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Empowering Parents to Support Literacy
and Math InstructionCompiled by Dr. Zackory Kirk Dr. Lya Snell ELA Coordinator Math Coordinator Spring 2015
Presented byMegan MacDonald LILT Heather Cloud
MILTHickory Flat Charter
Elementary
Georgia Milestones: Unique Features
Criterion-Referenced and Norm-Referenced
Georgia Milestones will provide:
– criterion-referenced performance information in the form of four performance levels, depicting students’ mastery of state standards
– norm-referenced performance information in the form of national percentiles, depicting how students’ achievement compares to peers nationally
Note: To provide norm-referenced information, some norm-referenced items may not align to Georgia’s content standards. Only aligned NRT items will contribute to proficiency designations.
Georgia MilestonesGeneral Test Parameters
• ELA will consist 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.
Order and Timing
Content Area/Course Test Section(s) Minimum Time Per Section(s)
Maximum Time Per Section(s)
English Language Arts 1 and 2 60 70
English Language Arts 3 70 90
Mathematics 1 and 2 60 80
Science 1 and 2 50 70
Social Studies 1 and 2 50 70
A section may not be stopped until the minimum allotment of time has expired. If students are still productively engaged with the test content, the maximum amount of time, per section, may be given in 10 minute increments.
Note: These maximum time limits do not apply to those students who have the accommodation of extended time.
Georgia Milestones
General Test Parameters: ELACriterion-Referenced
Total Number of Items: 44 / Total Number of Points: 55
Breakdown by Item Type:– 40 Selected Response (worth 1 point each; 10 of which are
aligned NRT)
– 2 Constructed Response (2 points each)
– 1 Constructed Response (worth 4 points)
– 1 Extended Response (worth 7 points)
Norm-Referenced– Total Number of Items: 20 (10 of which contribute to CR
score)
Embedded Field Test– Total field test items: 6
Total number of items taken by each student: 60
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
passageso 1 constructed-response item requiring
linking the two passageso 1 writing prompt in which students
must cite evidence to support their conclusions, claims, etc.
GenresWriting prompts will
be informative/explanatory
or opinion/argumentative depending on the
grade level. Students could encounter
either genre.
Warning: Students who simply rewrite excerpts from the passage(s) to illustrate their point(s) will not receive favorable scores.
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• Introduces the topic
• Passages are accessed by clicking the corresponding passage tab
• Question is always displayed while viewing WRITING TASK, Passage 1, or Passage 2 tabs
• WRITING TASK tab is same for questions 56-59
• Item 59 is a constructed response item
Writing Task: Selected Response Questions
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• Note that WRITING TASK, Passage 1, and Passage 2 have not changed, but this is a Constructed Response Item
• The student can refer to any of the 3 tabs while typing a response
Writing Task: Constructed Response Item
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• The WRITING TASK tab has now changed to guidance for the Extended Writing Task; Passage 1 and 2 are still the same
• This is the DRAFT area referenced here
• It is accessed by scrolling here• The student can draft here and
copy and past into final answer space
• DRAFT area and passages are not visible simultaneously
Writing Task: Extended
Response Item
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 TaskELACC3RL1, 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.
RubricScore Designation Description
4 Thoroughly Demonstrated
The student demonstrates a thorough understanding of the question and the text by completely explaining why the reader expects the healthy cookies to taste bad using details from the poem as support. The student’s response uses complete sentences and correct punctuation and grammar.
3 Clearly Demonstrated
The student demonstrates a clear understanding of the question and the text by providing an explanation of why the reader expects the healthy cookies to taste bad and uses some details from the poem as support. The student’s response uses mostly complete sentences and mostly correct punctuation and grammar.
2 Basically Demonstrated
The student demonstrates a basic understanding of the question and the text by providing a general explanation about why the speaker expects the healthy cookies to taste bad. However, the student offers little support from the poem. The student’s response uses some complete sentences and some correct punctuation and grammar.
1 Minimally Demonstrated
The student demonstrates a weak understanding of the question and provides a minimal explanation of why the speaker expects the healthy cookies to taste bad ORthe student provides no details from the poem for support. The student’s response uses mostly incomplete sentences and mostly incorrect punctuation and grammar.
