High Level Agenda: CC Inc, Math K-5
Event: February NTI
Date(s): 2/6-7
- Explore the GK—M5 or G3—M5 module,outlining for participants thefocus of the module, the instructional path and the student outcomes; thereby prepare participants to teach and/or prepare their colleagues to teach GK—M5 or G3—M5.
- (Specific to GK—M5) Which of the following is NOT true about Grade K —Module 5:
- The focus of the module is on the understanding of teen numbers as 10 ones and some ones.
- The module progresses students into thinking of teen numbers as one ten and some ones.
- An outcome of this lesson is that students can decompose a teen number into 10 ones and some ones.
- The module lays a foundation for students to answer ‘How many to make 10?’ questions in Grade 1.
- (Specific to G3—M5) Which of the following is NOT true about the Grade 3 —Module 5?
- The focus of the module is the unit fraction and how it relates to the whole.
- Part of this module includes the idea that when fractions share the same point on the number line they are equivalent fractions.
- An outcome of this lesson is that students can add two or more unit fractions together.
- It is important to introduce fractions as partitioning a whole before representing fractions as a point on the number line.
- Examine the K–5 progressions documents and the sequence of standards foundational to developing an understanding of fractions, thereby enabling participants to enact cross-grade coherence of fraction development in the classroom and to train their colleagues to do the same.
- Which of the following is NOT a recommended method for leading fellow colleagues in a study of the progression documents? Suggest that participants:
- Create a visual link between the standards listed in the margin and the text of the progression that corresponds to the standard.
- Read the text line by line, checking for complete comprehesion and identifying the key transition from one grade to the next.
- Read the text and then lead the participants in a series of review / summary slides.
- Denote their reactions to the text (e.g., ‘unclear’, ‘light bulb moment’, etc.) as they read by using a color code or symbolic code to denote each portion of text in the progression.
- Further develop understanding of the three components of rigor with an emphasis on how cross-grade coherence can be enacted in each component; thereby prepare participants to consciously incorporate cross-grade coherence as they implement the three components of rigor, and to train their colleagues to do the same.
- Enacting the instructional shift of rigor requires which of the following:
- Teaching fluency, conceptual understanding and application in every lesson.
- Teaching fluency, conceptual understanding and application with a focus on conceptual understanding.
- Teaching fluency, conceptual understanding and application in that order.
- Teaching fluency, conceptual understanding and application with equal intensity across each module.
- Which of the following is NOT true of the instructional shift of coherence:
- Enacting coherence within a school requires that all math teachers at the school have working knowledge of the standards and progressions.
- Enacting coherence within the classroom should be done in the framework of designated coherence-based activities during the first 10 minutes of class.
- Enacting coherence in the classroom can be a natural part of enacting the three components of rigor.
- Enacting coherence in the classroom requires attention to both of the following: 1) linking lessons to the major work of the grade and 2) providing coherence in the presentation of topics across the grades.
- Explore a natural development of RDW and tape diagraming skills for students and teachers new to the process; thereby enable participants to use this development in their classrooms to build student proficiency in tape diagramming and to train other teachers to do the same.
- Which of the following is NOT a goal of the Read-Draw-Write approach to word problems:
- To encourage students tomemorize the 3 steps, read, draw, and write.
- To allow students to internalize the thought process and behavior of asking themselves, “What can I draw?”, “What do I see?” “What conclusions can I make from my drawing?”
- To model for students perseverance in solving word problems.
- To enable students to visualize the mathematical relationships of quantities in the word problem.
Materials: / Materials Distribution Plan
- Grade K—Module 5
- Grade 3—Module 5
- Turnkey Materials for 5 sessions over the course of two days including ppts, session plans and handouts.
EngageNY website
Day 1 / Wednesday, February 6, 2013
7:30-8:30 / Breakfast/ Registration
8:30-9:15 / Opening general session
9:30-10:30 / Math Assessment Session
Session Objective(s): Math Assessment PD (Kris)
- Turnkey Kit: Defining Rigor (Kit includes detailed agenda, powerpoint, and materials. Would like to include pre-assessment/post-assessment survey questions of what they are supposed to learn from the training AS WELL AS part of the kit layout on EngageNY.
- More sample questions: 2 more rounds of sample questions (round = 10problems/grade/content)
- How should I use them? (compare ques w 2005 style)
- How do I expose my students to more of these types of problems? Item development materials (criteria development/review per content)
- This is how they are developed
- This is how they are reviewed
10:30-10:45 / BREAK
10:45-11:45 / Session 1: Module Focus (Presenters: Melanie Gutierrez and Cristina Metcalf)
Session Objective(s):
- Frame the overall learning objectives for this NTI’s mathematics sessions, giving participants a clear understanding of the theme and focus of the sessions to come.
- Explore the GK—M5 or G3—M5 module outlining for participants thefocus of the module, the instructional path and the student outcomes, thereby preparing participants to teach and/or prepare their colleagues to teach GK—M5 or G3—M5.
- Option 1: Grade K—Module 5
- Option 2: Grade 3—Module 5
0:00-0:10 / 10 / Math NTI Opening–
Frame the math sessions of this February 2013 NTI
- The theme of the sessions will be on cross-grade coherence. After the study of the new modules, participants will engage in a study of the development of fractions across the grades by examining both the standards foundational to and related to the study of fractions, and the Number and Operations – Fractions progression document.
- The theme of coherence continues as participants examine the 3 components of rigor and explore how coherence comes alive in the rigor components, preparing students for future work, and bridging gaps in prerequisite knowledge.
