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Wantagh School District Presents

A K-5 Parent’s Roadmap for

the Common Core Learning Standards

Sponsored by the PTA Council

Ms. Maureen Goldberg Superintendent of Schools

Dr. Maureen Appiarius Assistant Superintendent for Instruction

Ms. Marie Pisicchio Supervisor of Mathematics

Ms. Nicole Waldbauer Director of ELA & Secondary Reading

Dr. Randee Bonagura Principal, Wantagh Elementary School

Dr. Rebecca Chowske Elementary Supervisor

Mr. Anthony Ciuffo Principal, Forest Lake Elementary School

Dr. Lynne D‘Agostino Principal, Mandalay Elementary School

Tonight’s Objectives

• Help parents understand the Common Core State

Standards

• Help parents understand what the shift to the new

standards will mean for their child

• Help parents understand how they can help their

children at home

The CCSS suggest that

students can:

• Demonstrate independence

• Build strong content knowledge

• Respond to the various demands of audience, task, purpose, and discipline

• Comprehend as well as critique

• Value evidence

• Use technology and digital media strategically and capably

• Understand other perspectives and cultures

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So, what can parents really do to help?

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• Read as much non-fiction as fiction

• Learn about the world by reading

• Read more challenging material closely

• Discuss reading using evidence

• Write non-fiction using evidence

• Increase academic vocabulary

A Closer Look: ELA/Literacy Shifts

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Parents

Students

• Read more non-

fiction

• Understand how non-

fiction is written and

put together

• Enjoy and discuss the

details of non-fiction

• Supply non-fiction

texts to read

• Read non-fiction books

aloud or with your

child

ELA Shift #1

Balancing Informational & Literary Text

Read as much non-fiction as fiction

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Parents

Students

• Learn more about

Science and Social

Studies through

reading

• Use ―primary source‖

documents

• Build knowledge

through the use of

texts

• Supply texts

(magazines, articles,

books, etc.) on topics

that interest your child

• Find texts that explain

how things work and

why

• Discuss non-fiction

texts and their ideas

ELA Shift #2

Knowledge in the Disciplines

Learn about the world by reading

Informational Texts

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• Literary nonfiction such as memoirs and

personal essays

• Biographies, autobiographies, interviews,

speeches

• Content area texts which can include travel,

sports, business, science, nature writing

• Manuals

• Newspapers and magazines (Time for Kids,

National Geographic Kids, Highlights)

For book suggestions and more visit: The Association for Library Service to Children

(ALSC), a division of the American Library Association (ALA) (http://www.ala.org/alsc)

Primary Source Documents

• Photographs

• Maps, charts, tables

• Political cartoons

• Journals

• Declaration of Human Rights

• The Bill of Rights

• The Iroquois Constitution: ―Great Law

of Peace‖

Parents

Students

• Re-read

• Read books at their

comfort level and more

challenging texts

• Not just read,

comprehend

• Learn to persevere

when working with

complex texts

• Provide more

challenging texts their

children want to read in

addition to books they

can read easily

• Read challenging books

with your child

• Model reading at home

to demonstrate that

challenging books are

worth reading

ELA Shift #3

Staircase of Complexity

Read more complex material carefully

• Monitors comprehension with ―fix-up‖ strategies such as

rereading, using pictures, context clues or reference

material, summarizing or getting the ―gist‖

• Thinks about reading before, during and after reading by

predicting, visualizing, making connections, questioning,

summarizing, note-taking

• Uses graphic organizers and/or guiding questions

• Recognizes text structures and features

Helping Your Child

A Good Reader...

Reading Rockets!

Reading Rockets offers a rich library of strategies, articles,

parent tip sheets, FAQs, videos, research briefs and more —

providing research-based and best-practice information for

educators, parents, and others who work with young readers

http://www.readingrockets.org

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Parents

Students

• Find evidence to

support their

arguments

• Form judgments and

opinions

• Become scholars

• Discuss what the

author is thinking

• Make predictions

• Talk about texts

• Ask for evidence in

everyday discussions,

debates and

disagreements

• Read aloud or read the

same book as your

child and discuss with

evidence

ELA Shift #4

Text-based Answers

Discuss reading using evidence

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Late in the summer, on a cool evening, Addy and her

father heard a song high in the trees. ―Listen!‖ said Daddy.

―Cicadas!‖

Together they searched the trees around their yard and

found empty cicada shells. ―An insect used to live inside,‖

Daddy explained. ―When it grew bigger, it left its shell behind.‖

Gently Addy and Daddy pulled the fragile shells off the trees

and collected them in a bucket…..

Why does the cicada in the story leave its shell behind?

A The shell breaks easily.

B It finds a new place to hide.

C The shell is too heavy.

D It grows too big for the shell.

