A Story of Units- Module Focus
Grade 1
Sequence of Sessions
Overarching Objectives of this May 2013 Network Team Institute
- Participants will understand the focus of each module presented, the instructional path, and the student outcomes; and be ready to teach and/or prepare their colleagues to teach these modules.
- Participants will examine the K–5 progressions documents and the sequence of standards foundational to developing an understanding of Number and Operations in Base Ten, thereby enabling participants to enact cross-grade coherence of NBT development in the classroom and to train their colleagues to do the same.
- Participants will understand the purpose and implementation of Fluency, Problem Sets, Student Debriefs, Exit Tickets, Application Problems and Conceptual Development within A Story of Units. They will practice these components and be prepared to use them as tools through which to meet the needs of diverse learners.
- Participants will examine formal and informal assessment within the Modules and develop an understanding of how to use the data generated to make instructional decisions.
High-Level Purpose of this Session
- Participants will know the structure of modules and lessons within The Story of Units in order to implement the modules and train other colleagues.
- Participants will understand the instructional focus of Module 1 for Grades K, 1,2,3,4, or 5, thereby preparing participants to teach and/or prepare their colleagues to teach these Modules.
- Participants will understand the function of curricular components including Fluency Practice, Application Problems, Concept Development, Worksheets, Student Debrief, and Exit Tickets for implementing each one effectively.
Related Learning Experiences
- This Module Focus Session will conclude Day 1 and will be followed on Day 2 by a session on The Progression of Visual Models and the System of Algorithms for NBT.
- There will then be a three-part series enabling participants to understand and practice the instructional routines of fluency, application problems and concept development, and problem sets, student debriefs and exit tickets. Each of these sessions will focus on how to differentiate the instructional component according the needs of diverse learners in any given classroom.
Key Points
•Modules Overviews and Topic Openers provide essential information about the instructional path of the module and are key tools in planning for successful implementation.
•Each of the lesson components are necessary in order to achieve balanced, rigorous instruction and to bring the Standards to life.
•The Exit Ticket is an essential piece of the Student Debrief and provides daily formative assessment.
•Opportunities to nurture the Standards for Mathematical Practice are embedded throughout the lesson.
Session Outcomes
What do we want participants to be able to do as a result of thissession? / How will we know that they are able to do this?Session Overview
Section / Time / Overview / Prepared Resources / Facilitator PreparationSession Introduction / 1:00-1:04 /
- Frame session, referencing workshop agenda.
- Introduce objectives and sequence for this session.
Review of Module Structure / 1:04-1:08 /
- Review module structure and consistency across the grades
•Session PowerPoint / •Review Module 1 Lesson 1 and note page numbers you want to direct participants to
Examination of Module Overview, Assessments, and Topic Openers / 1:08-1:44 / Study and discuss
- Overviews
- Assessments
- Topic Openers
- Module 1 Lesson 1
- Session PowerPoint
- Review Module 1 Lesson 1 and note page numbers you want to direct participants to
- Review PowerPoint
Lesson Study / 1:44-3:05 /
- Detailed study with discussion and practice of module components
- Review key points
- Session PowerPoint
- Module 1 Lesson 1
- Review Module 1 Lesson 1 and note page numbers you want to direct participants to
- Review PowerPoint
Coherence Across the Module / 3:05-4:14 /
- Progression study and discussion
•Module 1 Lessons: 5, 16, 35 / •Review NBT Progression document
•Review Lessons 5,16,and 35
Session Roadmap
Section: Introduction / Time: 1:00-1:04[4 minutes] In this section, you will…
•Frame session, referencing the agenda to outline what will be covered in the session.
•Introduce objectives and sequence the session to focus participant learning. / Materials used include:
•Session PowerPoint
•Module
•Curriculum Map
Time / Slide #/ Pic of Slide / Script/ Activity directions / GROUP
1 min / Slide 1
/ NOTE THAT THIS SESSION IS DESIGNED TO BE 180 MINUTES IN LENGTH
Turnkey Materials Provided in Addition to PowerPoint:
•Grade 1—Module 1
•No video clip this time
Additional Suggested Resources:
•A Story of Units: A Curriculum Overview for Grades P-5
•How to Implement A Story of Units
This Module Focus follows a session providing a P-12 overview of the curriculum, and a session examining the assessments of A Story of Units. In this session, participants will explore the module of their chosen grade-level, examining each of the lesson components closely as well as the progression of those components across the module. On Day 2 of this NTI, participants will further delve into various aspects of the modules with focus on implementation and differentiation. / Grade level-K,1, 2,3, 4,5
2 min / Slide 2
/ Our objectives for this session are to explore Grade 5–Module 1 in order to:
•Identify key components of the module structure and of each lesson within A Story of Units.
•Articulate the instructional focus of Grade 5–Module 1 lesson sequence.
•Examine lesson components including Fluency Practice, Application Problems, Concept Development with Problem Sets, and Student Debrief with Exit Tickets.
