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Common Core State Standards for JLA PTA
 

Common Core State Standards for JLA PTA

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  • Why Einstein on the cover of this slide?CCSS—an integrated method for teaching reading, writing, language & speaking and Listening. Our children, even the youngest need content, not just skills.
  • Why do we need content knowledge?
  • Why do we need new standards?This means a student has a 50% chance of earning a B or a 75% chance of earning a C in the college-bearing class.
  • Let’s look at the top anchor standard to see what our children will know and be able to do when they are considered College and Career ready. Now, let’s start with Kindergarten. Do any parents here have children in kindergarten? Okay..let’s see what happens in K and then move up the ladder. Any parents have a first grader? Second grader? Notice in second grade the specific mention in this informational standard—historical and scientific ideas. They need to be learning content in addition to reading and math that usually get the focus.
  • Here’s a writing standard ladder…
  • This picture represents a perfect 3rd grade example which incorporates research and speaking to meet reading and speaking and listening standards. The child researched Abraham Lincoln and created a short presentation to share with the class what he learned.
  • Just as the child in the previous screen explored this Lincoln replica in central Kentucky, all of our children need the opportunity to build their own background knowledge and experience through exploration.
  • So, if you had an older child read this book in the 4th grade, it would no longer be considered appropriate for 4th grade. It’s a second grade level book.
  • This slide represents only slightadjustments (with major implications) to homework we typically see our children complete. Ideally, homework would be even better…

Common Core State Standards for JLA PTA Common Core State Standards for JLA PTA Presentation Transcript

  • Renee BossJames Lane Allen PTA Meeting October 2, 2012
  • Why are the standards necessary?The type of instruction we all hadwhen we were in school is no longergood enough for our own childrenbecause the work force haschanged & will continue to change.The majority of the jobs ourchildren will have in the futuredon’t even exist yet.
  • The Common Why do we need content knowledge?Core StateStandardsrequire science,history/socialstudies andother contentknowledge betaught forstudents to havemore academicbackgroundknowledge andthereby enhancereadingcomprehension.
  • College & career readiness is a concern in Kentucky.According to 2010 ACT data, Kentucky high school juniors – 49% met college readiness for English – 35% met college ready expectations for reading – 15% met college readiness for science – 22% met readiness for college-level algebra – 11% met all four areas (Reading, English, Science, Math)
  • Why does this matterfor our K-5th graders? CCSS provide steps fromgrade Kindergarten-grade 12 What would happen if we skipped a step on the ladder?
  • Anchor Standard for Reading: Analyze how and why individuals,events, and ideas develop and interact over the course of a text. Informational Standards K-5 Explain the relationships or interactions between two or more individuals, events,5 ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical4 text, including what happened and why, based on specific information in the text. Describe the relationship between a series of historical events, scientific ideas or3 concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Describe the connection between a series of historical events, scientific ideas or2 concepts, or steps in technical procedures in a text. Describe the connection between two individuals, events, ideas, or pieces of1 information in a text. With prompting and support, describe the connection between two individuals,K events, ideas, or pieces of information in a text.
  • Anchor Standard #6 for Writing: Use technology, including the Internet, toproduce and publish writing and to interact and collaborate with others With some guidance and support from adults, use technology, including the Internet,5 to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. With some guidance and support from adults, use technology, including the4 Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. With guidance and support from adults, use technology to produce and3 publish writing (using keyboarding skills) as well as to interact and collaborate with others. With guidance and support from adults, use a variety of digital tools to produce and2 publish writing, including in collaboration with peers. With guidance and support from adults, use a variety of digital tools to1 produce and publish writing, including in collaboration with peers. With guidance and support from adults, explore a variety of digital tools to produceK and publish writing, including collaboration with peers.
  • 3rd grade example What should our children be doing to learn these standards?Comparing & synthesizingmultiple sources
  • Researching Speaking (2 kinds) Creating
  • Take 60 seconds to talk with another parent about theopportunities your child has had to read, think, research, speak and discuss texts.
  • Which activity will prepare our children for their future in the 21st century? A OR BRecalling facts that were read Finding evidence in what’s read
  • Common Core Asks Our Children to…• Read like detectives• Write like a reporters
  • A or B Which type of activity will help our children read like detectives and write like reporters?
  • Reading is thinking!• Comprehension is more than recalling or retelling what happened in story or piece of non-fiction.• Comprehension means you make sense about what you’ve read.
  • What should ourchildren be reading? Stories Poems Novels Plays Myths Fables Legends Newspapers Magazines Blogs Emails Images Graphs Maps
  • Text Complexity3 Considerations1. Judged by computerwww.lexile.com2. Judged by humans— quality of text3. Judged by reader— motivation & background knowledge
  • Lexile levels have changed. Lexile = 510
  • What should our children be writing?They should write about what they read! Information/research Explanations/essays Opinions Real & imagined stories
  • What might homework before & now look like BEFORE COMMON CORE NOW--Answering basic fact --Answering textquestions over a book dependent questionsthat was read --Studying words or--Writing your spelling doing a word sort towords in a random understand languagesentence better--Copying a definition --Putting the dictionaryfrom a dictionary definition in your own words (paraphrasing)
  • What can we do at home?• Take a few minutes to look at the National PTA grade-level guide for your child and talk with another parent.What questions do you have? Any surprises?
  • Questions?Contact me:Renee Bossreneeboss71@gmail.com