1. A
Parent
Introduc.on
to
the
Common
Core
State
Standards
Glenoaks
Elementary
School

6. Remember
when
…

7. What
are
the
Common
Core
State
Standards?
! Three
minute
video
explaining
Common
Core
State
Standards.

8. Are
we
preparing
students
to
be
global
ci.zens
in
a
global
economy?

9. All
students
should
graduate
from
high
school
ready
for
college,
careers
and
ci.zenship.

10. College
and
Career
Standards
ANCHOR
the
learning
we
want
students
to
achieve…

11. Fewer
–
Higher
-­‐
Clearer
! Interna8onally
benchmarked
so
that
all
students
are
prepared
to
succeed
in
our
global
economy
and
society
! Led
by
states
! Mul8ple
rounds
of
feedback
! Focused
! Aligned
with
college
and
work
expecta8ons
! Rigorous
content
! Higher
skill
applica8on
of
knowledge

13. ShiEs…

14. Instruc.onal
ShiJs
for
the
Common
Core
Six
ShiJs
in
ELA/Literacy
◦ Balancing
Informa8onal
and
Literary
Text
◦ Building
Knowledge
in
the
Disciplines
◦ Staircase
of
Complexity
◦ Text-­‐Based
Answers
◦ Wri8ng
From
Sources
◦ Academic
Vocabulary
Six
ShiJs
in
Math
• Focus
• Coherence
• Fluency
• Deep
Understanding
• Applica8ons
• Dual
Intensity

15. ShiJ
1:
More
informa.onal
text
Students
must…
! Read
more
non-­‐fic8on
/
informa8onal
text
! Know
ways
that
nonfic8on
can
be
organized:
understand
the
structure
of
how
ideas
are
put
together
! Enjoy
and
discuss
the
details
of
non-­‐fic8on
Parents
can…
! Supply
more
non-­‐
fic8on
/
informa8onal
text
! Read
non-­‐fic8on
texts
aloud
or
with
your
child
! Have
fun
with
non-­‐
fic8on
! Point
out
how
non-­‐
fic8on
is
used
in
daily
life

16. The
MORE
students
read,
the
more
they
CAN
read!

17. ShiJ
2:
Read
in
every
content
area
Students
must…
! Learn
about
science,
social
studies
and
other
subjects
through
reading
! Read
and
discuss
primary
source
documents
! Learn
from
and
through
texts
Parents
can…
! Supply
texts
on
topics
of
interest
in
a
wide
range
of
subjects
! Find
text
/
books
that
explain
what
students
are
studying
in
school
! Discuss
non-­‐fic8on
texts
and
the
ideas
included
in
them

18. ShiJ
3:
Read
more
challenging
text
closely
Students
must…
! Read
and
re-­‐read
! Pay
close
aWen8on
to
what
they
are
reading
! Read
at
their
comfort
level
AND
work
with
more
challenging
text
! Handle
frustra8on
and
keep
pushing
Parents
can…
! Provide
challenging
texts
as
well
as
text
they
can
read
comfortably.
! Know
what
is
grade
appropriate
! Read
challenging
text
with
them
! Support
and
encourage
when
text
gets
tough

19. ShiJ
4:
Discuss
text
using
evidence
Students
must…
! Find
evidence
to
support
their
answers
/
ideas
/
arguments
! Form
judgments
from
informa8on
in
the
text
! Become
“scholars”
! Discuss
what
they
think
the
author
is
telling
them
Parents
can…
! Talk
about
text!
! Demand
evidence
in
discussions
about
text:
“Show
me…”
! Read
aloud
or
read
the
same
book
and
discuss
the
evidence
presented
by
the
author
! Ask
ques8ons
about
the
text
that
requires
evidence
in
the
answers

20. ShiJ
5:
Wri.ng
from
Sources
Students
must…
! Form
a
reasonable
argument
and
defend
it
with
evidence
from
other
sources
! Compare
/
use
mul8ple
texts
in
gathering
evidence
! Write
well
Parents
can…
! Provide
opportuni8es
for
students
to
write
at
home
! Prac8ce
wri8ng
“books”
or
short
pieces
that
use
evidence
/
details
from
text
! Point
out
how
wri8ng
is
used
in
everyday
life

21. ShiJ
6:
Learning
Academic
Vocabulary
Students
must…
! Learn
the
words
that
they
will
encounter
in
college
and
careers
! Use
context
clues
to
determine
the
meaning
of
unknown
words
! Expand
their
“reading”
vocabulary
by
increasing
their
reading
on
many
topics
Parents
can…
! Read
oEen
and
constantly
to
them
! Read
mul8ple
books
about
the
same
topic
! Set
an
example
by
reading
for
yourself!
! Point
out
new
vocabulary
words
and
discuss
them