NOTE TO FACILITATOR: During this session, encourage participants to make note of any concerns they have as they prepare to implement this module. Sticky notes are provided in the table baskets and parking lots are designated on the wall for this purpose. In our sessions tomorrow, time is set aside to discuss the concerns of the group and to consider ways to overcome any anticipated obstacles.
Please know your page numbers in advance and be able to guide participants.
We are so glad you’re here! Please be present.
1 min. / Slide 3
/ We’ll start with reviewing the module structure, then examine the Module Overview, Assessments, and Topic Openers. Next, we’ll study a lesson in great detail, uncovering the intentionality behind the instructional choices. Finally, we will take a broader look at coherence across the module.
Let’s start our review of the module structure, which is consistent across all modules of all grades in A Story of Units, by taking a quick look at the curriculum map.
Section: Review of Module Structure / Time: 1:04-1:08
[4 minutes] In this section, you will…
- Describe the structure and function of the Module Overview to lay the groundwork for the coherence of the curriculum.
- Describe the structure and function of the Topic Opener as a more detailed explanation of the concept development.
- Explain how participants can use these documents for planning their lessons and materials for class.
- Session PowerPoint
- A Story of Units: A Curriculum Overview for Grades P-5
Time / Slide #/ Pic of Slide / Script/ Activity directions / GROUP
2 min. / Slide 4
/ Let’s start by looking at the curriculum map, found on page 3 of A Story of Units: A Curriculum Overview for Grades P-5. What information do you already know from this map? (Encourage participants to share their observations.)
NOTE TO FACILITATOR: If participants have not previously explored the Curriculum Overview and examined this map, it may be helpful to prompt them with the following questions. Make sure the following points are addressed, even if you need to state them directly.
•What is the title of this module? (Sums and Differences to 10)
•How many instructional days are allotted for this module? (39 instructional days, 6 days for assessment)
•What modules, prior to this one, might prepare students for success in this module? (GK-M4)
•What modules, beyond this one, might build on the concepts of this module? (G1-M2; G2-M1) / Grade
Level
K,1,
2,3,
4,5
2 min. / Slide 5
/ Let’s take a minute to review the organizational structure of A Story of Units:
•A Story of Units: A Curriculum Overview for Grades P-5 provides a curriculum map and grade-level overview. The curriculum map provides an at-a-glance view of the entire story, making clear the coherence of the curriculum and the role that each module plays in that progression.
•Each grade contains 5-8 modules. Modules are comprised of topics, topics break into concepts, and concepts become lessons. Modules and topics will vary in length depending on the concepts addressed in each, but every lesson is designed for a 60 minute instructional period.
•This graphic illustrates the breakdown of the module structure. Each component, moving from the Overview to the Lesson, provides a more specific level of information. As you plan to implement A Story of Units, each of these components will be important to your understanding of the instructional path of the module.
•The Standards, both Content and Practice, come to life through the lessons. Rigorous problems are embedded throughout the module. We will spend time in the upcoming sessions exploring this further.
Section: Examination of Module Overview, Assessments, and Topic Openers / Time: 1:08-1:44
[36 minutes] In this section, you will…
•Independently read text from overviews, topic openers to become familiar with the specific content of the modules.
•Complete assessments to understand the focus of the content.
•Group discussions about overviews, topic openers and assessmentsfor common understanding with colleagues. / Materials used include:
•Session PowerPoint
•Module1 Lesson 1 Overviews, Assessments and Topic Openers
Time / Slide #/ Pic of Slide / Script/ Activity directions / GROUP
1 min. / Slide 6 / Now that we all understand the basic module structure, let’s examine the Module Overview, Assessments, and Topic Openers which provide detailed information for educators to understand both the content and pedagogical approaches of the lessons / Grade level
K,1
2,3
4,5
9 min. / Slide 7 / Each Overview contains multiple components to help educators understand more clearly the focus of the module. These components include:
•Descriptive narrative
•Distribution of Instructional Minutes
•Focus Grade Level Standards, Foundational Standards, and Standards for Mathematical Practices
•Overview of Module Topics and Lesson Objectives
•Terminology
•Suggested Tools and Representations
•Scaffolds
•Assessment Summary
(CLICK TO ADVANCE FIRST BULLET) Take 8 minutes to read the Module Overview independently in order to identify the content and the instructional path for teaching it.
(CLICK TO ADVANCE SECOND BULLET) As you read, mark important information that will help educators understand the content and prepare to implement this module. You might do so using a symbol, such as a star, or by highlighting essential portions. Please annotate the content in accordance with the following code:
A – Agree
Q – Questions
C – Connections to GK, G2 or later in G1
We will have time to share these observations and your questions with one another at our tables when you have finished reading.
8 min. / Slide 8 / Turn and talk with others at your table. Share your observations and annotations and ask them to do the same.
