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CCGPS Math & ELA Learning and Teaching Department STEM and Humanities
CCGPS Math & ELA
Learning and Teaching Department STEM and Humanities
In a 2007 comparison of state assessment proficiency standards to those set by NAEP, Georgia ranked 47 out of the 50 states. In other words, Georgia ranks third in having the lowest standards for student proficiency. --Peterson & Hess (2008)
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Achievement of Georgia Students in Mathematics
2013
• NAEP – Grade 8: 29% at/above proficient
• CRCT – Grade 8: 83% met/exceeded
• Coordinate Algebra EOCT: 37% met/exceeded
• SAT – Class of 2013: 42% college ready benchmark*
• ACT – Class of 2013: 38% college ready benchmark**
2012
• PSAT – sophomores: 37% on track to be CCR
*SAT data represent 71% of Class of 2013 **ACT data represent 51% of Class of 2013
Achievement of Georgia Students in Reading
2013
• NAEP – Grade 8: 32% at/above proficient
• CRCT – Grade 8: 97% met/exceeded
• 9th Grade Literature EOCT: 86% met/exceeded
• American Literature EOCT: 91% met/exceeded
• SAT – Class of 2013: 43% college ready benchmark*
• ACT – Class of 2013: 43% college ready benchmark**
2012
• PSAT – sophomores: 40% on track to be CCR
*SAT data represent 71% of Class of 2013 **ACT data represent 51% of Class of 2013
New Assessments, New Rigor
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“Drawing on released items and test forms from the 16 states thought to have the most rigorous tests, Yuan and Le (2012) found…only about 1/3 of the few constructed-response items were at Level 3; fewer than 10% were at Level 4.”
--Herman & Linn (2014)
“These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step… It is time to recognize that standards are not just promises to our children, but promises we intend to keep.” -The Common Core State Standards in Math, page 5
What’s different in the expectations for mathematics?
• Learn more about fewer concepts
• Focus on skill building, speed and accuracy
• Use of real world examples to better understand concepts
The Mathematics Standards and the Shifts They Require
Math Test Question: Pre-Common Core
Memorize the table to the right.
Sample Math Assessment Task
3.MCC3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.
What will students have to do? What can parents do to help?
Keep building on learning year after year Be aware of what your child struggled with last year and how that will effect ongoing learning
Advocate for your child
Ensure that support is given for “gap” skills, such as negative numbers, fractions, etc.
Spend more time on fewer concepts Know the critical areas for your child at their grade level
Go more in-depth on each concept Spend time with your child on the critical areas
Discuss your child’s progress on the critical areas during conferences with your child’s teacher
Spend time practicing by doing lots of problems on the same idea
Push children to know, understand and memorize basic math facts
Make the math work, and understand why it does Ask questions and review homework to see whether your child understands why as well as what the answer is.
Talk about why the math works Advocate for the time your child needs to learn key math skills
Prove that they know why and how the math works Provide time for your child to work on math skills at home
Apply math in real world situations Ask your child to do the math that comes up in daily life Know which math skills to use for which situation
Expectations for Students & Ideas for Parents
What Should You See in Your Child’s Backpack?
• Real-world examples that makes what they’re learning in English and math make more sense
• Math homework that asks students to write out how they got their answer
• Math homework that ask students to use different methods to solve the same problem
How Can You Engage Your Child at Home?
• Did you learn any new words in class today? What do they mean? How do you spell them?
• How often did you use math today? How did you use it?
• How did you use evidence in school today? Where did you get it?
Resources
• https://www.georgiastandards.org/pages/parents.aspx
• www.pta.org/4446.htm
• http://www.cgcs.org/Domain/36
• http://parcconline.org/computer-based-samples
What’s different in the expectations for ELA?
• Build knowledge by reading a balance of fiction and non-fiction
• Regular practice with complex text and academic vocabulary
• Cite evidence from the text
Build knowledge by reading a balance of fiction and non-fiction
What will students have to do? What can parents do to help?
Read more non-fiction Supply more non-fiction texts at home
Know the ways non-fiction can be put
together
Read non-fiction texts aloud or with your child
Enjoy and discuss the details of non-
fiction
Have fun with non-fiction in front of them
Get more knowledgeable about Social
Studies and Science
Have a series of texts on topics of interest
Handle "primary source" documents Have books with primary docs, with kid-friendly
explanations-Discuss
Expectations for Students & Ideas for Parents
The more we read the more we can read!
• By age 3, children from affluent families have heard 30 million
more words than children from parents living in poverty. (Hart and Risley, 1995).
• Children who have larger vocabularies and greater
understanding of spoken language do better in school (Whitehurst and Lonigan).
• If children aren’t reading on grade level by third grade, are
four times more likely to leave high school without a diploma (Hernandez, 2011).