22. ShiEs
in
Mathema8cs
–
will
see
more
next
year
ShiE
1
Focus
!
Significantly narrow and deepen the scope
ShiE
2
Coherence
Teachers
carefully
connect
the
learning
within
and
across
grades.
ShiE
3
Fluency
Students
are
expected
to
have
speed
and
accuracy
with
simple
calcula8ons.
ShiE
4
Deep
Understanding
Students
deeply
understand
and
can
operate
easily
within
a
math
concept
before
moving
on.
ShiE
5
Applica8on
Students
are
expected
to
use
math
and
choose
the
appropriate
concept
for
applica8on
even
when
they
are
not
prompted
to
do
so.
ShiE
6
Dual
Intensity
Students
are
prac8cing
and
understanding.
There
is
more
than
a
balance
between
these
two
things
in
the
classroom
–
both
are
occurring
with
intensity.
22

23. Learning
More
about
the
Common
Core
Resources
and
Tools
for
Understanding
the
CCSS
and
Helping
Your
Child
Achieve
Success

24. GUSD
Website

25. Glendale
Unified
Common
Core
Newsle^er

26. Na.onal
PTA
Brochures:
• Every
grade
level
• Includes
literacy
and
math
• Available
in
English
and
in
Spanish
hWp://pta.org/parents/content.cfm?ItemNumber=2583

27. Council
of
Great
City
Schools
Parent
Roadmaps:
• Kindergarten
through
Grade
8
• ELA
and
Math
• What
students
will
be
learning
• How
parents
can
support
the
learning

28. Introduc.on
to
California’s
CCSS
and
a
summary
of
what
students
are
expected
to
learn
as
they
advance
from
kindergarten
through
grade
eight.

29. Common
Core
State
Standards:
Resources
for
Parents
and
Guardians

30. hWp://engageny.org/educa8onal-­‐
ac8vi8es-­‐for-­‐parents-­‐and-­‐students

31. hWp://engageny.org/videos-­‐for-­‐parents

32. Assessing
the
Common
Core…
Two
sample
6th
Grade
ELA
performance
assessments
from
the
Smarter
Balanced
Assessment
Consor8um

33. I
choose
“C”

39. State of the Schools Student Presentation

40. Task
Overview
(105
total
minutes):
Title:
Young
Wonders
Part
1
(35
minutes)
Students
plan
and
research
for
their
speeches.
They
research
a
word
meaning
and
apply
the
definiHon
to
a
concept.
They
watch
and
analyze
a
video
clip
and
read
an
interview
about
the
altruisHc
acts
of
two
young
people.
They
analyze
three
websites
to
idenHfy
which
would
be
most
useful
for
researching
another
young
wonder.
They
research
a
third
young
person
that
helps
others
and
take
notes
on
the
informaHon
about
that
person.
Part
2
(70
minutes)
Students
write
an
outline
about
the
young
wonder
they
researched
to
plan
their
speeches.
They
create
or
select
a
visual
or
audio
representaHon
of
the
young
wonder
they
researched.
They
give
a
speech
about
the
young
wonder
using
the
visual
or
audio
representaHon
to
support
the
speech
and
explaining
how
the
representaHon
is
relevant
to
the
young
wonder.
Scorable
Products:
Student
responses
to
the
constructed-­‐response
quesHons
and
the
essay
will
be
scored.

41. Student
DirecHons:
Part
1
Your
assignment:
You
will
learn
about
young
people
who,
because
of
their
ac8ons,
are
considered
to
be
“wonders.”
You
will
consider
why
they
are
wonders.
You
will
research
a
young
person
that
is
a
wonder
because
of
how
he
or
she
helps
others.
You
will
select
or
create
an
audio
or
visual
representa8on
about
the
young
wonder.
You
will
prepare
and
give
a
five-­‐minute
speech
about
that
person.

42. Steps
you
will
be
following:
In
order
to
plan
and
give
your
speech,
you
will
do
the
following:
1) Explain
how
a
person
can
be
a
“wonder”.
2) Watch
a
short
video
and
read
an
interview
about
young
people
taking
ac8on
to
help
others.
3)
Iden8fy
a
personal
quality
that
the
young
wonders
in
the
video
and
the
interview
have
in
common.
4)
Select
a
web
page
that
would
be
useful
for
researching
a
young
wonder.
5)
Research
another
young
person
who
is
a
wonder
for
helping
others.
6)
Make
an
outline
about
the
young
wonder
about
whom
you
did
research
to
use
when
you
give
your
speech.
7)
Create
or
select
a
visual
or
audio
representa8on
of
the
young
wonder.
8)
Give
a
five-­‐minute
speech
about
the
young
wonder
you
researched
and
include
the
visual
or
audio
representa8on
of
them
to
help
with
the
explana8on.

