Howard I. Berrent, PhD howard@berrent.com RALLY! Education 888-99-RALLY RALLYEDUCATION@gmail.com Common Core URL: corestandards.org NYSED: http://engageny.org/resource/test-guidesfor-english-language-arts-andmathematics
COMMON CORE ANCHOR STANDARDS Key Ideas and Details 1. Read closely to determine what the text says explicitly & to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, & ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, & figurative meanings, & analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, & larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content & style of a text. Integration of Knowledge and Ideas 7. Integrate & evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate & evaluate the argument & specific claims in a text, including the validity of the reasoning as well as the relevance & sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read & comprehend complex literary and informational texts independently and proficiently.
COMMON CORE ANCHOR STANDARDS Key Ideas and Details 1. Read closely to determine what the text says explicitly & to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, & ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, & figurative meanings, & analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, & larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content & style of a text. Integration of Knowledge and Ideas 7. Integrate & evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate & evaluate the argument & specific claims in a text, including the validity of the reasoning as well as the relevance & sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. CCLS Responding Literature Range ofNY Reading and Level oftoText Complexity 11. Respond to literature by employing knowledge of literary language, textual features, and 10. Read & comprehend complex literary and informational texts independently and proficiently. forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures.
ANCHOR STANDARDS VS 4 GRADE STANDARDS TH
CCS: Anchor Reading Standards Cluster 1: Key Ideas and Details
1-1 Read closely to determine what the text says explicitly and to make logical inferences from it, cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 1-2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 1-3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
CCS 4th Grade Standards
Cluster 1: Key Ideas & Details
4.1-1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. ……………………
4.1-2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. ……………………
4.1-3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
CCLS: 6 SHIFTS IN ELA
CHANGES TO 2013 NY ELA, GR 3-8 • Speaking and Listening will no longer be assessed • All text passages will be authentic and worthwhile to read • Some text passages may express opinions with which the reader may disagree • Text passages may be longer and more rigorous than on past tests • ELA Tests will be split into 4 books administered across 3 days • Grade 3 and 4 Tests will have a shorter maximum testing time to complete than in previous years • New CCLS rubrics will be used for scoring short and extended response questions
CCS: MATH STANDARDS K-8 Math Standards K-2 Domains: 1. Operations & Algebraic Thinking 2. Number & Operations: Base Ten 3. Measurement & Data
Math Standards 6-7 Domains: 1. Ratios & Proportional Relationships 2. The Number System
4. Geometry
3. Expressions & Equations 4. Geometry
Math Standards 3-5
5. Statistics &Probability
Domains: 1. Operations & Algebraic Thinking 2. Number & Operations: Base Ten 3. Number & Operations: Fractions 4. Measurement & Data 5. Geometry
Math Standards 8 Domains: 1. The Number System 2. Expressions & Equations 3. Functions 4. Geometry 5. Statistics &Probability
SHIFTS IN MATHEMATICS Shift 1 Focus
Teachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards.
Shift 2 Coherence
Principals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.
Shift 3 Fluency
Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions.
Shift 4 Deep Understanding
Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math.
Shift 5 Application
Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so.
Shift 6 Dual Intensity
Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity.
EMPHASES IN COMMON CORE STANDARDS FOR MATHEMATICAL CONTENT Kindergarten – Grade 8 (March 12, 2012)
Major clusters – areas of intensive focus, where students need fluent understanding and application of the core concepts (approximately 70%).
Supporting clusters – rethinking and linking; areas where some material is being covered, but in a way that applies core understandings (approximately 20%).
Additional Clusters – expose students to other subjects, though at a distinct, level of depth and intensity (approximately 10%).
CHANGES TO 2013 NY MATH TESTS, GR 3-8 • Mathematics Content emphases and Standard-level emphases (e.g. not all standards are recommended to receive the same amount of instructional time)
• Mathematics questions may assess multiple-standards simultaneously • Grade 3 and 4 Tests will have a shorter maximum testing time to complete than in the previous years • Revised Guidance on Mathematics Tools and Reference Sheets • Calculators will not be allowed in Book 1 of the Grade 6-8 Mathematics Tests. Calculators will be required in Books 2 and 3.
COMMON CORE STANDARDS: MORE THAN JUST STANDARDS Specific Standards
Strategies & Implications
ELA Reading
ELA • • • • • • •
Writing Listening Speaking Content Areas for ELA: History, Science, Mathematics
This chart has significant implications for instruction. It’s about the standards and the skills & strategies needed to reach the standards. MATH 4 or 5 Domains Clusters Standards
Complex Reading Longer Selections Multiple Selections Close & Careful Reading Rereading Passage-Dependent Questions Different Genres • Informational Texts • Literary Texts • Stories • Poetry • Drama • Persuasive Texts • Writing • Argumentative Writing • Summarizing MATH • Open-Ended Problems • Complex Math Problems • Multi-Step Problems • Real World Math Problems
OVERRIDING READING CONCEPTS
2013 NY ELA QUESTIONS • Multiple- Choice Questions • Short-Response Questions (2 points) • Extended-Response Questions (4 points) will assess Writing from Sources, whereby student responses will be rated on the degree to which they can communicate a clear and coherent analysis of text.
