Glenoaks ccss parent info night


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A Parent Introduction to the Common Core State Standards
Glenoaks Elementary School
Parent Info Night on 2/4/2014

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Glenoaks ccss parent info night

  1. 1. A  Parent  Introduc.on  to  the   Common  Core  State  Standards     Glenoaks  Elementary  School  
  2. 2. Remember  when  …  
  3. 3. What  are  the  Common  Core  State  Standards?   ! Three  minute  video  explaining  Common  Core  State   Standards.  
  4. 4. Are  we  preparing  students  to  be   global  ci.zens   in  a  global  economy?  
  5. 5. All  students  should   graduate  from  high  school   ready  for  college,  careers   and  ci.zenship.  
  6. 6. College  and  Career  Standards  ANCHOR  the   learning  we  want  students  to  achieve…  
  7. 7. 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  
  8. 8. ShiEs…  
  9. 9. 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  
  10. 10. 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  
  11. 11. The  MORE  students  read,   the  more  they  CAN  read!  
  12. 12. 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  
  13. 13. 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  
  14. 14. 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  
  15. 15. ShiJ  5:  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  
  16. 16. 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  
  17. 17. 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
  18. 18. Learning  More  about   the  Common  Core   Resources  and  Tools  for  Understanding   the  CCSS  and  Helping  Your  Child   Achieve  Success  
  19. 19. GUSD  Website  
  20. 20. Glendale  Unified  Common  Core  Newsle^er  
  21. 21. Na.onal  PTA   Brochures:     • Every  grade  level   • Includes  literacy   and  math   • Available  in   English  and  in   Spanish   hWp://  
  22. 22. 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  
  23. 23. Introduc.on  to  California’s  CCSS  and  a   summary  of  what  students  are  expected   to  learn  as  they  advance  from   kindergarten  through  grade  eight.  
  24. 24. Common   Core  State   Standards:     Resources   for  Parents   and   Guardians  
  25. 25. hWp://­‐ ac8vi8es-­‐for-­‐parents-­‐and-­‐students  
  26. 26. hWp://­‐for-­‐parents  
  27. 27. Assessing  the   Common  Core…   Two  sample  6th  Grade  ELA  performance  assessments   from  the  Smarter  Balanced  Assessment  Consor8um  
  28. 28. I  choose  “C”      
  29. 29. State of the Schools Student Presentation
  30. 30. 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.      
  31. 31. 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.    
  32. 32. 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.    
  33. 33. 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.    
  34. 34. 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.    
  35. 35. 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…)  
  36. 36. 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.    
  37. 37. 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://       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.    
  38. 38. 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    
  39. 39. 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    
  40. 40. 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.    
  41. 41. 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