Helping your Child Prepare for the New NYS ELA and Math Assessments - Presenters: Melissa Krieger and Nichole Lewis March 27, 2015
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Helping your Child Prepare
for the New NYS ELA and
Math Assessments
“Reading is thinking guided by print.”
Presenters:
Melissa Krieger and Nichole Lewis
March 27, 2015The 12 Shifts English Language Mathematics Arts/Literacy Read as much nonfiction as Build skills across grade fiction levels Learn about the world by Learn more about less reading Read more challenging Use math facts easily materials Talk about reading using Think fast and solve “evidence” problems Write about texts using Really know it, really do it! “evidence” Know more vocabulary Use math in the real world words
Changes to NYSED Grades 3-8 ELA and Math
Tests: Assessing the Common Core
1. Increases in Rigor – The CCSS are back-mapped, grade-by-grade, from college and
career readiness. Many of the questions on the Common Core assessments are more
advanced and complex than those found on prior assessments that measured prior grade-
level standards.
2. Focus on Text – To answer ELA questions correctly, students will need to read and
analyze each passage completely and closely, and be prepared to carefully consider
responses to multiple-choice questions. For constructed response items, students will
need to answer questions with evidence gathered from rigorous literature and
informational texts. Some texts will express an author’s point of view, with which not all
readers will agree.
3. Depth of Math – Students will be expected to understand math conceptually, use
prerequisite skills with grade-level math facts, and solve math problems rooted in the
real-world, deciding for themselves which formulas and tools (such as protractors or
rulers) to use.New York State
ELA Assessment
Book 1- Day 1 April 14
Overview
30 Multiple Choice Questions
Book 2- Day 2 April 15
Book 2: 7 Multiple Choice, 3 Short response, 1 Extended Response
Book 3- Day 3 April 16
Book 3: 5 Short Responses, 1 Extended response
Grades 3 will have 70 minutes allotted for each day of the test.Possible genres for
the 2015 ELA Exam
NARRATIVE/LITERARY ARGUMENTATIVE INFORMATIONAL
Fiction-Realistic, •Opinion/Editorial •How to
Historical, Folktale, pieces •All about
Fable, Myth, Letter •Speeches •Interviews
•Advertisements
Non Fiction-
Biography, •Op ed, Feature •Expository:
Autobiography, Articles •With titles,
Narrative Non Fiction subtitles or
Story, Memoir, without
Personal Narrative“Right There” Questions •What does the word “resist” mean in this line? •What did Measuring Worm do differently from the others that made her able to save the three bears? Use two details from the story to support your response. •When did Tomas’s feelings change in the story?
“Think and Search” Questions •Theme: What is the author’s message? What does the author want you to learn from reading this? What is the argument in the text? •Organization/Structure: How is the text organized: cause and effect, problem and solution, compare and contrast •Author’s Craft: Consider why the author chose to organize the information in a specific format. Did the author use details accurately and effectively? Why did the author choose this word?
“Global” Questions •Why does his mood change and what caused it to change? •Why does the author use comparison to help the reader understand the character’s problem? •Describe why the setting is so important to the story.
Sample Common Core of Grade
Three Short Answer and
Extended Constructed Response
Constructed Response for Extended Constructed Response
Sea Turtles for Sea Turtles
Why does the information in The author provides many details about how sea
turtles are similar to and different from
paragraph 5 belong under the each other. How is a leatherback sea turtle
heading, "Suited for the Sea?” similar to a green sea turtle? How are they
different from each other?
Use two details from the story to
Use details from the story to support you
support your response answer.
In your response, be sure to include the
following:
• explain how a leatherback sea turtle is
similar to a green sea turtle
• explain how a leatherback sea turtle is
different from a green sea turtle
• Use details from the passage to support your
answers.Let’s try a constructed
response…
• http://youtu.be/bMY94rt-L6EHow to build reading stamina •Tracking student reading time •Providing readers with close reading strategies that will allow them to construct meaning during reading •Engage in teacher/student/parent discussions/conferences • Reading Logs •Understanding reading rates at student’s independent reading level
Getting Ready to Read •Think/Turn and Talk about…What could this be about? •Think/Turn and Talk about…What does the title tell me? •Think/Turn and Talk about…What genre is this text? •How do I use that knowledge to understand text? •What do the illustrations, graphics and other text features tell me about this text? •What do I notice about the text structure of this text? •What do I know about the topic?
Making meaning during
reading
Skimming – rapid reading of text to get a sense of its structure
I think this is organized by …( cause/effect, problem/solution, chronological, boxes and bullets,
sequential.)
This section tells about ____. I think the next section will tell about …..
• Scanning – rapid reading of text to locate specific information ( after a reading purpose has been
established.)
Paraphrasing: Identify – “What have I learned? What was this section of text about ?”
Summarizing – What are the most important ideas presented in this section? How are these ideas
supported( facts/details)?
Monitoring and Adjusting Comprehension
That does not make sense to me because…
I didn’t understand that part, I’d better go back and ….
I still don’t get it , I’m going to try…
Generating questions and responses
I wonder… I notice… It’s interesting that …Questions that tap into the big
idea after reading…
What is this text mostly about?
What have you learned from this text/ section?
What questions do you have about your topic? What research might you do to
learn more?
Why do you think the author wrote this text?
Why is the text titled ________________?
