Expand Core Connections - The Federation for Community Schools

Transcription

Set a Goal
Make a Plan
Organize
Act
Make Progress
Expand Core Connections
Extended Day-Classroom-School-Family Connections
with Common Core Standards
P O L K
B R O S F O U N D A T I O N
COMMUNITY SCHOOLS LEADERSHIP NETWORK
Polk Bros Foundation Center for Urban Education
http://teacher.depaul.edu
Set a Goal
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Make Progress
Part 1: Organize Progress
p. 3
Part 2: Expand School-Home Connections
p. 7
Parent Workshop Resources
Newsletter Examples
p. 10
p. 24
Part 3: Connect Extended Day Programs
and School Core Priorities
p. 27
Polk Bros Foundation Center for Urban Education http://teacher.depaul.edu
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Drawing by Tanjanae, Webster Community School
What is Tanjanae’s hope?
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How can we help out children to realize their hopes?
Inspire
Educate
Expand Possibilities
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School-Community Partners-Parents
to Build Common Core Capacity
Core
Curriculum
Connections
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Core academic vocabulary
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Integrated writing
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“Close” reading and evidence-based responses to challenging
questions about literature and nonfiction
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Math that challenges students to analyze then solve problems
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Differentiated Instruction
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Challenging questions
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Learn Science and Social Studies with depth
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Write thoughtfully across the curriculum
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Integrate arts, chess, debate, drama, music, dance
Professional > Collaborative planning of Common Core-aligned learning
Development > Project-based learning in the school day and extended day
for Teachers
and Extended > Integrated programs—science fair, art fair, debate …
Learning Staff
Connected
Parent
Involvement
and Education
> Parent Workshops
> Newsletters
> Co-presented workshops—teachers and extended day staff and
students
> Home Learning Guides
> Focused meetings for parents—bilingual; 7th -8th grade/high
school prep
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Connect to meet the challenge:
Example of an Action Plan to Connect School-Home-Extended Day
Action
When
Who
Provide staff development for teachers
and extended day staff on the
Common Core
Set up Common Core reading and
math priorities for each quarter that
you share with extended day and
parents
Organize parent workshops on ways
to help students increase literacy with
vocabulary, reading, writing
Organize parent workshops on
Common Core math progress they can
support at home
Make vocabulary activity “kits” for
students to use at school, extended day,
and at home
Each month give parents
recommended websites and TV
programs related to literacy, math,
science, and social studies
Connect art and music with the
Common Core literacy standards—in
classrooms and extended day
Increase nonfiction reading and writing
through the school library, community
library, and Chicago resources—such
as “museum of the month”.
Organize a resource bank of creative
home learning activities.
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Expand School-Home
Core Connections
You can learn more about the Common Core and
ways parents can support this learning progress at
http://www.isbe.state.il.us/common_core/htmls/resources.htm#parent .
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Expand Parent Involvement
Parents can help make great use of out-of-school time to reinforce learning.
This list includes some effective parent involvement plans.
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Have once-a-month parent “open house” at your classroom.
Send home a list of words of the month for parents to reinforce.
Use “Family Math” or another resource and send one activity home each week.
Make a parent preview, listing topics, skills, and activities children will work on.
Call one parent each day to discuss one student’s progress.
Have children write to their parents each week, telling them what they are learning.
Make a schedule for home activities that can be done regularly based on what your
class is studying, such as:
Monday: Draw pictures to show what you read today.
Tuesday: Use this week’s math skill to solve problems you make up.
Wednesday: Make up questions about this week’s content.
Thursday: Write about this week’s content topic.
Friday: Make a quiz about what you learned this week.
ü Send home outlines for parents to use to write books with their children. See “My
Family History Book” for an example. (http://teacher.depaul.edu)
Note your own parent involvement plans here:
This section includes workshop resources and newsletter examples.
Your school will find more resources at http://teacher.depaul.edu
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CHANGE HOMEWORK TO HOME-BASED LEARNING CONNECTIONS
Examples
Expand Vocabulary
• Make vocabulary “flashcards”.
• Make your own pictionary.
• Play word games.
Read and Discuss Stories
1. Talk about what happens and
why in a story you read—or
watch on TV.
2. Predict what could happen next.
What We’ll Organize for Home Learning
Connections
Example: word lists
Example: Questions to ask about any story
Learn More Social Studies and Science Example: List of TV shows to watch this
month.
• Watch TV programs about
science or history.
• Talk about what you child is
learning.
• Go to a museum to learn more.
• Use the library or Internet to learn
even more.
Make More Math Progress
• Practice math with your child.
