NEW YORK STATE ASSESSMENT PREPARING FOR NEXT GENERATION SUCCESS New York State Assessment: Preparing for Next Generation Success English Language Arts Grades 3–8 Grade Product Grade 3 Grade 4 Grade 5 New York State Assessment: Preparing for Next Generation Success in English Language Arts • Ensure students are comfortable with a range of question formats, various genres of texts, and higher-level questions. • Use the full answer key to identify learning gaps and review grammar, reading, and writing skills. Grade 8 Grade 6 Grade 7 English Language Arts: Student Book English Language Arts: Teacher’s Guide English Language Arts: 25-Pack* English Language Arts: Student Book English Language Arts: Teacher’s Guide English Language Arts: 25-Pack* English Language Arts: Student Book English Language Arts: Teacher’s Guide English Language Arts: 25-Pack* English Language Arts: Student Book English Language Arts: Teacher’s Guide English Language Arts: 25-Pack* English Language Arts: Student Book English Language Arts: Teacher’s Guide English Language Arts: 25-Pack* English Language Arts: Student Book English Language Arts: Teacher’s Guide English Language Arts: 25-Pack* ISBN 9798765916384 9798765916445 Price $16.63 $18.47 9798765916957 $392.47 9798765916391 9798765916452 $16.63 $18.47 9798765916964 $392.47 9798765916407 9798765916469 $16.63 $18.47 9798765916971 $392.47 9798330926114 9798330926053 $16.63 $18.47 9798330926176 $392.47 9798330926121 9798330926060 $16.63 $18.47 9798330926183 $392.47 9798330926138 9798330926077 $16.63 $18.47 9798330926190 $392.47 * Free Teacher's Guide with 25-Pack of Student Books New York State Assessment: Preparing for Next Generation Success Mathematics Grades 3–8 Grade Product Grade 3 Grade 4 New York State Assessment: Preparing for Next Generation Success in Mathematics • Ensure students are comfortable with a range of question formats, mathematics problems, and higher-level questions. • Use the full answer key to identify learning gaps and review problem-solving skills. Grade 5 Grade 6 Grade 7 Grade 8 Mathematics: Student Book Mathematics: Teacher’s Guide Mathematics: 25-Pack* Mathematics: Student Book Mathematics: Teacher’s Guide Mathematics: 25-Pack* Mathematics: Student Book Mathematics: Teacher’s Guide Mathematics: 25-Pack* Mathematics: Student Book Mathematics: Teacher’s Guide Mathematics: 25-Pack* Mathematics: Student Book Mathematics: Teacher’s Guide Mathematics: 25-Pack* Mathematics: Student Book Mathematics: Teacher’s Guide Mathematics: 25-Pack* ISBN 9798765916414 9798765916476 Price $16.63 $18.47 9798765916988 $392.47 9798765916421 $16.63 9798765916483 $18.47 9798765916995 $392.47 9798765916438 $16.63 9798765916490 $18.47 9798765917008 $392.47 9798330926145 $16.63 9798330926084 $18.47 9798330926206 $392.47 9798330926152 $16.63 9798330926091 $18.47 9798330926213 $392.47 9798330926169 $16.63 9798330926107 $18.47 9798330926220 $392.47 * Free Teacher's Guide with 25-Pack of Student Books [email protected] | 212-371-9199 | www.tcmpubnyc.com 123 Operations and Algebraic Thinking Multiplication Equations Lesson Focus I can explain and write multiplication equations as comparisons. 1. What are we focusing on in today’s lesson? 2. What does the word comparison mean? What You Need to Know There are different ways you can compare numbers. You can use words, pictures, diagrams, or multiplication. It is important to remember that multiplication means you find the products of groups of numbers. Let’s Practice! Comparing Numbers Using a Picture What number is 3 times as much as 5? Draw a picture to show your thinking. What are you being asked to do? Draw a circle around the most important words. You could show 3 x 5 as the total number of circles in 3 groups of 5 circles each. From the picture you can see that 3 x 5 = 15. Comparing Numbers Using a Diagram Ling sold 6 pineapples. He sold 3 times as many strawberries as pineapples. How many strawberries did he sell? pineapples Strawberries 6 6 What are you being asked to do? Draw a circle around the most important words. You could draw a tape diagram comparing the 2 amounts. 6 26 6 From the diagram, you can see that 6 pineapples were sold and 3 groups of 6 strawberries. This is 18 strawberries because 6 x 3 = 18. 3R2: What Is the Central Idea? Repeating Ideas This lesson guides students as they work on pages 10–11, 22–23, and 44–45. Lesson Focus Reading Standard 3R2—Determine the theme or central idea and explain how it is supported by key details; summarize portions of the text. • You may find this lesson will best serve your students in a targeted small group. 3R2: What Is the Central Idea? Teacher Tip A common misconception that students have as they learn this strategy is to pay attention to unnecessary words that repeat. They may point out conjunctions and articles, for example. Explain that and is not an idea but instead a word that connects ideas. They should focus on repeating ideas. Guided Practice 1. Tell students that paying attention to ideas that repeat in a text helps readers understand the central idea. Finding Repeating Ideas 2. Have students pay attention to the steps you take as you model how to find ideas that repeat in a text. Have students point to the title on page 10 in the student book. Repeating Ideas Lesson Focus Say: Before I read a text, I ask myself, What are some ideas that are in the title? “She Gives Them Food for Thought.” Hmm, I wonder who “she” and “them” are. I think “Food for Thought” is an expression. It usually means “ideas to think about.” So I wonder what “she” is helping “them” to think about. I can fi nd the central idea of a text by paying attention to ideas that repeat in the text. 1. What are we focusing on in today’s lesson? 2. What does the central idea of a text mean? 3. Make connections—How do these ideas connect? Explain that working in a garden is one idea that is repeated throughout the text. Have students circle all the words that have to do with working in a garden. School is another repeating idea. Have students circle all the words related to school. Let’s Practice! Work with your teacher to fi nd ideas that repeat in the passage. She Gives Them Food for Thought 1 When it’s time for science class, the kids at John R. Lewis Middle School start digging. They also start watering, weeding, and picking. Why? Their science class takes place in a garden. 2 It is close to the students’ school. It was started by a chef. Her name is Rebecca Davis. Davis helps the kids grow carrots, berries, and other food. Everything in the garden is organic. That means it is grown without the use of harmful chemicals. 3 Davis runs a restaurant. She also wrote several cookbooks. She is known for using locally grown and organic foods. She started the garden so kids could learn about healthy eating. The students use the garden for more than science class. Math, art, and social studies lessons are also taught there. 4 Davis has a goal. She wants the kids to learn to prepare and eat healthy meals. Too many kids eat only fast food. Davis wants them to know what it’s like to taste fresh, homegrown fruits and vegetables. She seems to be meeting her goal. 10 Putting It All Together Aſter you read the final paragraph, point out that the three ideas you found all came together. Be sure students have circled the words for gardening, school, and food. Have students talk with partners about how these repeated ideas connect. 10 How are these ideas connected? What ideas are repeating? Invite students to turn and talk with partners to identify more repeating ideas. This engages them in the process and allows you to check for understanding while still modeling. Then, ask them which words in the text have to do with food. 1. Read the title—What are some ideas in the title? 2. Read each paragraph—What ideas are repeating in each paragraph? ASSESSMENT PREPARATION