this means for Newton & Massachusetts: February 3, 2011: K-5 staff PD on new standards Winter through Summer 2011, DESE is conducting regional professional development sessions about the new standards By the end of the 2011-2012 school year, DESE expects all districts to have aligned their curricula to the new standards Newton is using the new standards to revisit the district curriculum

33. And MCAS… 2011 – Test on the previous MA standards 2012 – Test on the overlap between Common Core and previous MA standards 2013 – Test on mostly Common Core, some MA standards 2014 – Test completely on Common Core 2015 – New Test

34. Web Resources • http://www2.newton.k12.ma.us/~robin_moriarty • http://www2.newton.k12.ma.us/~allison_franke Questions? • robin_moriarty@newton.k12.ma.us • allison_franke@newton.k12.ma.us

35. Sources Allyn, P. (2009). What to read when. New York: Penguin Group. Boushey, G. & Moser, J. (2006). The daily 5. Portland, ME: Stenhouse Publishers. Department of Elementary and Secondary Education. (2010). Curriculum Frameworks. http://www.doe.mass.edu/candi/commoncore/ DiGisi, L. (2010). Fuller PTO meeting. PowerPoint presentation.