0 Incorrect or Irrelevant
The response is incorrect or irrelevant.
Exemplar Response One thing the speaker thinks will make the healthy cookies taste bad is the ingredients list on the box. These include “Vitamins and fiber, with no sugar to be found…” The speaker likes sweet snacks such as “Choco-Wonder-Treats and goo-filled Tasty Rings." Since she likes sweet snacks she does not expect cookies that do not have sugar to taste good. Also she thinks that cookies that are low fat and have no preservatives will "taste like wood!”.
Note: Other exemplary responses could include a different reason that the healthy cookies might taste bad. The student must provide a clear explanation supported by evidence and specifics from the poem.
The student clearly explains why the reader expects the healthy cookies to taste bad. This explanation is supported with direct evidence from poem.
Remember: There can be multiple correct responses for constructed-response items, just as there can be more than one way at arriving at a correct answer.
Student ResponseScore 3
The speaker thinks that the cookies will taste bad because they are healthy cookies. The reason the speaker thinks that the cookies taste bad is because they have healthy stuff in it. The girl thinks they might taste bad is because she likes junk food.the girl says in the middle of the poem that the cookies where good.At the end of the poem the girl said, "No more junk food."
The student response provides an explanation of why the speaker expects the healthy cookies to taste bad (because they are healthy cookies).
The student provides some details from the poem that support the explanation (she likes junk food…At the end of the poem she said, ‘No more junk food’).
The student uses complete sentences as well as correct punctuation and grammar in most of the writing.
Student ResponseScore 2
She thinks the healthy cookies will taste bad because they don't have a lot of sugar and it has a lot of vitamins in the cookies. The girl is used to unhealthy cookies not healthy cookies. If she would try them she might would like them.
The student provides a general explanation of why the speaker expects the healthy cookies to taste bad (they don’t have a lot of sugar and it has a lot of vitamins in the cookies), but offers little support from the poem.
The student uses complete sentences as well as correct punctuation and grammar in most of the writing.
My Example
Consider “Little Red Riding Hood.”
How did Little Red know the wolf was not her grandmother?
Support your answer with details from the story.
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A framework for crafting the response…
• Restate Little Red knew the wolf was not grandma because…
• Answer …HE LOOKED AND ACTED DIFFERENTLY FROM GRANDMA.
• Cite evidence … he had sharp teeth; *he
had big ears; *he had a big nose
• Explain Little Red knew the wolf had been trying to get to the food she had in the basket for grandma. The person in the bed looked nothing like grandma but, a lot like the wolf. Little Red figured the wolf was just up to his old tricks.
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Now You Try!
• Read the passage and answer the question using the R.A.C.E strategy.
– R-When Casey hears the door opening– A-he likely rushes to clean up the
blood and turn off the water.– C-Earlier in the passage, he tried to fix
the mess he made by cleaning up the vase.
– E-He seems to try to clean up the messes that he makes.
Parent’s Role in Reading
• Provide support• Read and have your child read – get
them thinking and talking• Help them find interesting sources of
reading• Visit the library • Encourage the use of background
knowledge• Don’t make reading time at home a
chore: be positive - “Now we get to read” instead of “You have to get your reading done.”
• Read, read, read…
District Website Resources
http://schoolwires.henry.k12.ga.us/Page/441
Georgia MilestonesGeneral Test Parameters: MathematicsCriterion-Referenced
Total Number of Items: 53 / Total Number of Points: 58
Breakdown by Item Type:– 50 Selected Response (worth 1 point each; 10 of which
are aligned NRT)
– 2 Constructed Response (worth 2 points each)
– 1 Constructed Response (worth 4 points)
Norm-Referenced– Total Number of Items: 20 (10 of which contribute to CR
score)
Embedded Field Test– Total field test items: 10
Total number of items taken by each student: 73
Extended Response Item 5.G..3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
Use what you know about triangles in your explanations in Parts A, B, C, and D. Part A Explain whether or not an equilateral triangle can be either acute or obtuse. Part B Explain whether or not a scalene triangle can be either acute or obtuse. Part C Explain whether or not a right triangle can be either isosceles or scalene. Part D An isosceles triangle has one side length of 7 centimeters and another side length of 4 centimeters. What are the two possible perimeters of this triangle? Explain your answer or show your work.