Where might you find this story/text/article published?
Who is it written for?Test-taking Strategies Previewing the text Scanning page and pointing out features Defining genre Confirming genre after text is read Setting expectations for the text Thinking, “What do I know about this topic already?” Thinking, “What might be new information for me?”
Determining important versus interesting information (higher level thinking) Using context clues to solve for unknown words Using text features (bold words, glossary on bottom of page, illustrations) to solve unknown words Using text structure (problem/solution, cause/effect, chronological, boxes and bullets) Where is the evidence to support my thinking, “What questions do I still have? “How could I answer those questions?” Reading and thinking, “What is this mostly about?” Chunking the text; paraphrasing after each chunk
How to help your child become a better reader,
writer and listener!
Read with your child/have your child read “Just Right
Books” nightly
Have your child practice fluency of nonfiction materials
Use your reading log as a tool
Read across genres
Discuss the characteristics of each genre
Play games involving language/Listen to books on tape
Share ideas from Writer’s NotebookNew York State
Math
Assessment
Book 1- Day 1 April 22
24 Multiple Choice Questions Overview
Book 2- Day 2 April 23
24 Multiple Choice Questions
Book 3- Day 3 April 24
5 Short Response Questions and 3 Extended Response Questions
Grade 3 will be allotted 60/60/70 minutes for each consecutive day
of the test.Common Core Shifts in
Mathematics
Assessments
Shift 1-Focus Priority standards will be the
focus. Other standards will be
deemphasized.
Shift 2-Coherence Assessments will reflect the
progression of content and
concepts as depicted in the
standards across grade levels.
Shift 3-Deep Understanding Each standard will be assessed
from multiple perspectives while
not veering from the primary
target of measurement for the
standard.
Shift 4-Fluency Students need to possess the
required fluencies.
Shift 5-Application Students will be expected to know
Shift 6-Dual Intensity grade-level mathematical content
with fluency and to know what
mathematical concepts to employ
to solve real-world mathematics
problems.Grade 3 Jerome had 23 farm animal stickers and 17 sea animal stickers. Jerome used all of the stickers to fill an 8-page scrapbook. He put the same number of stickers on each page. How many stickers did he put on each page? A. 5 B. 6 C. 32 D. 40 Which number sentence can be used to determine the value of 72 ÷9? A. 9 x ___ = 72 C. 9 x 72 =___ B. 9 + ___ = 72 D. 9 + 72 =___
Sample Extended Response
• Jimmy’s teacher asked him to describe a situation in which the
number of objects could be represented by 24 ÷ 4.
• Jimmy stated his description, shown below. Complete the
description so that the number of objects can be represented by
24 ÷ 4.
A pet store had a total of 24 fish…Sample Extended Response for
Math
• There were 30 students in a school chorus. The music teacher arranged the chorus into 6 equal
groups. How many students were in each group?
• Show your work
• Three more students joined each of the 6 groups. How many students were in the chorus then?
• Show your workGuide to Solving Word Problems
1. Understand the problem
Read the problem. Can you retell it in your
own words?
What do you want to find out?
What do you know?
Do you have all the information needed to
solve the problem?2. Plan what to do Is the problem like one that you solved before? Is there a pattern you can use? Can you draw a picture or a diagram? Can you write a number model or make a table? Can you use counters, base-10 blocks or some other tool? Can you estimate the answer and check if you are right?
3. Carry out the plan After you decide what to do, do it. Be careful. Make a written record of what you do. Answer the question. 4. Look Back Does your answer make sense? Does your answer agree with your estimate? Can you write a number model for the problem? Can you solve the problem in another way?
MATH TEST-TAKING STRATEGIES •Read the questions more than once. Some of the word problems are multi-step. •Learn to “plug in” answers to multiple choice items. •Answer open-ended items completely. This includes labeling responses and showing all work. Make sure your answer is clearly marked. • Some questions will ask students to write a step-by-step procedure on how they solved the problem. Make sure to show your work. •Take the time to check you work on every problem. Ask yourself, “Does this answer make sense?”
What are teachers doing to prepare students ? Using data to support instruction Applying Professional Development strategies to their instruction Providing small group instruction Differentiating instruction Working on timing and pacing
How to help your child become a
better mathematician!
Value math-play games that help children develop decision
making and mental math skills such as Monopoly, Clue and
Pay Day
Show them that math is everywhere and a part of everyday
life
Point out and discuss the different ways that family
members use math in their jobs
Encourage your child to use computers and calculators
Set high standards
Have your child help you cook by reading and following
recipes
Make a supermarket trip a learning opportunity
Stimulate your child’s interest in technologyThe Night Before the
Test
Play a family game for fun (cards, board
games)
Make sure your child has 2 or 3 sharpened
pencils
Make sure your child eats a well-balanced
dinner
Have your child go to bed earlyThe Morning of the Test Encourage your child to do his/her best Have your child dress comfortably/layers Have your child eat a nutritious breakfast Relax and remain positive Make sure you child arrives at school on time. Any student who arrives late will not be able to take the test on that day Do not send your child to school if he/she is ill If your child wears glasses, make sure he/she brings them to school
Resources http://www.nysed.gov/parents http://www.engageny.org http://engageny.org/resource/planning-a- parent-workshop-toolkit-for-parent- engagement
Questions
You can also read