43. Direc.ons
for
beginning:
Research
and
apply
the
meaning
of
the
word
“wonder.”
Since
you
will
give
a
speech
about
a
young
wonder,
it
is
important
that
you
understand
what
a
“wonder”
is.
Use
the
dic8onary
website
to
read
the
meaning
of
the
word
“wonder”
used
as
a
noun.
Ques8on
1:
In
two
sentences,
use
your
own
words
to
tell
what
a
wonder
is
and
explain
how
a
person
who
helps
others
can
be
considered
a
wonder.
Your
explana0on
will
be
scored.

44. Watch
a
video
and
read
an
interview.
You
will
now
watch
a
video
and
read
an
interview.
As
you
watch
and
read,
think
about
the
personal
quali8es
the
people
display.
(Video
1)
(Interview
1)
Analyze
the
video
and
interview.
Ques8on
2:
Write
2
or
3
sentences
iden8fying
a
personal
quality
that
both
Mickey
and
Ana
display.
Give
an
example
from
both
the
video
and
the
interview
to
support
your
answer.

45. Decide
if
a
webpage
is
useful
for
your
research.
You
will
research
another
young
person
that
is
a
wonder
because
of
how
he
or
she
helps
others.
Look
at
the
following
three
websites
and
choose
the
one
you
think
would
be
the
best
source
to
use
to
find
out
about
other
young
people
who
are
wonders
because
they
help
other
people.
(3
URL’s
provided…)

46. Write
two
or
three
sentences
to
do
the
task
below.
Ques8on
3:
Tell
which
website
you
think
would
be
most
useful
for
learning
about
another
young
person
that
is
a
wonder
because
he
or
she
helps
others.
Cite
the
web
site
by
giving
the
web
address.
Use
details
from
the
website
to
support
your
answer.

47. Research
another
young
wonder.
Learn
about
another
young
wonder
close
to
your
age.
Find
out
what
the
person
did
to
help
others.
You
may
search
for
websites
with
informa8on
about
a
young
wonder
or
use
this
one:
hWp://myhero.com/go/directory/page.asp?dir=child
Be
sure
to
write
down
the
web
address
of
the
website
you
use
because
you
will
tell
the
web
address
in
your
speech.
Take
notes
about
the
person
so
you
can
use
the
informa8on
when
you
give
your
speech.

48. Part
2
Create
an
outline
about
the
young
wonder
you
researched.
Use
the
informa8on
you
learned
about
the
young
wonder
you
researched
to
create
an
outline
about
him
or
her.
You
will
use
this
outline
to
give
your
speech.
Word-­‐processing
tools,
thesaurus,
and
spell
check
func8on
are
available
to
you.
Your
outline
will
be
scored.
There
are
3
points
possible.
Include
these
four
main
topics
in
your
outline:
I.
Who
the
young
wonder
is
(name,
age,
where
he
or
she
lives)
II.
What
the
young
wonder
does
to
help
others
III.
What
personal
quali8es
are
shown
as
he
or
she
helps
IV.
Why
you
think
he
or
she
is
a
young
wonder

49. Select
or
create
a
visual
about
the
young
wonder
you
researched.
You
will
share
a
visual
or
audio
representa8on
of
the
wonder
you
researched
as
part
of
your
speech
about
that
person.
You
will
explain
how
the
visual
or
audio
is
related
to
the
person.
You
may
create
a
representa8on
or
select
it
from
a
source.
Here
are
some
possible
ideas,
but
you
might
think
of
a
different
one:
• Show
part
of
a
website
about
the
person
• Select
and
print
a
picture
of
an
object,
event,
or
situa8on
that
is
related
to
the
person
• Create
a
visual
representa8on
by
sketching
it
or
using
drawing
soEware
• Select
an
audio
clip
to
play
or
the
lyrics
of
a
song
to
read
aloud
• Select
a
poem
to
read
aloud
• Create
a
short
PowerPoint
presenta8on
• Select
informa8on
about
the
person
from
social
media

50. Give
a
Speech
Give
a
five-­‐minute
speech
to
your
classmates
and/or
your
teacher
about
the
young
wonder
you
researched
and
explain
why
the
person
is
a
wonder.
Share
the
visual
or
audio.
Tell
the
web
address
of
the
website(s)
used
to
get
informa8on
about
the
young
wonder.

51. How
your
speech
will
be
scored:
Focus—how
well
your
speech
clearly
introduces
and
communicates
your
ideas
OrganizaHon
–
how
well
your
ideas
flow
from
the
opening
to
the
conclusion
and
how
well
you
stay
on
topic
throughout
the
speech
ElaboraHon
of
Evidence
–
how
well
you
use
sources,
facts,
and
details
as
evidence
Language
and
Vocabulary
–
how
well
you
effec8vely
express
ideas
using
precise
language
that
is
appropriate
for
your
audience
and
purpose
PresentaHon
–
how
well
your
speech
is
presented,
including
eye
contact,
pronuncia8on,
and
awareness
of
audience
and
the
use
of
visual/graphics/audio
enhancements
appropriate
to
your
message