SAMPLE
RubricScore Description
4 The student successfully completes all parts of the item by understanding that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category (5.G.3).
3 The student demonstrates clear understanding of the standards listed above by correctly answering all parts of the task, but the explanation or work shown for one part is weak or incompleteOrThe student answers all parts with correct explanation or work shown, but makes one minor calculation error or omissionOrThe student answers three parts correctly with explanation or work shown.
2 The student demonstrates a basic understanding of the standards listed by answering two parts correctly with explanation or work shownOrThe student answers three or four parts correctly without explanation or work shown.
1 The student demonstrates minimal understanding of the standards listed by answering one or two parts correctly without explanation or work shown.
0 The response is incorrect or irrelevant to the skill or concept being measured.
Exemplar ResponsePart A An equilateral triangle can only be acute because an acute triangle must have all 3 of its angles less than 90°. All 3 angles of an equilateral triangle are exactly 60°. Part B A scalene triangle can be acute because it can have all of its angles less than 90° while each of its sides has a different length. A scalene triangle can be obtuse because it can have only one of its angles greater than 90° while each of its sides has a different length. Part C A right triangle can be isosceles because it can have 2 of its sides the same length while only one of its angles is 90°. A right triangle can be scalene because it can have all of its sides different lengths while only one of its angles is 90°. Part D 15 cm and 18 cm Since the triangle is isosceles, two sides have the same length. The third side length must be either 7 centimeters or 4 centimeters. Or 4 + 4 + 7 = 15
7 + 7 + 4 = 18
Student ResponseScore 3
Parts A and B are both correct, but the explanations are weak. The student needs to include a discussion of the angles.
Student ResponseScore 3
Part D is correct with explanation.
Part C is also correct, but again the explanation is weak. The student needs to include a discussion of the angles.
Student ResponseScore 2
Part A is correct, with a partially correct explanation.
Part B is incorrect. A scalene triangle can also be acute.
Part C is incorrect. A right triangle can also be isosceles.
Part D is correct, with explanation.
Student ResponseScore 1
Part A is incorrect. An equilateral triangle cannot be obtuse.
Part C is correct, but without explanation.
Part B is incorrect. A scalene triangle can be either acute or obtuse.
Part D is partially correct (18 cm is correct, but 53 cm is not).
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Georgia-Milestones-Assessment-System.aspx
Mathematize their World!
Change in My Pocket• Let’s explore a task.• Grab a handful of change from
your pocket/purse. (Don’t let your partner see.)
• One person count the change without telling your partner. Also, count how many coins you have.
• Now, let your partner figure it out. Tell them how many coins you have and the total value.
• They have to figure out which of each coin you are holding in your hand.
Math in the Kitchen• Ask children to explain the relationship amongst the
measurements and discuss how this comes in handy when you don't want to make a full recipe or wish to double one.
• Look at nutrition labels with your child and point out the serving size and number of servings per package. Many foods, like crackers and potato chips denote servings as the number of items. Using a food like this, ask your child to calculate how many chips (or crackers) would be needed to make three or four servings.
• When measuring ingredients, you can have your child explore how many small cups are in a big cup, or how many little teaspoons are equal to a big tablespoon. You might want to have some extra flour or salt available for mathematical exploration, so that you can keep proportions correct in whatever recipe you are using.
Math in the Car
• License Plate Special: Copy down a license plate number as you are traveling in your car. Read the license plate as a number (excluding the letters). For example, if the license were 663M218, the number would be six hundred sixty-three thousand two hundred and eighteen.
• How Long? How Far?: Many times when you are on the go, you are headed somewhere that requires you to be there by a certain time.
• Ease on Down the Road: A gallon of gas costs $1.24 a gallon. What does it cost for 5 gallons? 10 gallons? 15 gallons? 20 gallons? What is an easy way to figure this out? How can you estimate the cost by rounding the cost per gallon?
District Website Resources
http://schoolwires.henry.k12.ga.us/site/Default.aspx?PageID=447
Questions?