For example, use flashcards you
make to review math facts.
• Play math fact matching games.
• Solve real-life math problems
with your child. For example,
make a shopping list and
estimate what the cost will be.
Example: List of math skills to practice.
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Workshop Resources
Involve your school’s agency partner, administrators, reading and
math teachers—make it a collaborative session that continues
with ongoing parent workshops, newsletters, and projects.
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Parent Workshop Planner
Focus: ______________________________________________________________
Date and Time:__________________________________________________
Location: __________________________________________________
Outcomes—What will the workshop result in?
Who will we invite?
How will we invite them?
What we will emphasize in the invitation:
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How we will remind parents about the workshop
Who will present? __________________________________________________
Who will facilitate? __________________________________________________
Activities: What will participants do?
Materials: What will they receive?
Follow up: How we will follow up on the session
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Workshop Starter: Start with Hope: Inspiring Progress
“Never hesitate to take time to think.” The proverbs and sayings in this section are
inspiring opportunities to think about your vital role in expanding possibilities for
Chicago’s children.
Progress
Starts with hope…
Takes thinking ahead…
Focuses with goals…
Requires leadership…
Requires respect…
Requires commitment…
Requires communication…
Develops with cooperation…
Requires work…
Overcomes obstacles…
Strengthens community…
Builds step-by-step…
Unites everyone…
Meets high standards with determination…
Benefits everyone…
Renews…
Builds competence…
Inspires more progress…
Expands possibilities…
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Inspirando Progreso
“Nunca dudes en tomar tiempo para pensar.” Los proverbios y dichos en esta sección
son oportunidades de inspiración para pensar acerca de tu vital participación en
expandir posibilidades para los niños de Chicago.
Progreso
Comienza con esperanza…
Impulsa el pensar…
Enfoca con metas…
Requiere liderazgo…
Requiere respeto…
Requiere compromiso…
Requiere comunicación…
Desarrolla con cooperación…
Requiere trabajo…
Supera obstáculos…
Fortalece la unión…
Construye paso a paso…
Une a todos…
Afronta altos estándares con determinación…
Beneficia a todos….
Renueva…
Construye eficiencia…
Inspira más progreso…
Expande posibilidades…
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Workshop Starter
School Progress
Starts with hope…
Where there is hope, there is life. Where
there is life there is possibility, and where
there is possibility, change can occur.
Jesse Jackson
Comienza con esperanza…
Donde hay esperanza, hay vida. Donde
hay vida hay posibilidad, y donde hay
posibilidad, un cambio puede ocurrir.
Jesse Jackson.
Takes thinking ahead…
Never be afraid to sit awhile and think.
(Lorraine Hansberry)
Impulsa el pensamiento…
Nunca temas sentarte un largo rato y
pensar. (Lorraine Hansberry)
Focuses with goals…
Education is the key to unlock the golden
door of freedom. George Washington
Carver
Enfoca con metas…
La educación es la llave para abrir la
puerta dorada de la libertad. George
Washington Carver
Requires leadership…
Give me leverage, and I will move the
Earth. (Greece)
Requiere liderazgo…
Dame ventaja, y moveré la Tierra.
(Griego)
Requires respect…
He who does not know one thing knows
another. (Kenya)
Requiere respeto…
Aquel que no sabe una cosa sabe otra.
(Kenya)
Requires commitment…
You must be the change you wish to see
in the world. (Mahatma Gandhi)
Requiere compromiso…
Debes ser el cambio que deseas ver en el
mundo. (Mahatma Gandhi)
Requires communication…
Lower your voice and strengthen your
argument. (Lebanon)
Requiere comunicación…
Baja la voz y fortalece tu argumento.
(Líbano)
Develops with cooperation…
The best leader is never recognized.
People turn to one another and say, "We
did it ourselves." (Zen)
Se desarrolla con cooperación…
El mejor líder nunca es reconocido. Las
personas se miran una a la otra y dicen
“Lo hicimos nosotros mismos.” (Zen)
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Workshop Resource: THE COMMON CORE CHALLENGE
What will students need to learn to do by spring 2015?
Source of the following examples of PARCC pilot items:
http://www.parcconline.org/samples/item-task-prototypes
ANSWER QUESTIONS WITH EVIDENCE
Third Grade Sample Pilot Items
Part A
What is one main idea of “How Animals Live?”
a. There are many types of animals on the planet.
b. Animals need water to live.
c. There are many ways to sort different animals.*
d. Animals begin their life cycles in different forms.
