Common Core State Standards: Supporting Students at Home

1. TTSD Common Core Parent NightOctober 14, 2014Session 1: Getting to Know the Common Core State Standards Ernie Brown, TTSD Superintendent Rachel Stucky, Director of Curriculum and Instruction Sue Scott, Associate Director of Curriculum Brian Bain, District Assessment Coordinator Presented October 14, 2014

2. Outcomes Provide answers for the following two questions: • How might Common Core instruction look different from when I was in school? • How do I support my student at home?

3. As Questions Arise… • Write your questions on a notecard. • Submit unanswered questions at the end of the presentation.

4. The Twelve Shifts

5. Mathematics A CLOSER LOOK…

6. How many one-third pound hamburgers can you make from 2 pounds of meat?

7. CCSS Expectations: Not All Different “Balanced Instruction” ConcreteAbstract Conceptual Understanding Procedural Fluency Algorithms Application This is where most “traditional” math instruction takes place. How many one-third pound hamburgers can you make from 2 pounds of meat?

8. How might Common Core instruction look different from when I was in school? Conceptual Understanding Procedural Fluency Algorithms Application ConcreteAbstract Draw a Picture Always, Sometimes, or Never? If you divide a whole number by a fraction, the quotient will be greater than the whole number. Explain your reasoning. 1 lb hamburger 1 lb hamburger 2 x 3 = 1 6 hamburgers

9. Table Talk… • What math skills were needed to solve the problem? • Which math facts were necessary to solve the problem? • What was the real-world application? • How did you know that the student could apply the skill in another situation?

10. What did you notice? • Build skills across grade levels • Use math facts easily • Use math in real-world situations • Develop a deeper understanding of fewer concepts • Understand why the math works and be asked to talk/write about it to prove understanding

11. How do I support my student at home in math? 1st grade: Look for “word problems” in every day life. An example: • Open the carton of eggs, take out 4, close the lid, and ask how many eggs are left. 3rd grade: Involve children in everyday use of the times tables. An example: • How many slices of pizza will each person get if 18 slices are shared with 6 people?

12. How do I support my student at home in math? 5th grade: Look for “word problems” in every day life. An example: • Use the length, width and depth of a garden plot to determine how many bags of soil you need to buy. 7th grade: Look for “word problems” in every day life. An example: • Have the student calculate different percentages of a tip at a restaurant. • Show them a paycheck and ask them to calculate the percentage of the income that goes to various taxes.

13. How do I support my student at home in math? High School: • Encourage your child to stick with it when a problem seems difficult. • Ask them to break it down into parts. • Review the student’s class notes or the textbook that relates to the problem. • Have the student describe what he/she knows and what he/she needs to know. • Have the student explain the answer or how he/she figured it out.

14. English Language Arts A CLOSER LOOK…

15. Some “differences” are NOT different

16. The Shift… Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework (2008). Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office.

17. How might Common Core instruction look different from when I was in school? • Article: “Yeti-like Monster Gives…” • Graphic Organizer: Saying-Doing

18. Close Reading: “Yeti-like Monster…” A woman heard the scream of the monster while a little boy saw it. 1-3

19. Sentence Frame The author is ______________ (select a verb from the box below) the _______________________ when _____________________. (evidence from the text)

20. Close Reading: “Yeti-like Monster…” A woman heard the scream of the monster while a little boy saw it. • Introducingthe situation • Describing the witness experiences 1-3

21. Compare to Previous Approach Directions: • Read the article independently. • Read the questions on the blue handout. • Answer the questions. • Check your answers with a partner. • We will discuss as a class.

22. Table Talk • How do the questions relate to one another? • Which questions could have more than one answer? • Is the student asked to use evidence from the text to support his/her response? • What would the discussions between students sound like in each example?

23. What did you notice? • The literal reading comprehension questions do not build toward greater meaning; all the questions do not work cohesively. • Much less critical thinking is required. • Much less of a need to return to the text to justify or support thinking. • Does not lend itself for group collaboration and/or discussion.

24. How do I support my student at home in English Language Arts? 1st grade: Encourage your child to read to you and help them sound out difficult words. 3rd grade: Make reading for fun part of your child’s daily routine. 5th grade: Invite your child to read his or her writing out loud to other family members. Ask questions about their word choices and ideas. 7th grade: Ask about their favorite authors and why they like their books. Who are their favorite characters and why?

25. How do I support my student at home in English Language Arts? High School: • Monitor their drafts and the improvements they make in their writing. • Evaluate if their arguments make sense and are supported by evidence. • Encourage them to use these skills in all classes that require writing.

26. What resources do I have to support my student at home? The National PTA created a series of Parents’ Guides to Student Success to provide parents with an overview of what their child should be learning with the implementation of the Common Core State Standards.

27. What resources do I have to support my student at home? • Grade level specifics for math and English/language arts/literacy, K-8. • High school guidance for math and English/language arts/literacy, 9-12. • Samples of what children should be working on at that grade level • Talking to Your Child’s Teacher • Activities that parents can do at home to support their child’s learning.

28. Supporting Students at Home • Acknowledgeeffort and encourage perseverance. • Foster amindset of pride for working hard and learning something new. • Ask questions.

29. Online Parent Support • TTSD CCSS Webpage: www.ttsdschools.org • National PTA: http://www.pta.org/parents/content.cfm?ItemNumber=2910 • The New York State Department of Education engageNY- http://www.engageny.org/parent-and-family-resources • Council of the Great City Schools http://www.commoncoreworks.org/domain/104

30. Revisiting Outcomes Provide answers for the following two questions: • How might Common Core instruction look different from when I was in school? • How do I support my student at home?

31. CCSS Next Time: February 5, 20146:30-8:00 at Fowler MS • How has testing changed? • What does the Smarter Balanced Assessment look like? NOTE: Questions written on index cards that have not yet been addressed tonight will be posted on the TTSD CCSS Website.

32. Work Session • School staff will lead CCSS activities and discussion at your tables.