2012-2013 Common Core Aligned NY State Math and ELA Tests (Grades 3-5) What are the Common Core Standards? -Designed to set clear expectations for what students in Pre-K through 12th across the country should know and be able to do in English language arts and mathematics. -Designed to ensure that students graduating from high school are prepared to enter college programs or the workforce. - Adopted by 45 states, the District of Colombia, four territories, and the Department of Defense Education Activity. -In academic year 2012-2013 all ELA and mathematics instructions must be aligned to the Common Core in K-8. - Grades 3-8 tests will be aligned to the CCLS starting in spring 2013. ELA: April 16, 17, 18 Math: April 24th, 25th and 26th Pedagogical Shifts Demanded by the Common Core Standards Aligning to the Common Core • Over the next several years, State tests will continue changing to align with the Common Core standards: – This year and next year, the content of the State tests in reading and math will align with the new standards. Reading passages will be harder, and math problems will involve multiple steps. – But the format of the tests will be similar to past years: they will include about the same number of multiple choice, short answer, and essay questions. – Two years from now, the plan is for the format of the State tests to change too. Tests will start to include more writing, and more complex and open-ended math problems. – These new tests are in the process of being created by a group of states, including New York, through an organization known as the Partnership for Assessment of Readiness for College and Careers (PARCC). 3rd Grade Math: Critical Areas Grade 3: In Grade 3, the CCLS focus on four critical areas (1) developing understanding of multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and area; and (4) describing and analyzing two-dimensional shapes. 4th Grade Math: Critical Areas Grade 4: In Grade 4, the CCLS focus on three critical areas (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; and (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry. 5th Grade Math: Critical Areas Grade 5: In Grade 5, the CCLS focus on three critical areas (1) developing fluency with addition and subtraction of fractions, and developing understanding of multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume. Reading To build a foundation for college and career readiness, students: • Must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. • Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements By reading texts in history/social studies, science, and other disciplines, students: • build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. • Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success Writing To build a foundation for college and career readiness, students need to: • learn to use writing as a way of offering and supporting opinions, demonstrating an understanding of the subjects they are studying and conveying real and imagined experiences and events • learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and begin to adapt the form and content of their writing • develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources To meet these goals students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year. Language To build a foundation for college and career readiness, students: • Must gain control over many conventions of standard English grammar, usage, and mechanics, as well as learn other ways to use language to convey meaning effectively; • Must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use • Come to appreciate that words have non-literal meanings, shadings of meaning, and relationships to other words, and expand their vocabulary in the course of studying content (Shift 6: Academic Vocabulary). Math Test Focus Areas 3rd, 4th, 5th Grade ELA Focus Area The chart below shows the percentage of points that relate to Reading, Language, and Writing Standards. When reading these charts, it is essential to remember that most questions assess many standards simultaneously. Additionally, Reading Standards are divided by focus to help guide instruction. Area of Focus Approximate Percentage of Points Reading Standards (RL and RI) 100% of points require close reading Language and Writing Standards Up to 45% of points require writing and command of language Approximate Percent of Reading Points Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Up to 65% Up to 35% Up to 30% Math Test Design English Language Arts Test Design Grades 3, 4 and 5 Day 1 Day 2 Day 3 Book1 Book2 Book 3 Book 4 Total Passages 5 1 2 3 11 Multiple-Choice Questions 30 7 37 Short- Response Questions 3 5 8 Extended – Response Questions 1 1 2 Total Number of Literary Passages 4-7 Total Number of Informational Passages 4-7 Estimated Time on Math Test 3rd Grade Book Day Administered Estimated Time on Task Time Allowed 1 1 *50 min. 70 min 2 2 *50 min. 70 min 3 3 *50 min. 70 min 4th Grade Book Day Administered Estimated Time on Task Time Allowed 1 1 *50 min. 70 min 2 2 *50 min. 70 min 3 3 *70 min. 90 min 5th Grade Book Day Administered Estimated Time on Task Time Allowed 1 1 *50 min. 90 min 2 2 *50 min. 90 min 3 3 *70 min. 90 min Estimated time on ELA Test 3rd and 4th Grade Book Day Administered Estimated Time on Task Time Allowed 1 1 *50 min. 70 min 2 2 *50 min. 70 min 3 *70 min. 90 min 5th Grade Book Day Administered Estimated Time on Task Time Allowed 1 1 *70 min. 90 min 2 2 *70 min. 90 min 3 *50 min. 90 min 3 4 3 4 Math Question Types Multiple Choice Designed to