Part B
Which sentence from the article best supports the answer to Part A?
a. “Animals get oxygen from air or water.”
b. "Animals can be grouped by their traits.”*
c. "Worms are invertebrates.”
d. "All animals grow and change over time.”
e. "Almost all animals need water, food, oxygen, and shelter to live."
ANSWER CHALLENGING MATHH QUESTIONS
Here’s a preview of math—for more math go to
http://www.ccsstoolbox.com/parcc/PARCCPrototype_main.html
4th Grade Sample Item
A. Baseball stadiums have different numbers of seats. Drag the tiles to arrange the
stadiums from least to greatest number of seats.
San Francisco Giants’
Stadium:
41,915 seats
Washington Nationals’
Stadium:
41,888 seats
San Diego Padres’
stadium:
42, 445 seats
B. Compare these statements from two students.
Jeff said, “I get the same number when I round all three numbers of seats in these
stadiums.”
Sara said, “When I round them, I get the same number for two of the stadiums but a
different number for the other stadium.” Can Jeff and Sara both be correct?
Explain how you know
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Workshop Resource
Math = THINKING
The Common Core Way
Teaching to the Core will develop more thinking in math.
Common Core STANDARDS FOR MATHEMATICAL PRACTICE—these
are ways of doing math that all students will need to practice all the
time.
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
What do those practice standards mean?
That finding an answer is not the destination—it’s how you get there and the
patterns you find as you solve a problem.
What can parents do?
Make practice 1—make sense of problems and persevere in solving them—a habit—
every time your child works on math homework, make sure:
• Your child knows what the question is asking
• Works on it with determination
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Workshop Resource
Common Core Reading Standards: What’s changing?
Greater Rigor and bigger thinking:
Students Apply Skills and Strategies to Think
More.
THINKING CONNECTIONS
Students will connect reading and writing in content learning units:
read, think, write to learn more.
Common Core Schools will guide students to
Read/Think\Write to Learn More
✔
✔
✔
Become a better reader
Become a better writer
Become a clearer thinker
READ MORE NONFICTION!
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Workshop Resource
What Parents Need to Know about Common
Core Challenges
The Illinois State Board of Education is preparing to move to the Common Core. If you
go to their website you’ll see information for parents of each grade about what this more
rigorous curriculum will require.
Here is a sample of the Work your Child Will Be doing to Become Ready for
College and Career in 9th Grade
Reading
■ Understanding more from and making fuller use of written materials,
including using a wider range of evidence to support an analysis
■Making more connections about how complex ideas interact and develop
within a book, essay, or article
■Evaluating arguments and specific claims; assessing whether the
reasoning is valid and the evidence is sufficient; and as appropriate,
detecting inconsistencies and ambiguities
■Analyzing the meaning of foundational U.S. documents (the Declaration of
Independence, the Preamble to the Constitution, the Bill of Rights)
Writing
■Making an argument that is logical, well-reasoned, and supported by
evidence
■Writing a literary analysis, report, or summary that develops a central idea
and a coherent focus and is well supported with relevant examples, facts,
and details
■Conducting several research projects that address different aspects of the
same topic, using more complex books, articles, and other sources
http://www.isbe.net/common_core/pdf/guide/hs_english.pdf
For a parent guide to what students need to know and be able to do at each grade, go
to
http://www.isbe.state.il.us/common_core/htmls/resources.htm#parent.
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Workshop Resource
Common Core Anchor Standards for Reading
There are just ten standards.
They tell it all—what students need to succeed.
KEY IDEAS AND DETAILS
1. Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over
the course of a text.
CRAFT AND STRUCTURE
4. Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific
word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs,
and larger parts of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
INTEGRATION OF KNOWLEDGE AND IDEAS
7. Integrate and evaluate content presented in diverse media and formats,
including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including
the validity of the reasoning as well as the relevance and sufficiency of the
evidence.
9. Analyze how two or more texts address similar themes or topics in order to
build knowledge or to compare the approaches the authors take.
RANGE AND LEVEL OF TEXT COMPLEXITY
10. Read and comprehend complex literary and informational texts independently
and proficiently.
Source: COMMON CORE STATE STANDARDS, English Language Arts and
Literacy in History/Social Studies & Science, 2010; http://www.corestandards.org
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Workshop Resource: Grade to Grade: Stepping Up
The Common Core identifies grade-level standards that represent these “anchor”
standards at each level K-12. See how it grows grade to grade. You will find the others
in this format at http://teacher.depaul.edu.
Common Core Reading Standard 2
K
1
2
3
4
5
6
7
8
910
LITERATURE
NONFICTION/INFORMATIONAL TEXT
With prompting and support, retell familiar
stories, including key details.