TYPES OF READING MATERIALS
MEASURING TEXT COMPLEXITY: THREE FACTORS Qualitative evaluation of the text: Levels of meaning, structure, language
conventionality and clarity, and knowledge demands Quantitative evaluation of the text: Readability measures and other scores of text
complexity Matching reader to text and task: Reader variables (such as motivation, knowledge,
and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)
MEASURES OF COMPLEXITY
QUALITATIVE EVALUATION: Literary Texts
TEXT STRUCTURE
QUALITATIVE EVALUATION: Informational Texts
TEXT STRUCTURE
GRADE 3 TIMING
GRADE 3 TEST ORGANIZATION
GRADE 3 FOCUS OF QUESTIONS
SAMPLE QUESTIONS: ELA 4TH GR 1. According to the article, NASA studies Antarctica for all of the following reasons EXCEPT A Antarctica helps us understand ice. B Antarctica helps us understand important rare plants. C Antarctica is a good place to find meteorites. D Antarctica is a good place to test robots.
2. Read these two sentences from paragraph 3: “In winter, Antarctica is on the side of the Earth tilted away from the sun. Then, the continent is always dark.� Which of the following describes the relationship between these two sentences? A The sentences contrast two events. B The sentences describe two steps in the same process. C The first sentence explains the reason for the second. D The second sentence gives the cause of the first.
SAMPLE QUESTIONS: ELA 4TH GR In the myth called “Why the Evergreen Trees Never Lose Their Leaves,” why does the little bird begin talking to the trees? Use two details from the myth to support your answer. Write your answer in complete sentences. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________
SAMPLE QUESTIONS: ELA 4TH GR The myth and the article both provide explanations for why evergreen trees keep their leaves in winter. How are the explanations similar and different? Use specific examples from the myth and the article to support your answer. In your response, be sure to do the following: describe what the myth says about why evergreen trees keep their leaves in winter describe what the article says about why evergreen trees keep their leaves winter compare and contrast the two explanations include details from both the myth and the article to support your answer
SAMPLE QUESTIONS: ELA 4TH GR Read this sentence from paragraph 32 of the story. At once the Father Hawk flew to the Lion. How does Father Hawk’s action lead to the ending of the story? A Mother Hawk asked Father Hawk to approach the Lion for help. B The Lion asked Father Hawk why he had come to visit. C The Lion told Father Hawk to go back and comfort his family. D The Lion came to help the hawks, chasing away the hunters.
SAMPLE QUESTIONS: ELA additional comments 1) Multiple-choice Question "Based on your answer to question #1, what text supports your answer?" Each answer supports the answers (both correct and incorrect) from the preceding question.
2) Short-Response Question "Go back to the quote (or words) in question #3 and what text evidence supports your answer?" This was a short response question.
3) The terms, "main idea" and "central idea,� are being used interchangeably.
SAMPLE QUESTIONS: MATH 4TH GR OPERATIONS AND ALGEBRAIC THINKING
Students from three classes at Hudson Valley Elementary School are planning a boat trip. On the trip, there will be 20 students from each class, along with 11 teachers and 13 parents. Part A: Write an equation that can be used to determine the number of boats, b, they will need on their trip if 10 people ride in each boat. Equation: b =______________________________________ Part B: How many boats will be needed for the trip if 10 people ride in each boat? Show your work.
SAMPLE QUESTIONS: MATH 4TH GR NUMBERS & OPERATIONS: FRACTIONS
Elena, Matthew, and Kevin painted a wall. Elena painted 5/9 of the wall and Matthew painted 3/9 of the wall. Kevin painted the rest of the wall. Part A: Use the box below to represent the wall. Show the fraction of the wall that Kevin painted.
Part B: What fraction of the wall did Kevin paint? ____________________
SAMPLE QUESTIONS: MATH 4TH GR MEASUREMENT & DATA
The area of Ken’s rectangular garden is 480 square feet. The garden is 24 feet wide. What is the length of fencing Ken will need to buy in order to fence in the garden completely on all four sides? Show your work.
SAMPLE QUESTIONS: MATH 4TH GR MEASUREMENT & DATA
A high school basketball team scored a total of 108 points in their final game. Joanne scored exactly 1/3 of all the points the team scored, and Renee scored 23 points. How many points were scored by the rest of the team? A 36 B 49 C 59 D 85
SUMMARY: THE NEW 2013 NY TESTS ELA
Math
• Complexity of the passage
• Complexity of the problem
• Length of the passage
• Multi-step questions
• Complexity of the question
• Problem covers more than one standard
• Multi-step questions • Genres of passage • “Why” questions • Why was this phrase used? • How does this sentence support the main theme? • Language/Vocabulary in Context • Text dependent
• Problems • Show your work • Two parts to the question
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UNDERSTANDING D NY ELA and Common Core Learning Standards
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