Download PowerPoint Presentation - Tucker Valley Elementary Middle School

Welcome!
Anchor Standards
Strands:
• Reading
• Writing
• Speaking &
Listening
• Language
Key Features of the Standards
Reading: Text complexity and the
growth of comprehension
• Places equal emphasis on the
sophistication of what students read and
the skill with which they read.
• Standard 10 defines a grade-by-grade
“staircase” of increasing text complexity
that rises from beginning reading to the
college and career readiness level.
Reading: Text complexity and the
growth of comprehension
Students must show:
• A steadily growing ability to discern more
from and make fuller use of text
• Making an increasing number of
connections among ideas and between
texts
• Ability to consider a wider range of textual
evidence, and becoming more sensitive to
inconsistencies, ambiguities, and poor
reasoning in texts.
Reading: Text complexity and the
growth of comprehension
Students must show:
• A steadily growing ability to discern more
from and make fuller use of text
• Making an increasing number of
connections among ideas and between
texts
• Ability to consider a wider range of textual
evidence, and becoming more sensitive to
inconsistencies, ambiguities, and poor
reasoning in texts.
Next Generation Content Standards
Reading
• The standards establish a “staircase” of
increasing complexity ... The standards also
require the progressive development of reading
comprehension so that students advancing
through the grades are able to gain more from
whatever they read.
Writing: Text types, responding to
reading, and research
 The Standards acknowledge the fact that whereas some writing
skills, such as the ability to plan, revise, edit, and publish, are
applicable to many types of writing, other skills are more
properly defined in terms of specific writing types: arguments,
informative/explanatory texts, and narratives.
 Standard 9 stresses the importance of the writing-reading
connection by requiring students to draw upon and write about
evidence from literary and informational texts.
 Because of the centrality of writing to most forms of inquiry,
research standards are prominently included in this strand,
though skills important to research are infused throughout the
document.
Next Generation Content Standards
Writing
• The ability to write logical arguments based on substantive
claims, sound reasoning, and relevant evidence is a
cornerstone of the writing standards, with opinion writing—a
basic form of argument—extending down into the earliest
grades.
• Research—both short, focused projects (such as those
commonly required in the workplace) and longer term in
depth research —is emphasized throughout the standards but
most prominently in the writing strand since a written analysis
and presentation of findings is so often critical.
Types of Writing
• Argument – Arguments are used for many
purposes—to change the reader’s point of view, to
bring about some action on the reader’s part, or to
ask the reader to accept the writer’s explanation or
evaluation of a concept, issue, or problem.
Types of Writing
• Informational/Explanatory –
Informational/explanatory writing conveys
information accurately. This kind of writing
serves one or more closely related purposes:
to increase readers’ knowledge of a subject, to
help readers better understand a procedure or
process, or to provide readers with an
enhanced comprehension of a concept.
Types of Writing
• Narrative – Narrative writing conveys
experience, either real or imaginary, and uses
time as its deep structure. It can be used for
many purposes, such as to inform, instruct,
persuade, or entertain.
Listening Comprehension Gr. 1-2:
Important for Early Grades
Children’s listening
comprehension
outpaces reading
comprehension
until the middle
school years
(grades 6–8).
CCSS ELA Appendix A, p. 26
Language: Conventions, effective use, and
vocabulary
 Essential “rules” of standard written and spoken
English, but they also approach language as a matter of
craft and informed choice among alternatives.
 Vocabulary focuses on understanding words and
phrases, their relationships, and their nuances and on
acquiring new vocabulary, particularly general academic
and domain-specific words and phrases.
Next Generation Content Standards
Language
• The standards expect that students will grow
their vocabularies through a mix of
conversations, direct instruction, and reading.
The standards will help students determine word
meanings, appreciate the nuances of words, and
steadily expand their repertoire of words and
phrases.
The more we read
the more we can read!
• Reading for 40 minutes or more per day will boost students
scores to the 90th percentile!!!
• 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).
Shifts in ELA/ Literacy
Shift 1
Balancing Informational
& Literary Text
Students read a true balance of informational and literary texts.
Shift 2
Knowledge in the Disciplines
Students build knowledge about the world (domains/ content
areas) through TEXT rather than the teacher or activities
Shift 3
Staircase of Complexity
Students read the central, grade appropriate text around which
instruction is centered. Teachers are patient, create more time
and space and support in the curriculum for close reading.
Shift 4
Text-based Answers
Students engage in rich and rigorous evidence based
conversations about text.
Shift 5
Writing from Sources
Writing emphasizes use of evidence from sources to inform or
make an argument.
Shift 6
Academic Vocabulary
Students constantly build the transferable vocabulary they need
to access grade level complex texts. This can be done
effectively by spiraling like content in increasingly complex texts.
www.engageNY.org
NYS Common Core Standards Shifts Impact NYS Assessments
• 6 Shifts in ELA Literacy
Common Core Implementation
1.
2.
3.
4.
5.
6.
Balancing Informational and Literary Text
Common Core Assessments
1 & 2:
6:
Non-fiction Texts
Authentic Texts
Higher Level of Text Complexity
Paired Passages
Focus on command of evidence
from text: rubrics and prompts
Academic Vocabulary
1:
Intensive Focus
2:
Linking Back
Building Knowledge in the Disciplines
Staircase of Complexity
3:
Text-based Answers
Writing from Sources
4&5:
Academic Vocabulary
6 Shifts in Mathematics
1.
2.
3.
4.
5.
6.
Focus
Coherence
Fluency
Deep Understanding
Applications
Dual Intensity
www.engageNY.org
4, 5, 6: Mathematical Modeling
Overview Math:
K-8 Content Objectives