2007: An excerpt from ―Song of the Cicada‖ by Tristin Toohill (from Ladybug Magazine’s August 2003 issue)

To view the entire text visit: http://www.nysedregents.org/Grade4/EnglishLanguageArts/20070108book1.pdf

Pre-Common Core Text Excerpt and Question (Gr.4)

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Long ago, as the Sun traveled across the sky, one of the first

places he came to each morning was the land of the

Wampanoag people. He would shine down on them, giving

them warmth and light. But instead of thanking him for what

he gave them, the Wampanoag people would look up into

the sky, squint their eyes, and cover their faces with their

hands.

―I do not like those little people making faces at me,‖

said the Sun one day. ―I will no longer visit their land. I will

stay on the other side of the sky, where the people

appreciate me‖….

2013: An excerpt from the story, ―Greeting the Sun, A Maushop Story‖ retold by Joseph

Bruchac (from a collection of traditional Native American tales, 1996)

To view the entire text visit:

http://www.engageny.org/sites/default/files/resource/attachments/grade_4_ela_released_questions.pdf

Common Core Text Excerpt (Gr.4)

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Which detail best supports the idea that Maushop cares for the

Wampanoag?

A ―Maushop, the giant, had been sleeping, but the sound of many

frightened voices woke him.‖ (paragraph 5)

B “Maushop stood up from the place where he had been sleeping on the

beach, just below the great cliffs at Gay Head.‖ (paragraph 7)

C ―Walking very carefully, so that he would not step on anyone in the

darkness, Maushop went into the village.‖ (paragraph 7)

D ― ‗Maushop,‘ the people cried. ‗You must help us.‘ ‖ (paragraph 8)

Sample Common Core Question (Gr.4)

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Parents

Students

• Make arguments in

writing using evidence

• Compare multiple texts

in writing

• Encourage writing at

home

• Encourage process

writing (brainstorm,

draft, revise, edit)

• Review samples of

student writing: http://www.corestandards.o

rg/assets/Appendix_C.pdf

ELA Shift #5

Writing from Sources

How to Write from sources

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Pre-Common Core ELA Extended

Response Question Gr. 4

Personal

opinion

Imagine if the girl in ―Butterfly House‖ had found a

tadpole instead of a butterfly. What would the girl have

done to take care of a tadpole? Do you think it

would be more interesting to take care of a tadpole or

a butterfly? Use details from both passages to

support your answer.

In your answer, be sure to:

• describe how the girl would take care of a tadpole

• explain whether you think it would be more

interesting to take care of a tadpole or a butterfly

• use details from both passages to support your

answer

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Common Core ELA Extended Response

Question Gr. 4 In the novel Eagle Song, the main character, Danny, is a

Mohawk boy living in modern times. According to your

analysis of the Great Law of Peace, or Iroquois Constitution

and Cynthia O‘Brien‘s ―The (Really) Great Law of Peace,‖ how

does Danny display the beliefs of the Great Peacemaker and

the Haudenosaunee? In what ways does Danny think and act

based on the traditional values and beliefs of the Iroquois

people, even though he lives in modern times? Use details

from both passages to support your answer.

In your response, be sure to do the following:

•Describe how Danny displays the beliefs

•Explain how Danny thinks and acts based on the beliefs

•Use details from both passages to support your answer

Persuade

w/evidence

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Parents

Students

• Learn Academic

Vocabulary (the

vocabulary that is critical

to understanding the

concepts of the content

taught in schools)

Academic Vocabulary List by Jim

Burke:

http://www.englishcompanion.com/pdf

Docs/academicvocab.pdf

• Read with young

children

• Read multiple books

about the same topic

• Let your children see

you reading

• Talk to your children,

read to them, listen to

them, engage in word

play (Words with

Friends, Scrabble)

ELA Shift #6: Academic Vocabulary

Build an academic vocabulary

Vocabulary

“ …[students] need incremental, repeated exposure

in a variety of contexts to the words they are trying

to learn.

“ … vocabulary acquisition stagnates by grade 4 or

5 unless students acquire additional words from

written context.”

ELA Common Core Resources in Wantagh

• Wonders pilot

• NYS ELA Modules

• ReadWorks, StoryWorks, Reading A-Z

• Scholastic News

• New Writers’ Workshop CCSS Units of Study

• Triumph Learning/Coach I-Core

• Renaissance Learning

• And more….

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More Supportive ELA Resources

Castle Learning https://www.castlelearning.com/corp/

Triumph Learning I-Core

http://www.icoreonline.com/org/00739031

ENGAGENY http://www.engageny.org/english-language-arts

Sample ELA questions can be found at:

http://www.engageny.org/resource/new-york-state-common-

core-sample-questions

Differentiation http://www.edutopia.org/blog/BTS-

differentiation-for-all-students-ben-

johnson?utm_source=twitter&utm_medium=post&utm_camp

aign=blog-differntiation-students-johnson-RSS

Scholastic http://www.scholastic.com/parents/

Fun Educational Websites http://www.abcya.com/ or

http://www.starfall.com/

SUCCESS

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 Coher-

ence

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.