Retell stories, including key details, and
demonstrate understanding of their central
message or lesson.
Recount stories, including fables and
folktales from diverse cultures, and
determine their central message, lesson, or
moral.
Recount stories, including fables, folktales,
and myths from diverse cultures; determine
the central message, lesson, or moral and
explain how it is conveyed through key
details in the text.
Determine a theme of a story, drama, or
poem from details in the text; summarize
the text.
Determine a theme of a story, drama, or
poem from details in the text, including how
characters in a story or drama respond to
challenges or how the speaker in a poem
reflects upon a topic; summarize the text.
Determine a theme or central idea of a text
and how it is conveyed through particular
details; provide a summary of the text
distinct from personal opinions or
judgments.
and analyze its development over the
course of the text; provide an objective
summary of the text.
and analyze its development over the
course of the text, including its relationship
to the characters, setting, and plot; provide
an objective summary of the text.
and analyze in detail its development over
the course of the text, including how it
emerges and is shaped and refined by
specific details; provide an objective
With prompting and support, identify the
main topic and retell key details of a text.
Identify the main topic and retell key details
of a text.
Identify the main topic of a multiparagraph
text as well as the focus of specific
paragraphs within the text.
Determine the main idea of a text; recount
the key details and explain how they
support the main idea.
Determine the main idea of a text and
explain how it is supported by key details;
summarize the text.
Determine two or more main ideas of a text
and explain how they are supported by key
details; summarize the text.
Determine a central idea of a text and how
it is conveyed through particular details;
provide a summary of the text distinct from
personal opinions or judgments.
Determine two or more central ideas in a
text and analyze their development over the
course of the text; provide an objective
Determine a central idea of a text and
analyze its development over the course of
the text, including its relationship to
supporting ideas; provide an objective
Determine a central idea of a text and
analyze its development over the course of
the text, including how it emerges and is
shaped and refined by specific details;
provide an objective summary of the text.
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Workshop Resource:
You can help with the first three core standards-- they are the way to read
any story.
Common Core Questions for Any Story
1. Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over
the course of a text.
Questions for independent reading at school and at home.
CCSSR1
CCSSR1
Where does it
happen?
What kind of place
is it?
What happens?
Why?
CCSSR1
Who are the
people?
What are their traits?
CCSSR3
CCSSR1
How do the people
feel about each other?
How do you know?
How does it end?
How do you think
people felt then?
CCSSR1
CCSSR3
What choices do
people make?
How do they
affect
others?
What
problems or
obstacles do
CCSSR3
the people
How does
overcome?
a person change
How?
in the story? Why?
What lesson can people learn from this story?
CCSSR2
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Workshop Resource:
This is Common Core standard 1—Read closely, then make logical
inferences—with EVIDENCE.
You can ask these questions about any story, history, or current event.
INFERENCE QUESTION
ANSWER
EVIDENCE
Infer from
context
What does
______________
mean?
Infer feelings How do you think
_________________
felt about
________________
Infer traits
What is a trait of
_____________?
Infer motive
Why did
do this—
_________________
Infer
cause-effect
relations
What caused
Infer
predictions
What do you think
happened next?
Infer the
main idea
What is the
main idea
of the passage?
________________
Underline parts of the
passage that give you
that idea.
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Newsletter Examples
Involve teachers in newsletters—they can guide students to
create a class report each week that makes important schoolhome connections.
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Example of an after-school newsletter
that students can create in extended learning programs.
Consider how much more students will learn if each week they contribute to a learning
report that they take home to connect their progress with their families.
We learned a lot this week!
I can contribute to my community!
“I can help recycle, plant plants, and just be helpful to everyone around.”
Lanadia
I know why math is important!
“Numbers are important because throughout life you are going to need them.
Especially when you get a job, you will need to know how to count your money.” –
Chrissie
I know why we need to know how to read!
“We need to know how to read so we can understand what we do and what we see.
We wouldnʼt be able to work or do much of anything without it.”
Keemonee
I know what a legacy is!
“I learned about an important and powerful woman named Jane Addams. She left her
legacy in Chicago the Hull-House. It is a legacy because it still helps poor people
today.”
Kevin
I am moving forward!
“I like learning equivalent fractions. I like learning new vocabulary words. It makes me
become very successful and pushes me forward.”
Jasmine
I can explain geometry!
“I learned that circumference is just the distance around a circle and diameter is the
distance across a circle through its center and radius is the distance from the center to
the outside of the circle.”
Demeatreas
I am a problem solver!
