Begin with the END IN MIND…

2014 New State Assessment 3rd-11th

K

Read this – how much different is this than the K

math you had to do?

Can we get to this level of

writing with a letter sound a

week curriculum?

1st

Look at the amount of writing expected from a 1st grader??????

THOUGHTS…

This is an INFORMATIONAL/EXPLANATORY piece of writing.This research paper on Spain gives some very specific information.

NOTE the progressive levels of difficulty from A

to B to 2

8 14 20

30 45

59What diagnostic

information might you derive from these answers?

What does the equal sign really mean?

=•It states a relationship between two quantities• If two quantities are equal, they

represent the same amount• EQUALS means “THE SAME AS”

What do we really want students to know?

What do we really want students to know?

•First Grade 8.OA.7 : Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.

What does “=“ mean?

What does “=“ mean?

The equal sign? Equals means

equals.

The equal sign? Equals means

equals.

Why should I reconsider how I teach “equality”?

•A common misconception:

3 + 4 = + 5

2 + = 3 + 4

3 + 4 = 2 +

1

1

9

Will leave empty or place

a random number… or add all of the

numbers

Notice the lack of

understanding of equality

Why should I reconsider how I teach “equality”?

•Setting the foundation for …

1/3 = 3/9

3/4 = 75%

(3 + 4) + 5 = 3 + (4 + 5)

If a student doesn’t understand = in the previous problems they will struggle

with advanced computations

2nd

What is the total value of the coins?

Does correctly answering this

question tell you if they understand

money?

25.MD.8

NO

If an item costs 50 cents how much more money would you need?

Does completing this question tell you if they understand money?

Closer but not completely

Your mother sends you in to the store to buy something she wants.

She tells you that the item costs somewhere between 1 cent and 99 cents.

You only have pennies, nickels, dimes and quarters in the money jar.

What is the least number of coins you can take with you to make change without going over $1.00?

YES

2nd Grade

2nd Grade -7.NBT.1 &12.NBT.4 & 11.NBT.3

Question Stem User InterfaceInstructions

Stimulus Student Response

Use base-10 blocks to model the value of digit 6 in the number 468. Each unit block represents a value of 1.

Adding blocks: Use your mouse to drag-and-drop a block into a column. Removing blocks: Use your mouse to drag-and-drop a block back to the top.

Blocks representing units, tens, hundreds are lined up in three columns.

Drag-and-drop blocks to specific place value location.

Elementary Place Value

Grade 2

3rd

Common Core Institute

This is an example of an

English Language Arts assessment

question.

Grade 3: Fractions As Numbers (3.NF.2)

Which is closer to 1 on the number line, 4/5 or 5/4?

3rd Grade 14.NBT.3 & 3.OA.3

NOTICE the PROGRESSIVE

nature of each

question.

3rd Grade 14.NBT.3 & 3.OA.3

Common Core Institute

4th

Common Core Institute: Donna McCaw

At your table discuss: What era in history does this picture reflect?Justify your reasoning.

Common Core Institute

4th Grade:

At your table – solve this problem.

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EXPERT LEVEL

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Practicioner LEVEL

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Common Core Institute

Common Core Institute

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Here they must remember to use a wall of the house

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RUBRIC

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5th

Common Core Institute

BEST is the focus point here

Common Core Institute

Common Core Institute

McDonald’s ClaimWikipedia reports that 8% of all Americans eat at McDonalds every day. In the US, there are approximately 310 million Americans and 12,800 McDonalds. The average McDonald’s store can serve 1,500 people a day.

• What is the vocabulary that is critical for understanding the task?

• What is the process that is necessary to solve the task?

• What is the impact of this type of problem in your classroom

Guiding Questions

Common Core Institute

6th

Question Stem User Interface Instructions

Stimulus Student Response

Unit Rates/Number Line Diagrams (distance-rate-time)

Billy and Sally both went for a bicycle ride at noon. Watch the videos and show the distance each child rode by dragging the bicycle below.

Drag-and-drop each bicycle to show how many miles Billy and Sally each rode.

Two rulers are shown, one below the other. A bicycle is at the left end of each ruler. A triangle points to the location on the ruler based on where the bicycle is positioned.

Drag-and-drop the bicycle on the ruler. A blue line appears on the ruler to show the distance that Billy rode, and a red line appears on the ruler to show the distance that Sally rode.