The K-5 objectives provide students with a solid
foundation in whole numbers, fractions and decimals.

The 6-8 objectives describe robust learning in geometry,
algebra, and probability and statistics.

Modeled after the focus of objectives from highperforming nations, the objectives for grades 7 and 8
include significant algebra and geometry content.
Students who have completed 7th grade and mastered the
content and skills will be prepared for algebra, in 8th grade
or after.

K-8 Standards
Grade
Standards
K
Counting & Cardinality
K-5
Operations & Algebraic Thinking
Number & Operations in Base Ten
Measurement & Data
Geometry
3-5
Number & Operations – Fractions
6-8
Ratios & Proportional Relationships
The Number System
Expressions & Equations
Geometry
Statistics & Probability
WV NxGen-Math
Progressions
K
1
2
3
4
5
6
7
8
HS
Counting &
Cardinality
Number and Operations in Base Ten
Number and Operations –
Fractions
Ratios and Proportional
Relationships
The Number System
Expressions and Equations
Number &
Quantity
Algebra
Operations and Algebraic Thinking
Functions
Geometry
Measurement and Data
Functions
Geometry
Statistics and Probability
Statistics &
Probability
K-8 Required Fluencies
Grade
Required Fluency
K
Add/subtract within 5
1
Add/subtract within 10
2
Add/subtract within 20*
Add/subtract within 100 (paper & pencil)
3
Multiply/divide within 100**
Add/subtract within 1000
4
Add/subtract within 1,000,000
5
Multi-digit multiplication
6
Multi-digit division | Multi-digit decimal operations
7
Solve px + q = r, p(x + q) = r
8
Solve simple 2x2 systems by inspection
WV NxGen-Math
Fluencies
WVNxGen-Math also addresses whether
students “can perform calculations and solve
problems quickly and accurately.”
WV NxGen-Math fluency means…
 “fast and accurate”
 “not halting, stumbling, or reversing oneself”
 the same as “fluent in a foreign language”
III. 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.
“Mathematically proficient students…”
“No set of grade-specific standards
can fully reflect the great variety in
abilities, needs, learning rates, and
achievement levels of students in any
given classroom.”
CCSS-Math Introduction, p.4
“These Standards do not dictate
curriculum or teaching methods.”
CCSS-Math Introduction, p.5
So what do we do?
How should teachers respond?
Here’s What Research Tells Us
“The only way to improve outcomes
is to improve instruction.”
- M. Barber & M. Mourshed (2007),
How the World’s Best Performing
School Systems Come Out on Top
Here’s What Research Tells Us
“The greatest impact on learning is the daily
lived experiences of students in classrooms,
and that is determined much more by how
teachers teach than by what teachers
teach.”
- Dylan Wiliam (2011),
Embedded Formative Assessment
Here’s What Research Tells Us
A wide body of research shows that the single
greatest factor affecting student achievement is
classroom instruction. In one study, Mortimore
and Sammons (1987) found that classroom
instruction has more impact on student
learning than any other factor that schools
control—more impact than the next six factors
the authors studied combined.