“There is more than one way to solve a ratio problem or any problem.”
Kaylyn
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EXAMPLE OF A CLASS NEWSLETTER
“I learned that fractions are a part of life, like in order to build a floor you need to know
what fraction will be what color.”
Jasma
“In math I learned using cause and effect with math fraction problems. An example is: I
ate 5/12 of a peach cobbler pie, by brother ate 4/12 of it. Because we ate too much we
had to give my sister the rest. How much pie would my sister have?” Use this circle
graph to show your answer.
Tyrell
What I Learned!
Each day students write what they learn. The space here is for your child to write about
important learning achieved this week.
Please help your child learn even more.
Practice the time tables; talk about what happens in a story and why;
write a poem; measure objects in your home;
turn off the sound during the commercial and predict what will happen next in the story.
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Example of a Parent Newsletter—monthly templates are available at
http://teacher.depaul.edu
Guide Your Child to Make More Learning Progress
We are introducing the Common Core standards for reading and math. They ask
students to think more as they learn more. The following activities will help your
students think more about what they are learning.
How to Increase
Your Child's
Reading Success
Read aloud to your child. Listen to your child read aloud to you.
Ask these questions about a story:
Who are the people in the story?
What happens? Why?
What do you think will happen next?
After your child reads the story, ask more questions—“What did you like?”
“Who made a choice? Why?” Show me in the story where you found that
information. What do you think will happen next? Why do you think that?
Then ask your child to draw and write about the story—tell the important characters
and events. Your child could write the sequel!
Make More Math Progress
Number Facts
Students need to know number facts.
Help your child practice with them by
making a matching game.
Number Names: On one card put a
number. On another card put the same
number written as a word.
Multiplication Facts: On one card put a
multiplication sentence like 3 x 3 = .
Then on another card put the answer—9.
You can make up more parts of the
matching game to help your child learn
different kinds of math facts.
Measurement
Use a ruler or tape measure to measure
things at home. Your child can measure
rooms, furniture, and other objects. First,
ask your child to estimate the length and
width. Then check the estimate—measure
the object to see how big it really is.
Then ask your child: Explain how to
estimate and check your estimate with
measurement.
Help your child invent a measurement
system. How would you measure if you
didn’t have a ruler?
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RESOURCES FOR EXTENDED DAY
There are many resources available
to strengthen the school day-extended day connection.
The Extended Day gives students opportunities to:
Dramatize
Illustrate
Invent and Play Games
that extend learning from the classroom and
develop creativity and collaboration.
This section is a small sample of what you’ll find at
http://teacher.depaul.edu.
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Common Core: Thinking More
Extended Day gives students more time to think—and create!
Anchor Reading Standards: 1 Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn
from the text.
1.
2.
3.
4.
5.
6.
7.
If you wish to learn the highest truths, begin with the alphabet. (Japan)
Never be afraid to sit awhile and think. (Lorraine Hansberry, US)
He who does not know one thing knows another. (Kenya)
By learning you will teach, by teaching you will learn. (Latino)
If you cannot serve, you cannot lead. (Bulgaria)
A gentle hand may lead even an elephant by a single hair. (Iran)
The best leader is never recognized. People turn to one another and say,
"We did it ourselves." (Zen)
8. She that would lead must be a bridge. (Wales)
9. Do good, and don't worry to whom. (Mexico)
10. I dwell in possibility. (Emily Dickinson)
11. Lower your voice and strengthen your argument. (Lebanon)
12. A clever person turns big troubles into little ones and little ones into none at
all. (China)
13. Everyone is the age of her heart. (Guatemala)
14. You must be the change you wish to see in the world. (Mahatma Gandhi)
15. Life is a promise; fulfill it. (Mother Teresa)
16. Fall seven times, stand up eight. (Japan)
17. There are no secrets to success. It is the result of preparation, hard work,
and learning from failure. (Colin Powell)
18. The ultimate measure of a man is not where he stands in moments of
comfort and convenience, but where he stands at times of challenge and
controversy. (Dr. Martin Luther King, Jr.)
19. Don't let yesterday use up too much of today. (Cherokee)
20. One of these days is none of these days. (Traditional)
21. The habit of thinking is the habit of gaining strength. (Nigeria)
Draw a picture that shows one of those sayings.
Then write a story that would help people understand the idea.
30
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Story/History Reader
Common Core Anchor Reading Standard 1. Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
Draw two persons who are in it. Show their traits in your pictures.
Show the most important event.
Write a caption for your picture.
_________________________________________________________________
What is the lesson or theme people can learn from the story?
