Welcome to Manning Oaks University!!! Ava Sheffield Curriculum Support 1
Reading/Language Arts & Math – CCGPS “the standards define what all students are expected to know and be able Science & Social Studies - GPS to do, not how teachers should teach” www.georgiastandards.org (Pathways to the Common Core-Calkins, Ehrenworth & Lehman) 2
Key Shifts in RELA Regular practice with complex texts (multiple texts & content) and their academic language Reading, writing, and speaking grounded in evidence from texts (literary, informational, & argumentative) Building knowledge through content-rich nonfiction 3
4
Phonics + Sight Words + Comprehension 5
6
ELA Resources • http://fulton.mackinvia.com/Enter • http://fcsdestiny.fultonschools.org • www.newsela.com • http://www.hubbardscupboard.org/printabl e_booklets.html • http://www.starfall.com/n/level-a/learn-to- read/play.htm?f • http://www.readtomelv.com/current-books/ • http://www.pearsonsuccessnet.com • http://www.readworks.org/ • http://guest.portaportal.com/elementaryfc • https://www.georgiastandards.org/Comm on-Core/Pages/ELA-K-5.aspx • http://www.scholastic.com/bookwizard/ 7
Key Shifts in Math Pursue conceptual understanding, procedural skills and fluency, and application with equal intensity Explain thinking and understanding Link standards, multi-step problem solving 8
9
Fluency & Automaticity Count on Doubles Doubles +1 Make 10 Fact Families 10 Skip Counting Relate to Football
Word Problems (DOK 2) 11
Word Problems (DOK 3) 12
DOK Level - ?? 13
Math Resources 14
Fulton County Resources 15
2014 Fall Assessment Conference Assessment Program Update 2014-2015 September 9, 2014 (Part 2), 1:00-3:00 PM
Georgia Milestones Comprehensive – Grades 3 and up – Grades 3 – 5 (EOG) in ELA, math, science, and social studies Coherent – consistent expectations and sufficient challenge to position Georgia students to compete with peers nationally and internationally – consistent signal about student preparedness for the next level, be it the next grade, course, or college/career – consistent signal about student achievement both within system (across grades and courses) and with external measures (NAEP; PSAT; SAT; ACT) Consolidated – combine reading, language arts, and writing into a single measure to align to the standards
Georgia Milestones: Unique Features Features include: – inclusion of constructed-response items in ELA and mathematics, in addition to selected-response items – inclusion of a writing component (in response to text) at every grade level and course within the ELA assessment; – inclusion of norm-referenced items in every grade and content area to complement the criterion-referenced information and to provide a national comparison; and – transition to online administration over time, with online administration considered the primary mode of administration and paper-pencil back-up until transition is completed. Addition of technology-enhanced items beginning in 2016-2017.
Georgia Milestones General Test Parameters • ELA will consists of 3 sections, 1 of which will focus mainly on writing • Mathematics will consist of 2 sections • Science will consist of 2 sections • Social Studies will consist of 2 sections Each section will be approximately 70 minutes.
Georgia Milestones: Unique Features Item Types • Selected-Response [aka, multiple-choice] – all content areas – evidence-based selected response in ELA • Constructed-Response Constructed response is a general term for assessment items that require the – ELA and mathematics student to generate a response as • Extended-Response opposed to selecting a response. Extended-response items require more – ELA and mathematics elaborate answers and explanations of reasoning. They allow for multiple correct • Technology Enhanced answers and/or varying methods of – to begin in 2016-2017 arriving at the correct answer. Writing prompts and performance tasks are examples of extended-response items.
Georgia Milestones Writing at Every Grade – All students will encounter a constructed-response item allowing for narrative prose, in response to text, within first or second section of the test. – Within the writing section of the test, students will read a pair of passages and complete a series of “warm - up” items: o 3 selected-response items asking about the salient features of each passage and comparing/contrasting between the two passages o 1 constructed-response item requiring linking the two passages o 1 writing prompt in which students must cite evidence to support their conclusions, claims, etc. Genres Writing prompts will be informative/explanatory or opinion/argumentative depending on the grade Warning: Students who simply rewrite excerpts level. Students could encounter either genre. from the passage(s) to illustrate their point(s) will not receive favorable scores.
Examining Georgia Milestones Item Types Example – Grade 3 Mathematics – Fractions
Multiple Choice Which fraction is largest? A B C D The content and presentation of these items are for illustrative purposes only.
Constructed Response George and Ana each had a 12-inch pizza. Both pizzas were split into 8 equal pieces. The shaded pieces are the portion of their pizzas that George and Ana ate. George Ana Express in fractions how much pizza George and Ana ate. Use the symbol <, =, or > to show who ate more pizza. George Ana > The content and presentation of these items are for illustrative purposes only.
Constructed Response Ana George 12 inches 9 inches George Carlos The content and presentation of these items are 12 inches 12 inches for illustrative purposes only.
Technology Enhanced > The content and presentation of these items are for illustrative purposes only.
Mathematics Sample Item Set Grade 3
Standard to be Assessed MCC.3.NF.3.d: Compare two fractions with the same numerator or the same denominator by reasoning about the size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using visual fraction model.
Mathematics Task MCC.3.NF.3d Think carefully about the following question. Write a complete answer. You may use drawings, words, and numbers to explain your answer. Be sure to show all of your work. • José ate ½ of a pizza. • Ella ate ½ of another pizza. José said that he ate more pizza than Ella, but Ella said they both ate the same amount. Use words and pictures to show that José could be right.
Rubric – Qualitative Example Score & Description Extended Student fully explains and mentions relative size of the pies. (Must say Josés' is larger.) Satisfactory Gives a picture where sizes are different, but gives no explanation. (Can have with no comparison.) Partial Statement such as "José's pizza had bigger pieces." Minimal Student answers ½ is always equal to ½. OR refers to the relative number of pieces of pizza, or toppings. Incorrect/Off Task The work is completely incorrect, irrelevant, or off task. e.g., a picture without a comparison with pizzas appearing about the same size.
Exemplar Response Meets “Extended” Criteria Extended - Student Response José ate ½ of a pizza. Ella ate ½ of another pizza. José said that he ate more pizza than Ella, but Ella said they both ate the same amount. Student fully explains and Use words and pictures to show that José could be right. mentions relative size of the pies ( his pizza could be bigger ).
Sample Student Response Meets “Satisfactory” Criteria Gives a picture where sizes are different, but gives no explanation.
Sample Student Response Meets “Minimal” Criteria Student draws a picture showing that ½ is always equal to ½.
English Language Arts (ELA) Sample Item Set Grade 3
Standards to be Assessed ELACC3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ELACC3W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. ELACC3L1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. ELACC3L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Passage For this item, the students are asked to read a poem entitled, “Healthy Cookies.” The poem is about a girl whose mom purchased a healthy cookie snack in an attempt to replace the daughter’s preferred sugary cookie. The daughter was initially reluctant to try the healthy cookie, but eventually tasted the new cookie and decided it wasn’t that bad.
ELA Task ELACC3RL1, ELACC3W2, ELACC3L1 and ELACC3L2 Explain why the speaker believes that the healthy cookies will taste bad. Write your explanation in a paragraph that includes many supporting details from the text. Answer with complete sentences, and use correct punctuation and grammar.
Recommend
More recommend