assess CCLS math standards and incorporate both standards and math practices in real-world applications. Math multiple-choice questions assess procedural and conceptual standards. Unlike questions on past math assessments, many require the use of multiple skills and concepts. Answer choices are also different from those on past assessments. Within the sample questions, all distractors will be based on plausible missteps. Short Constructed Response Similar to past 2-point questions, asking students to complete a task and show their work. Like multiple-choice questions, short constructed response questions will often require multiple steps, the application of multiple math skills, and real-world applications. Many of the short constructed response questions will cover conceptual and application standards. Extended Constructed Response Similar to past 3-point questions, asking students to show their work in completing two or more tasks or one more extensive problem. Extended constructed response questions allow students to show their understanding of math procedures, conceptual understanding, and application Changes to NYSED Math Test: Assessing the Common Core 1. Increases in Rigor – Many of the questions on the Common Core assessments are more advanced and complex than those found on prior assessments that measured prior gradelevel standards. 2. Depth of Math – Students will be expected to understand math conceptually, use prerequisite skills with grade-level math facts, and solve real-world math problems, deciding for themselves which formulas and tools (such as protractors and rulers) to use. Previous 3rd Grade Question There are 27 students in Ms. Austin’s class. She groups her class into 3 teams that have an equal number of students. How many students are on each team? A B C D 6 7 8 9 2013 Sample 3rd Grade Question Two groups of students from Douglas Elementary School were walking to the library when it began to rain. The 7 students in Mr. Stern’s group shared the 3 large umbrellas they had with Ms. Thorn’s group of 11 students. If the same number of students were under each umbrella, how many students were under each umbrella? You may use the space below to draw a picture of the problem. A B C D 6 10 18 21 Previous 3rd Grade Question 2013 Sample 3rd Grade Question Previous 4th Grade Question 2013 Sample 4th Grade Question Previous 4th Grade Question Ms. Upton spends a total of $42 for 3 sweaters for her children. Each sweater costs the same amount. How much does each sweater cost? Show your work. Answer $ ________________________ 2013 Sample 4th Grade Question Previous 5th Grade Question 2013 Sample 5th Grade Question 2013 Sample 5th Grade Question ELA Question Format Multiple-Choice • Multiple-choice questions are designed to assess Common Core Reading and Language Standards. They will ask students to analyze different aspects of a given text, including central idea, style elements, character and plot development, and vocabulary. • Multiple-choice questions will assess Reading Standards in a range of ways. Some will ask students to analyze aspects of text or vocabulary. Many questions will require students to combine skills. For example, questions may ask students to identify a segment of text that best supports the central idea. To answer correctly, a student must first comprehend the central idea and then show understanding of how that idea is supported. Questions will require more than rote recall or identification. ELA Question Format Short-Response • Short-response questions are designed to assess Common Core Reading and Language Standards. These are single questions in which students will be required to provide textual evidence to support their answer. These questions ask the student to make a claim, take a position, or draw a conclusion, and then provide two pieces of text-based evidence to support her answer. • The purpose of the short-response questions is to assess a student’s ability to comprehend and analyze text. In responding to these questions, students will be expected to write in complete sentences. Responses should require no more than three complete sentences. ELA Question Format Extended-Response • Extended-response questions are designed to assess Writing from Sources. They will focus primarily on Common Core Writing Standards. Extended-response questions will require comprehension and analysis of either an individual text or paired texts. Paired texts require students to read and analyze two related texts. Paired texts are related by theme, genre, tone, time period, or other characteristics. • Many extended-response questions will ask students to express a position and support it with text-based evidence. For paired texts, students will be expected to synthesize ideas between and draw evidence from both texts. Extended-response questions allow students to demonstrate their ability to write a coherent essay using textual evidence to support their ideas. • Student responses will be evaluated based on Common Core Writing Standards and a student’s command of evidence to defend his or her point. What It Means to Use Authentic Texts • Authentic texts are published works that are typically encountered by students in daily life, such as in magazines, books or newspapers. The 2013 Grade 3 Common Core English Language Arts Test will use only authentic texts. • Many of the Common Core Reading for Information Standards require students to recognize how authors support their opinions, to understand the author’s point of view and purpose, and to be able to discern wellsupported