__________________________________________________________________
31
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Expand a Story or History with Evidence-Based Dialogue
CCSSR1. Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Event or Story: __________________________________________________
List three different persons who were there.
1____________________ 2____________________ 3_____________________
INFER FEELINGS
How do you infer each one felt? Explain your answer with evidence from the text.
Person 1 felt _________________ because __________________________________.
Write what you think each one might have said.
1
2
3
EXCEED:
Summarize the story or event.
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Write a Play to Communicate the Theme of a Story
CCSSRL3 Describe persons (e.g., their traits, motivations, or feelings) and explain how their actions
contribute to the sequence of events.
Story: ______________________________________________________
What happened—list the important events.
How it starts: __________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
How it ends: ___________________________________________________________
What’s the theme of the story?
_________________________________________________________________
Who are the important characters?
Who
Actions
Trait
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Dialogue: Write what characters might say.
______________________: __________________________________________
_________________________________________________________________
_________________________________________________________________
______________________: __________________________________________
_________________________________________________________________
_________________________________________________________________
______________________: __________________________________________
_________________________________________________________________
_________________________________________________________________
______________________: __________________________________________
_________________________________________________________________
_________________________________________________________________
______________________: __________________________________________
_________________________________________________________________
_________________________________________________________________
______________________: __________________________________________
_________________________________________________________________
_________________________________________________________________
Keep writing—use more pages to retell the story as a play.
34
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SHOW SEQUENCE
CCRL2: analyze sequence
Draw pictures to show what happened. Number each box to tell the sequence.
EXCEED
On another page retell the story your way. Add details. Add dialogue
35
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Story Illustrator
CCRL2.3 Recount stories, including fables, folktales, and myths from diverse cultures; determine the
central message, lesson, or moral and explain how it is conveyed through key details in the text.
Draw three persons who are in it. Show their traits by the details you put in the pictures.
Sequence the Events. Draw or tell how it started, what happened next, how it ended.
INFER: What is the message or lesson of the story?
___________________________________________________________________
Why do you think that is the message the writer wants you to understand?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
36
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Common Core asks students to Read MORE to Learn MORE
Common Core Anchor Standards: 1. Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions
drawn from the text
Get a nonfiction book or newspaper article.
Topic: ____________________________________________________
Write a BIG question about it. A BIG question has many answers.
BIG question:
Find information to answer it.
Important Information
Ask your child to use the information to answer the BIG question.
37
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CONTENT VOCABULARY IS ESSENTIAL
I can identify words relating to a topic. (This is part of developing academic vocabulary, a Common Core priority.)
TOPIC: _________________________________________________
WORD
Show what it means. Draw a Write another word that
picture.
tells about this word.
Write with the words.
38
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EXAMPLE: Culture Vocabulary
K
1
2
3
brother =
hermano
family =
familia
father =
papi
feel =
sentir
help =
ayuda
here =
aquí
hope =
esperanz
a
live = vivir
mother =
mamá
share =
compartir
sister =
hermana
song =
canción
sound =
sonido
color =
color
flag =
bandera
grandparen
t = abuelo
help =
ayuda
holiday =
día festivo
home =
hogar
hope =
esperanza
light = luz
live = vivir
parent =
padre
share =
compartir
show =
demostrar
there = ahí
building =
edificio
change =
cambio
law = ley
need =
necesida
d
now =
ahora
past =
pasado
place =
lugar
present =
presente
pride =
orgullo
share =
compartir
then =
entonces
today =
ahora
rule =
regla
value =
valor
when =
cuando
work =
trabajo
celebrate =
celebrar
city = ciudad
communicate
= comunicar
community =
comunidad
cooperate =
cooperar
distance =
distancia
history =
historia
idea = idea
important =
importante
landmark =
monumento
message =
mensaje
past =