NOTE TO FACILITATOR: Allow 2 minutes for participants to turn and talk about their review of the Overview and their response to the information provided there. Then facilitate a discussion in the remaining 5 minutes using the following talking points:
•Which standards are the focus of this module? (1.OA.1, 1.OA.3, 1.OA.4, 1.OA.5, 1.OA.6, 1.OA.7, 1.OA.8)
•How is each standard addressed by the content of this module? (Each standard is addressed in a variety of ways. The big idea of Module 1 is around bringing students from an understanding embedded numbers as they count all (Level 1 strategy), to counting on (Level 2 strategy) in order to solve addition equations/situations, to counting on to solve unknown addend and change unknown situations, all the way to relating decompositions to subtraction and ultimately using addition and subtraction more interchangeably as efficiency suggests. Students use number bonds to represent these decompositions, in addition to 5-group drawings, which we will explore further. As you go through this session today, we urge you to use the materials and your Profound Understanding of Fundamental Mathematics to think about how you might answer the questions:
- How does this Module help students go from counting all to counting on, then to more efficient strategies (i.e. visualizing groups, applying special cases, etc.)?
- How does this Module help students internalize a strong connection between addition and subtraction?)
•Which standards are foundational to this module? (K.CC.2, K.CC.4b, K.CC.4c, K.OA.3, K.OA.4, K.OA.5) This corresponds with the information we saw in the Distribution of Instructional Minutes diagram.) These are standards with which students are expected to be familiar. This list is provided to assist teachers in helping students build on previous understandings, making logical connections across grades. In addition, and especially while the implementation of the CCLS is new, teachers should be prepared to address any gaps that may exist in these foundational understandings.
•Which Mathematical Practices are addressed in this module? (MP.2, 6, 7, and 8) While it is certainly hoped that teachers will continue to promote all practices on a regular basis as opportunities arise, these practices listed in the Overview are particularly appropriate for the lessons in this module. In addition to the information provided in this list, activity-specific suggestions are provided in the lessons themselves.
•How does the Terminology provided inform instruction for this module? (Count on, track a count, expression, addend, doubles, doubles plus 1. The terminology supports instruction in a variety of ways; connect back to the big ideas which focus on developing deep understanding along with more efficient strategies and fluency.)
•Which tools and representations are new for you? How do these Tools and Representations support instruction in this module? (Number bonds, addition chart, counters, number path, 5-group cards all support students as they move from counting all to counting on, and as they develop fluency with addition and subtraction within 10.)
•What do you know about the assessment included in this module? (There are two assessments. The Mid-Module Assessment takes place after Topic F (A-F), and the End-of-Module Assessment takes place after Topic J (A-J). They are both constructed response assessments, which are scored by a rubric. The End-of-Module Assessment assesses all standards in the module.)
PRESENTERS: For each of the Overview components listed above, you should prepare a talking point for use during the whole-group conversation that focuses on the mathematical significance within the module. For example, don’t just point out the new tools are introduced, but be prepared to describe how specific tools are important to the development of the math concepts.
7 min. / Slide 9 / Before we move on to our lesson study, let’s take a few minutes to further examine an assessment that accompanies this module. Turn to the first page of the Mid-Module Assessment. Consider each item and determine which standards are being addressed and how.
Allow participants 5 minutes to complete this standards-alignment. Then facilitate a discussion of the ways in which this assessment task measures the skills and understanding that are addressed in this module. Have participants identify the ways in which a strong understanding of the assessment prepares educators to implement the lessons in this module.
NOTE TO FACILITATOR: Direct participants to examine the Mid-of-Module Assessment. Make this choice based on which lesson you have selected for the Lesson Study portion of the session (e.g., use Mid- if your lesson falls in the first half of the module).
8 min. / Slide 10 / Now that we’ve spent some time becoming familiar with our Module Overview and Assessments, let’s zoom in a level and look closely at a Topic Opener. Remember, each module is divided into topics. Within a given topic, the lessons work together to build strong understanding of a set of related concepts. (Stickies on baskets: Table 1- AB, Table 2- C, Table 3- DEF, Table 4- GH, Table 5- IJ)
(CLICK TO ADVANCE FIRST BULLET) Take 3 minutes to review your Topic Opener. Be prepared to report to the group about the topic opener that you read/discussed.
(CLICK TO ADVANCE SECOND BULLET) As you read, mark important information that will help educators implement these lessons. Please use the same annotation code from earlier.
A – Agree
Q – Questions
C – Connections
Allow 3 minutes for participant to read and discuss their assigned topic openers. Then have volunteers from each table report to the group on each of the topic openers sequentially, so that a clear picture of the progression of the module unfolds.
NOTE TO FACILITATOR: (Stickies on baskets: Table 1- AB, Table 2- C, Table 3- DEF, Table 4- GH, Table 5- IJ)
3 min. / Slide 11 / Turn and talk with others at your table about the collection of topic openers. Share your observations and ask them to do the same.