arguments from those that are not. Students must demonstrate their ability to determine point of view, purpose, and success of argumentation with supporting evidence in subjects that they will encounter both in other academic classes and in their daily lives. • Example of authentic texts include; Roald Dahl’s James and The Giant Peach, and a passage from Robert Coles’ The Story of Ruby Bridges. Previous ELA 3rd Grade Question • Which word best describes Elephant? • • • • A curious B friendly C nervous D upset 2013 Sample 3rd Grade Question Read the following sentence from the first paragraph (from The Tortoise and the Hare): “The snow lay in waves and glistened like sugar.” The author uses the word sugar to show that A the hare was thinking about food B the snow looked sparkly C sugar was on the snow D the snow tasted sweet Key: B Aligned CCLS: RL.3.4 Previous ELA 3rd Grade Question • 2009 Day 2 short response: How does feeding Buster help Kirby find his shoes? Use one example from the story in your answer. 2013 Sample 3rd Grade Question Extended Constructed Response for “The Poplar Tree” by Flora J. Cooke • Describe the way the poplar grows his branches. Explain why the tree decides to grow them this way and how the actions of the Old Man, Iris, Zeus, and Mercury lead to his decision. Use details from the story to support your answer. • In your response, be sure to include the following: • The direction in which the poplar tree’s branches grow • The events that made the tree’s branches grow this way • The roles that the Old Man, Iris, Zeus, and Mercury play in the decision • Details from the story to support your answer Write your answer in complete sentences. • CCLS Alignment: RL 3.2, RL.3.3, W.3.2, W.3.4, Previous ELA 4th Grade Question • This story is mostly about how A being good at sports takes practice B playing sports with a friend can be fun C being an athlete means trying many sports D playing sports is better than watching sports 2013 Sample 4th Grade Question Which piece of dialogue supports the story’s main theme? A “Let us stay here to-night,” they said, “and see what we can find in the morning.” (paragraph 7) B “Go back quickly and comfort my friend your mate, and say that I am coming.” (paragraph 16) C “Sooner or later these men will get our young.” (paragraph 31) D “Why do you come at this hour of the night?” (paragraph 33) Key: B Aligned CCLS: RL.4.2 Commentary: This question aligns with RL.4.2 because it asks students to determine how a central theme of the story is conveyed through details in the text. Rationale: Option B is correct. The main theme of the story is that friends help each other in times of need. This statement by the Kingfisher illustrates that theme. Previous ELA 4th Grade Question 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 the 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 Check your writing for correct spelling, grammar, capitalization, and punctuation 2013 Sample 4th Grade Question Extended Constructed Response The myth and the article both provide explanations for why evergreen trees keep their leaves in winter. How are the explanations similar and different? Use specific examples from the myth and the article to support your answer. In your response be sure to include the following: • describe what the myth says about why evergreen trees keep their leaves in winter • describe what the article says about why evergreen trees keep their leaves in winter • compare and contrast the two explanations • include details from both the myth and the article to support your Previous ELA 5th Grade Question What does Else learn from her father’s story? A how to train a workhorse B how to swim with a horse C how to make friends with a horse D how to ride a horse without a saddle 2013 Sample 5th Grade Question • How does the final paragraph contribute to the reader’s understanding of the story? (From Heidi by Johanna Spyri) A It suggests that Heidi will make the most of her new surroundings B It shows that Heidi will feel uncomfortable in her new home. C It indicates how poor the family is. D It shows how tired Heidi is. • Key: D • Aligned CCLS: RL.5.3 Previous ELA 5th Grade Question If you were an animal, would you rather be a catfish or a bird? Write an essay in which you explain your choice. Use details from both “Flights of Fancy” and “A Fish with Whiskers” to support your explanation. In your answer, be sure to • Describe which animal you would be • Explain your choice • Use details from both articles as support 2013 Sample 5th Grade Question Extended Constructed Response Both stories (The Secret Garden and Black Beauty) are told from the perspective of an animal. How does this perspective affect how the stories are told? Compare and contrast how Black Beauty and the robin view their surroundings. Use details from both passages , describe how the animals’ perspective influence how events are described. • • • • • In your response be sure to: Describe the perspective of Black Beauty from “Black Beauty” Describe the perspective of the robin from “The Secret Garden” Explain how each author uses these perspectives to help the reader understand the events as they unfold Use details from both stories • • Write your response in complete sentences Aligned CCLS: RL.5.6, W.5.2 More Information http://engageny.org/parent-and-family-resources Common Core Sample Questions: http://engageny.org/resource/new-york-state-common-coresample-questions Visit http://corestandards.org/the-standards to read the full set of Common Core State Standards. Questions?