Shifts in Mathematics

Shift 4

Deep

Under–

standing

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

Applica-

tion

Students are expected to use math

and choose the appropriate concept

or 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.

• Focus: learn more about less

• Build skills across grades

• Develop speed and accuracy

• Really know it, Really do it

• Use it in the real world

• Think fast AND solve problems

A Closer Look: Mathematics Shifts

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Common Core State Standards approach

Operations and

Algebraic Thinking

Expressions

and

Equations

Algebra

→ →

Number and

Operations—Base

Ten

→

The Number

System →

Number and

Operations—

Fractions

→

K 1 2 3 4 5 6 7 8 High School

Key Fluencies

Grade Required Fluency

K Add/subtract within 5

1 Add/subtract within 10

2 Add/subtract within 100

(pencil and paper)

3 Multiply/divide within 100

Add/subtract within 1000

4 Add/subtract within 1,000,000

5 Multi-digit multiplication

Key Fluencies

Grade Required Fluency

6 Multi-digit division

Multi-digit decimal operations

7 Solve px + q = r, p(x + q) = r

8 Solve simple 2 x 2 systems by

inspection

Math Common Core Resources

in Wantagh

EnVision Math Series: Comprehensive mathematics textbook and digital resource series aligned to the Common Core Standards for Mathematics. http://www.pearsonsuccessnet.com

Ixl.com: http://www.ixl.com

Finish Line: Review workbooks for New York

State Math Assessments

Bill Davidson: “Math Sprints”

NYS Math Module adaption for all grades

And more…

BILL DAVIDSON

MATH SPRINTS = …FLUENCY

5th grade

Enhance your child‘s math

fluency and problem solving

skills at home with

https://www.ixl.com

Pre-Common Core Example:

5th Grade Math (2005)

12 – Pierre is making an apple crumb pie using the items below.

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APPLE CRUMB PIE

Crumb

3/4 cup flour

1/3 cup sugar

1/4 cup butter

Filling

4 cups sliced apples

1/3 cup sugar

1/2 cup raisins

How much total sugar must Pierre use to make the pie crumb and filling?

F 7/12 cup

G 2/6 cup

H 3/4 cup

J 2/3 cup Answer 2/3 cup

Common Core Performance Task Example:

5th Grade Math Stuffed with Pizza

Tito and Luis are stuffed with pizza! Tito ate one-fourth of a

cheese pizza. Tito ate three-eighths of a pepperoni pizza.

Tito ate one-half of a mushroom pizza. Luis ate five-eighths

of a cheese pizza. Luis ate the other half of the mushroom

pizza. All the pizzas were the same size. Tito says he ate

more pizza than Luis because Luis did not eat any

pepperoni pizza. Luis says they each ate the same amount

of pizza. Who is correct? Show all your mathematical

thinking. Answer:

Tito: 3 91 14 8 2 8

Luis: 5 918 2 8

Luis was correct since they both ate 19 1

8 8or pizzas.

Inside a 1st grade

classroom…

Solve the problem below.

11. Rosi has 14 grapes.

Stephen has 2 more grapes

than Rosi.

How many grapes does

Stephen have? Draw a

picture to solve. Write the

number.

_______ grapes

Inside a 3rd grade

classroom…

Inside a 5th grade

classroom… How can you find a common denominator for fractions

with unlike denominators?

Samantha divided a rectangle into thirds. Madison divided a

rectangle of the same size into fourths. How can you divide a

rectangle of the same size so that you see both thirds and

fourths?

Strategies to help at

home…

QDPA Question: Rewrite the question. Underline key words in

question.

Data: List the information you need to answer the

question.

Plan: Key words in the question tell what operation is

needed. Set up an equation. Perhaps draw a diagram.

Answer: Explain how you got your answer in words.

Include information from your QDP. Use the math

glossary for terms.

* Check your answer using the opposite operation you

used in your plan.

Helpful Hints…

Clue Words

• Addition: sum, total, in all, perimeter

• Subtraction: difference, how much more, how

many left

• Multiplication: product, area, times

• Division: share, distribute, quotient, average

EngageNY.org 42

Grade 3 Common Core

Math Question

A bake sale had the 3 cakes, as shown below, for sale.

Each cake was cut into 6 slices. Each slice was sold for $5.

What was the total amount earned for the sale of all the cakes?

Answer: 6 x 3 = 18 slices

18 x $5 = $90 in sales for all of the cakes

Tape Diagrams- 3rd Grade

Tape Diagrams- 4th Grade (NYSED Module)

Tony drew the following area model to find an unknown length. What division equation did he model?

Answer: 72 3 24

Informational Links

● Parent Resources:

http://www.engageny.org/parent-and-family-

resources

• Math Modules:

http://www.engageny.org/resource/curriculum-

module-updates

National PTA

Parents’ Guide to Student Success

http://pta.org/files/Common%20Core%20State%

20Standards%20Resources/2013%20Guide%20

Bundle_082213.pdf

Questions

If everyone is moving forward together, then success takes care of itself.

~Henry Ford