Grade 6

This is similar to a LOGIC problem

Common Core Institute

Question Stem User Interface Instructions

Stimulus Student Response

These four animations show objects used in Someday. Which three are the most important in advancing the plot of the story? Select the three animations and drag them to the filmstrip area. Use the note card space to explain how each object is important in advancing the plot of the story. Use the “Play All” button to view the completed filmstrip.

Instructions are contained in the question stem.

The passage opens and closes when click. Four animations are on the left. A film strip is to the right with “click to edit text” displayed under each strip segment.

Drag-and-drop animations to the film strip.

Click on link to open up text area and enter text information.

Note card space is key!

Another example of

leveled and going deeper in

solving problems

7th

8th

Common Core Institute

Traditional scatter plot item: multiple choice

Grade 8

Common Core Institute

innovative scatter plot item

Grade 8

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innovative scatter plot item

Grade 8

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Student Athletes• Video clips: “Do Athletes Face Unnecessary Parent Pressure?” • “Notebook: Kids and Sports,” • “Report: Pressure on Teen Athletes Soars,” and • “Sports: How Much Is Too Much?”

Thoughtfully watch, listen, and read the information and respond to the following questions:

Determine the issue or issues the information provided addresses. Select a side and write an argumentative paragraph supporting your viewpoint. (response must fit within text box provided…approximately 500 words)

What, if anything needs to change? If status quo is appropriate why? If changes are needed, what are they, how would you pay for them, and who would monitor the implementations?

HS

Common Core Institute

Cyber Bullying

• Video clips: “An interview with the Bully”• “Notebook: Why are girls so mean?• “Report: Cyber Bullies – More than a statistic• “Newspaper article: Meghan’s story• Research study: Cyber bullying negative impact upon student achievement• Research study: Aggressive behaviors are on the increase.• Spreadsheet of national 2011 incidents on HS cyber bullying• How responsible are schools?Thoughtfully watch, listen, and read the information and respond to the following questions:

Determine the issue or issues the information provided addresses. Select a side and write an argumentative paragraph supporting your viewpoint. (response must fit within text box provided…approximately 500 words)

What, if anything needs to change? If status quo is appropriate why? If changes are needed, what are they, how would you pay for them, and who would monitor the implementations?

• A baker is designing a cake, represented here, to be delivered to a convention.

• The cake is designed to meet the following conditions:– The cake has 3 layers.– Each layer is 4 inches deep.– The top and bottom layers are shaped like

right circular cylinders.– The radii of the top and bottom layers are 4

inches and 12 inches, respectively.– The middle layer is in the shape of a square

prism.– Viewed from above, the minimum distance

between the outer edges of the bottom and middle layers is the same as the minimum distance between the outer edges of the top and middle layers.

Geometry Problem Solving

• The baker wants to estimate the mass of the cake in order to obtain packaging that will allow for the cake to be transported successfully. The density of the cake is approximately 8 grams per cubic inch.

• Based on this density, what is the best estimate for the total mass of the cake, rounded to the nearest kilogram? Use drawings and formulas to help explain how you found your answer.

Geometry Problem Solving

Rubrics score the work

Common Core Institute

9th Grade 870 Lexile Level

http://map.mathshell.org/materials/tests.php

Think Time: Take a moment and think about the assigned question…Heads Together Time: Talk about it at your table and be ready to share your thoughts with the whole group

GROUP 1 What needs to change (in how you teach, how you assess learning…) to have your students ready for these levels of cognitive demands?GROUP 2 What types of formative and summative assessments do students need to be assigned to be challenged enough to become thinkers and not just doers?GROUP 3 What activities, that you routinely use in your teaching, challenge your students to think and not just do…? What might you add to move them toward deeper thinking?GROUP 4 Who do you think will have the greatest difficulties with completing these types of assessments? What evidence might you refer to supporting your thoughts?GROUP 5 How could assessments be used for diagnostic feedback toward student and class level improvements? (not for labeling a learner or placement purposes but for continuous improvements of teaching and learning

Common Core Institute: Donna McCaw

DEPENDING upon what the project and exemplar is an Example of what the desired outcome looks like, sounds like, feels like…

Photographs of the workStudents practice scoring the projects using the rubrics

Using EXEMPLARS

Common Core Institute

Rubric Rules• Even numbered criteria – requires tougher call and

results in greater end product or performance quality (1-4 points).

• A odd numbered rubric results in a safe middle ground to score (5 pt rubric has a 3)

• Students should use the rubric to score actual work

• Once used to score - Student voices should be added to the rubric – increases buy-in and ownership