Regular practice with complex text and academic vocabulary
What will students have to do? What can parents do to help?
Re-read texts Provide more challenging texts on topics of
interest AND books that can be read
comfortably
Read material at a comfortable level AND work
with more challenging stuff
Read challenging stuff with them
Handle frustration, keep pushing, and re-read
text to build understanding
Show that challenging stuff is worth re-reading
Find evidence to support their arguments Talk about texts
Form judgments and become scholars Demand evidence in every day discussions/
disagreements
Discuss what the author is “up to” Read aloud or read the same book and discuss
with evidence
Support their Reading-Read Challenging Texts Aloud
Grades Example of Complexity:
Nonfiction
Example of Complexity:
Fiction
K-1 A Tree is a Plant
Read Aloud: What will I
Be?
Are you My Mother?
Read Aloud: The Owl and
the Pussycat
2-3 Martin Luther King and
the March on Washington
Read Aloud: What the
World Eats
Fire Cat
Read Aloud: Charlotte’s
Web
4-5 Hurricanes: Earth’s
Mightiest Storms
The Kids’ Guide to Money
Bud not Buddy
The Secret Garden
How can I help at home? Interrupt to correct OR not?
What about children who read aloud but who make mistakes; that is, some of the words they read aloud, differ to the actual words in the text? Let’s look at some examples: Text: Let us run out and play Child: Let’s run and play. The child has not read aloud the printed text accurately. He has joined two words to make a contraction (Let’s) and has left out a word (out).Has the child changed the meaning? No. Should you interrupt? No. Here is a next example: Text: The dog barks and barks. Child: The dog breaks and breaks. Does the child’s reading make sense? No. Did the oral reading errors interfere with meaning? Yes. Should we interrupt? Yes. If you are uncertain whether or nor the child is reading for meaning, quietly stop the child and ask, Does that make sense? or Tell me that in your own words. Wilson, L. “Listening to Children Read.” National Council of Teachers of English. Parent Resources. Web. 10 March 2014.
If you are uncertain whether or nor the child is reading for meaning, quietly stop the child and ask, Does that make sense? or Tell me that in your own words.
Cite evidence from the text
What will students have to do? What can parents do to help?
Make arguments in writing using
evidence
Encourage writing at home
Compare multiple texts in writing Write “books” together and use evidence/ details
Read multiple books about the same topic
Learn the words that they can use in
college and career
Read often and constantly with babies, toddlers,
preschoolers, and children
Learn how to use the power of
language
Let your kids see you reading, talk to your children;
Read to your children; Listen to your children; Sing
with your children; Make up silly rhymes and word
games with your children
Discuss the multiple meanings of words with your
children
National Council of Teachers of English-Resources
http://www.ncte.org/wlu/parents
All great
resources to
help parents
with literacy at
home
Let’s try something…
ELACC5RI1
5th Grade ELA Reading Informational Standard
-Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
What does this look like in the classroom and at home?
Does Not Meet/Needs Support
If a student…
Quotes accurately from a simple to
moderately complex informational text when explaining what the text says explicitly.
Short Answer Question:
How much money did Garrett Morgan receive from the electric company for his invention?
Does Not Meet/Needs Support
Possible Response:
Morgan received $40,000 from an electric company to manufacture and sell his invention.
Meets/On Track
If a student…
Quotes accurately from a moderately
complex informational text when drawing inferences from the text that relate to central aspects or information in the text.
Short Answer Question:
How did the invention of the traffic light by Garrett Morgan impact Americans?
Meets/On Track
Possible Response:
Morgan’s traffic light invention has saved many lives. His traffic light caused traffic to move more safely and smoothly. Because of his invention, cars know when to stop, when to go, and when to slow down. Today, his traffic light can be found in states across the country. It even helps pedestrians to know when to cross and when not to cross the street. The traffic light invention is important to American history.
Exceeds/Commendable
If a student…
Quotes accurately from a moderate to
highly complex informational text when drawing inferences from the text that relate to subtle aspects or information in the text.
Short Answer Question:
How would life be different if Garrett Morgan did not invent the gas mask?
Exceeds/Commendable
Possible Response:
If Morgan did not invent the gas mask, people working in mines would be in danger. They would breathe toxic gases that could harm or even kill them. Working in mines with no gas mask could cause people to be sick, and then they couldn’t go to work or take care of their family. Many people would probably choose not to work in mines because of the possible dangers.
Marylin Jager Adams
• Advancing Our Students’ Language and Literacy:
The Challenge of Complex Texts (American
Educator, Winter 2010-2011)
• What is written is much more complex than
what we say.
• The more children read about a topic, the more
they can read about that topic.
Contact Information
• Amy Barger: [email protected]
• Becky Patterson: [email protected]
• Keena Ryals-Jenkins: [email protected]