pasado
proud =
orgulloso
route = ruta
shelter =
refugio
transportation
=
transportació
n
4-8
agriculture =
agricultura
ancestor =
antepasado
archaeologis
t=
arqueólogo
architect =
arquitecto
architecture
=
arquitectura
artifact =
artefacto
barter =
trueque
border =
frontera
capital =
capital
century =
siglo
ceremony =
ceremonia
change =
cambio
city = ciudad
communicat
e=
comunicar
community =
comunidad
conflict =
conflicto
constant =
constante
continue =
continuar
country =
país
culture =
cultura
current =
corriente
custom =
costumbres
design =
diseño
develop =
desarrollo
diversity =
variedad
empire =
imperio
ethnic
group =
grupo
étnico
event =
evento
extended
family =
familia
extendida
forum =
foro
generation
=
generació
n
heritage =
herencia
history =
historia
historian =
historiador
homeland
= país de
origen
identity =
identidad
immigrant
=
inmigrante
initiative =
iniciativa
justice =
justicia
language
= lenguaje
leader =
líder
liberty =
libertad
migrant =
emigrante
migrate =
emigrar
mission =
misión
native = nativo
nationalism =
nacionalismo
nomad =
nómada
patriot
=patriota
pioneer =
pionero
progress =
progreso
progressive =
progresivo
recognize =
reconocer
refugee =
refugiado
responsibility =
responsabilida
d
shelter =
albergue
society =
sociedad
symbol =
símbolo
town = pueblo
trade =
intercambio
value = valor
village = aldea
39
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Word Bank: Plants
Basics
stem = tronco
leaf = hoja
root = raíz
tap root = raíz
primaria
root hairs =
pelos
absorbents
garden =
jardín
simple leaf =
hoja sencilla
compound
leaf = hoja
compuesta
flower = flor
stamen =
estambre
pistil = pistilo
fruit = fruta
seed =
semilla
seed coat =
capa de
semilla
cell wal =
pared celular
chlorophyll =
clorofila
Classify
deciduous =
cáduco
conifer =
conífera
perennial =
perenne
annual = anual
producer =
productor
decomposer =
descompuesto
Events
life cycle = ciclo
vital
germination =
germinación
season =
temporada
seedling =
plantón
flowering =
floreciendo
pollination =
polinización
fruiting = fruición
photosynthesis =
fotosíntesis
growth =
crecimiento
bloom =
florecimiento
Environment
soil = tierra
moisture =
humedad
temperature =
temperatura
light = luz
rainfall =
aguacero
climate = clima
tropical =
tropical
temperate =
temperatura
desert =
desierto
photo period =
periodo de foto
ground = suelo
Careers
botanist =
botánico
horticulturist =
horticulturista
landscaper =
paisajista
flower store
worker =
trabajador de
tienda de flores
gardener =
jardinero
Write with the words.
Tell about how plants change.
Tell about your job in the future—when you’re a botanist.
More content word lists: http://teacher.depaul.edu.
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Environment Illustrator
ILS26B2d: I can plan and create a sketch that communicates an idea.
Directions: Use this page to plan and sketch a drawing of an environment—a
landscape. A landscape is a picture of an environment. It shows the plants, including
grasses, flowers, trees, and bushes, as well as the land, and it may show water and the
sky, too.
What will you include in your landscape to show the environment?
Kinds of Plants
Kinds of Land (can include
bodies of water)
The Sky
Draw your sketch here. If you have time, you can paint the landscape, adding color to
show more about what the environment looks like.
41
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Illustration Planner
ILS25B: I can plan and create an illustration to communicate an idea. (Transferable to ILS3B—writing)
Directions: Use this page to plan and sketch a drawing. Your drawing will show an idea
you learned from a book.
What is the idea?
____________________________________________________________________
What will you include in your drawing to show it? This is like including information in a
paragraph to help someone understand the main idea of your paragraph.
What I Will Include
Why—How It Will Help People See My Idea
Draw your sketch here.
42
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I can write a sentence with sight words.
Here are some words from the Fry High Frequency Word List
Use them and your own words to write sentences.
a
about
after
again
all
always
am
an
and
any
are
around
as
ask
at
ate
away
be
because
been
before
best
better
big
black
did
do
does
done
don’t
down
draw
drink
her
here
him
his
hold
hot
how
hurt
eat
eight
every
I
if
in
into
is
it
its
fall
far
fast
find
first
five
fly
for
found
four
from
full
funny
jump
just
keep
kind
know
laugh
let
never
new
no
not
now
of
off
old
on
once
one
only
open
or
our
out
over
own
pick
play
please
pretty
put
sing
sit
six
sleep
small
so
some
soon
start
stop
take
tell
ten
thank
that
the
their
them
then
there
these
they
think
this
those
walk
want
warm
was
wash
we
well
went
were
what
when
where
while
white
who
why
will
wish
with
work
would
write
yellow
yes
you
My Sight Word Sentences
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You can give students more time to think with numbers.
Five Ways to Make a Five
This activity is infinitely expandable—10 ways to make a ten… It can turn into a game,
too.
5
44
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MATH PROBLEM SOLVING GUIDE
This guide exercises CCSS Math Practice Standard 1. Make sense of problems and
persevere in solving them.
1. What are you
going to figure out?
2. How will you solve
the problem?
3. What information
will you use?
Solve it here.
Tell what you
did and why
you solved it
this way.
