Family and Consumer Sciences National Standards Alignment to English Language Arts and Mathematics Common Core State Standards Lori Matyjas CT State Department of Education November 12, 2013

Workshop Overview English Language Arts CT Common Core State Standards (CCSS) Overview Mathematics CT Common Core State Standards Overview Aligning FCS Standards to ELA CCSS Aligning FCS Standards to Math CCSS Lesson Plans and Student Activities Share Resources

Standards Coding for ELA RST Reading in Science and Technical Subjects RHReading in History/ Social Studies WHST Writing in History/ Social Studies, Science and Technical Subjects SLSpeaking and Listening LLanguage (grammar, usage, mechanics) You will primarily use pages of the CCSS for ELA but can use any others that apply.

ELA PROFICIENCY STRANDS ELA CCSS lists by GRADE STRANDS Grades 6-8 students Grades 9-10 students Grades students HOWEVER…. FCS CLASSES ARE USUALLY MIXED GRADE LEVELS AND ABILITIES

FCS STRANDS BEGINNING (ELA Grades 6-8) INTERMEDIATE (ELA Grades 9-10) ADVANCED (ELA Grades 11-12) For example, at the high school level, there may be 9 th -12 graders in one class and courses can be by sequential course levels i.e. Culinary 1, Culinary 2, Child Development 1, Adv. Child Development.

CCSS INSTRUCTIONAL SHIFTS Building knowledge through content-rich nonfiction and informational texts Reading, writing, speaking and listening grounded in evidence from text Regular practice and instruction with complex texts and its academic vocabulary

College and Career Readiness Anchor Standards for Writing Text Types and Purposes 1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2.Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects WHST Text Types and Purposes #1, 2, 3  Write arguments focused on discipline-specific content.  Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Production and Distribution of Writing #4, 5, 6  Use technology, including the Internet, to produce, publish, and update individual or shared writing products… Research to Build and Present Knowledge #7, 8, 9  Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Range of Writing #10  Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)

Reading Standards for Literacy in Science and Technical Subjects RST Key Ideas and Details #1, 2, 3  Follow precisely a complex multistep procedure when … performing technical tasks; analyze the specific results based on explanations in the text.” *follow sewing guide sheet to complete a clothing project and evaluate construction Craft and Structure # 4, 5, 6  Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8, 9-10, texts and topics *i.e. cooking terms, sewing symbols, child development terms Integration of Knowledge and Ideas # 7, 8, 9  Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table) * i.e. utilize information learned on leavening agents to create quick and yeast breads. Range of Reading and Level of Text Complexity

READING STANDARDS EXAMPLES ● Craft and Structure #4 – “Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific … technical context…” ● Food measurement terminology, food- preparation terminology, ID kitchen equipment *define basic budgeting and consumerism terms, credit score, over-indebtedness Define apgar test, fontanels, bonding, rooting, startle/more/ babinski, grasping, tonic neck, stranger anxiety, separation anxiety, object permanence *natural fibers, synthetic fibers, lengthwise, crosswise, bias, selvage, straight of grain, woven, knit, non-woven- felted ● Integration of Knowledge and Ideas #7 – “Translate quantitative or technical information expressed in words in a text into visual form and translate information expressed visually or mathematically into words. “ ● Demonstrate proper measuring techniques *appropriate size, fabric type, notions, and yardage

GUIDING QUESTIONS How would this CTE competency look in the classroom? What should students know and be able to do? (CTE and CCSS expectations) Are CCSS expectations dependent on courses and grade bands? How would this CTE competency look in a course for 6-8 versus 11-12?

K-12 Standards for Mathematical Practice 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look and make use of structure. 8.Look for and express regularity in repeated reasoning.

7.0 Demonstrate nutrition and wellness practices that enhance the well being of individuals, families, and communities Plan and prepare food based on U.S. dietary guidelines. 6.NS.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb. of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? 7.RP.3. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease MP6 Attend to precision. Compare the nutrition in a diet to the average U.S. diet guidelines for an age group

Content Standard 11: Textiles and Design 11.5 Demonstrate skills needed to produce or repair textile products and apparel. Using measurements on a rotary cutter or transparent ruler, determine the cost of needed fabric, notions and supplies. (ex. C=Y x P where C is the cost of the fabric, Y is the yardage needed and P is the price), convert yardage to decimal form, measure pattern pieces to lay on straight grain of material, identify fractions such as ¼, 3/8 1/3 or 5/8-inch width guidelines on the needle stitch plate, identify and use correct seam width, use tape measure throughout construction, or an elastic casing ¼-inch wider than the elastic. MP.5 Use appropriate tools strategically. MP.6 Attend to precision. MP.7 Look for and make use of structure.

2.0 Evaluate management practices related to human, economic, and environmental resources Identify financial goals and the means to achieve individual and family financial goals through a financial management plan. 7.RP.3. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. 7.EE.3. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. Examples: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $ Creating and living within a budget MP1 Make sense of problems and persevere in solving them.

Student Classroom Activities YOGURT PACKAGING SAFETY & SANITATION WORKSHEET Think, Pair, Share

Resources National FCS Standards aligned to CT ELA CCSS FINAL.pdf FINAL.pdf wnload.aspx wnload.aspx Calculations-FINAL.pdf Calculations-FINAL.pdf cte/lesson-planshttp:// cte/lesson-plans National Research Center for Career and Technical Education

Resources National Research Center for Career and Technical Education cte/lesson-plans

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