This guide was developed through funding from the Institute for Education Sciences, US Department of Education
45
Set a Goal
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Math CONNECTIONS
Organize
Act
Make Progress
Independent Projects
Common Core math requires students to connect math and real situations.
Make a math picture
glossary. Write the
important words of
math. Then for each
word, draw a picture
showing what it
means.
Make a Math StepBy-Step Guide.
What’s that? You
write the steps to
solve a kind of
problem. For example,
how to figure out how
much money you have
after you spend some.
Make a math multiple
choice question.
Write the question as
a situation. Make it a
real-life math problem.
Then give a few
possible answers.
Make up a math
game. To win the
game, you need to
know math facts. You
can play the game as
a card game or as a
board game. If it’s a
board game, then the
players would get to
move ahead when
they know a math fact.
Write a page in a
math textbook.
Explain the math.
Then give an example.
Then ask a question.
Write a Number
Diary. What’s That?
You’re a Number (pick
any number). Tell
what happens to you
during a day.
Make a measurement
book. Measure
anything and record its
dimensions. First,
estimate its size.
Then check your
estimate.
Tell what you would
buy if you had $100.
Figure out what
everything would cost
and how much you
would have left after
you bought things.
Invent a number
game. Write the rules
to the game. Then
play it.
Make a fraction
book. Write about
what a fraction is, how
people use them, and
how people can add
and subtract them.
Write about your day
and how numbers
help you. For
example, numbers tell
what time it Is.
Make a Math Number
Connector. What’s
that? You take one
number and put it in
the center of a page.
Then write the number
combinations that
would make that
number. For example,
what are five ways to
make a five?
Write a letter to
Make a math diary— Make a math test
someone who is
what numbers are part prep guide—what will
having difficulty with of your day?
you include?
math. Explain what
that person could do
to figure out how to
use the math
Make a sports
scores graph. Then
explain what your
graph tells about the
way the teams are
playing this season.
46
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CONEXIONES Matemáticas
Haz un glosario de
dibujos
matemáticos. Escribe
las palabras
importantes de las
matemáticas.
Después por cada
palabra, dibuja lo que
significa.
Organize
Act
Make Progress
Proyectos Independientes
Haz una Guía
Matemática Paso a
Paso.
¿Qué es eso?
Escribes los paso para
resolver un tipo de
problema. Por
ejemplo, como saber
cuanto dinero te sobra
después de que hagas
un gasto.
Haz una pregunta
matemática de
opción múltiple.
Escribe la pregunta
como si fuera una
situación. Después da
posibles respuestas.
Inventa un juego de
números. Escribe las
reglas para el juego.
Después juégalo.
Haz un cuaderno de
fracción. Escribe
acerca de lo que es
una fracción, como la
utilizan las personas, y
como las personas
pueden sumar y
restarlas.
Escribe acerca de tu
día y como te
ayudan los números.
Por ejemplo, los
números dicen que
hora es.
Haz una gráfica de
resultados
deportivos. Después
explica lo que tu
gráfica dice acerca de
la manera que los
equipos están jugando
esta temporada.
Haz una Conexión de
Número Matemático.
¿Qué es eso? Tomas
un número y colócalo
en el centro de una
página. Después
escribes combinación
numéricas que harían
ese número. Por
ejemplo, ¿qué son
cinco maneras de
hacer un cinco?
Escribe una carta a
alguien que tenga
dificultades con
matemáticas.
Explica lo que esa
persona pude hacer
para averiguar como
utilizar las
matemáticas.
Haz un diario
matemático—¿qué
números son parte de
tu día?
Haz una guía de
preparación de
examen
matemático—¿qué
vas a incluir?
Escribe un Diario
Numérico. ¿Qué es
Eso? Tu eres un
Número (escoge
cualquier número).
Platica lo que te
sucede durante un
día..
Inventa in juego
matemático. Para
ganar el juego, debes
saber varios hechos
matemáticos. Puedes
hacerlo un juego de
cartas o juego de
mesa. Si es un juego
de mesa los jugadores
avanzan cuando
sepan un hecho
matemático.
Haz un libro de
Describe lo que
Escribe una página
medidas. Mide
comprarías si
en un cuaderno.
cualquier cosa y anota tuvieras $100.
Explica las
sus dimensiones.
Descifra lo que todo te matemáticas.
Primero, estima su
costaría y cuanto te
Después da un
tamaño. Después
sobraría después de
ejemplo. Después
revisa tu estimación.
comprar cosas.
haz una pregunta.
47

Expand Core Connections - The Federation for Community Schools

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