0:10-0:15 / 5 / Session Opening - Frame session, referencing workshop agenda; introduce objectives and sequence for this session. (F) / P-2
3-5
0:15-0:50 / 35 / Walk Through and Analyze Module Focus, Instructional Path, and Student Outcomes (AA, R) / P-2
3-5
0:50-0:57 / 7 / Video Clip (R)
Participants will see components of the module enacted in the classroom and make reflections / P-2
3-5
0:57-1:00 / 3 / Closing (F) / P-2
3-5
11:45-1:00 / Session 2: Coherence – Development of Fractions Across the Grades (Presenter: Robin Ramos)
Session Objective(s):
- Examine the K–5 progressions documents and the sequence of standards foundational to developing an understanding of fractions. In this wayparticipantswill be empowered to enact cross-grade coherence of fraction development in the classroom and train their colleagues to do the same.
- Illustrate examples of the math/pedagogy involved in fraction development from each grade level from PK through Grade 5.
0:00-0:05 / 5 / Opening - Link to previous sessions; frame the session, referencing the agenda; introduce objectives and sequence for this session.
- Participants will engage in a study of the development of fractions across the grades by examining both the standards foundational to and related to the study of fractions, and the Number and Operations – Fractions progression document.Their study will prepare them for the following sessions in which they will use coherent content knowledge within the framework of the three components of rigor to bridge gaps in prerequisite knowledge and provide coherent instruction to students. (AA, F)
0:05-0:25 / 20 / Walk Through and Analyze Standards Foundational to Fractions (pulled together in one document – standard code with standard wording) (AA, A, S)
- Walk through an illustration of the models and concepts presented with each standard in preparation for a progressions walkthrough
0:25- 0:40 / 15 / Walk Through Models Used in Development of Fractions
- Video the demonstation for use with turnkey materials
0:40-1:10 / 30 / Study of the K-5 Progressions Documents (AA, A, S)
- How the progressions play out in the creation of modules (ideas)
- Symbolize response to text
- Make visual connections between standards and the text
- Distinguish between content from one grade to the next within the text.
- Video (for use with turnkey materials) the portion of discsussion where presenter speaks to key points from the progressions document
1:10-1:15 / 5 / Closing (R, F) Close the session by reflecting on how complete and coherent content knowledge across the grades, informed by the standards and the progressions, empowers teachers to effectively teach the standards while bridging gaps in prerequisite knowledge. / Whole group
1:00-2:00 / LUNCH
2:00-3:15 / Session 3: Rigor Breakdown:Conceptual Understanding(Presenters: Lisa Watts Lawton & Susan Lee)
Session Objective(s):
- Use videos, activities and discussions to:
- Recall and deepen participants understanding of the three general approaches to promoting conceptual understanding in the classroom thereby preparing participants to conduct conceptual understanding based activities in the classroom and to train colleagues to do the same.
- Examine the conceptual understanding component of rigor in GK—M5 and G3—M5 thereby enabling participants to cite specific examples of conceptual understanding development in the GK—M5 and G3—M5 modules.
- Explore how cross-grade coherence is accessible through the conceptual understanding component of rigor thereby preparing participants to provide cross-grade coherence in the classroom through conceptual understanding based activities and to train colleagues to do the same.
- Demonstrate that content knowledge directed by the progressions documents supports the implementation of coherence and conceptual understanding in the classroom thereby encouraging participants to convey the importance of studying the progressions with their colleagues. .
- Exchange the ways in which participants’ schools / districts are alreadyimplementing conceptual understanding and cross-grade coherence in their classrooms.
0:00-0:10 / 10 / Opening
- Link to previous sessions; frame the session, referencing the agenda
- Provide an overview of conceptual understanding as defined in the Shifts
- Review the flow and objectives of this session
3-5
0:10-0:40 / 30 / Conceptual Understanding – Concrete and Pictorial Models
- Identify concrete and pictorial model use that promotes conceptual understanding in the modules.
- Select concrete and pictorial model use to promote understanding in related topics of grades 4 and 5.
- Consider adaptions to the models that bridge gaps in prerequisite knowledge
- Reflect on ensuring coherence across grades PK-5.
3-5
0:40-1:10 / 30 / Conceptual Understanding – Conceptual Questioning & Writing and Speaking About Understanding
- Identify use of conceptual questions (oral and written) that promote conceptual understanding in the modules.
- Select conceptual questions (oral and written) to promote understanding in related topics of grades P, 2, 4 and 5.
- Consider additional questions that assess prerequisite knowledge, consolidate prerequisite knowledge, and bridge gaps in prerequisite knowledge.
- Reflect on ensuring coherence across grades PK-5
3-5
1:10-1:15 / 5 / Closing
- Summarize key points
- Reflect on the role of conceptual understanding in coherent and balanced instruction
3-5
3:15-3:30 / BREAK
3:30-4:30 / Session 4: Rigor Breakdown: Procedural Skill and Fluency(Presenters: Hae Jung Yang & Bill Davidson)
Session Objective(s):
- Use videos, activities and discussions to:
- Recall and deepen participants understanding of the three general approaches to promotingprocedural skill and fluency in the classroom thereby preparing participants to conduct fluency based activities in the classroom and to train colleagues to do the same.
- Examine the procedural skill and fluency component of rigor in GK—M5 and G3—M5 thereby enabling participants to cite specific examples of fluency development in the GK—M5 and G3—M5 modules.
- Explore how cross-grade coherence is accessible through the fluency component of rigor thereby preparing participants to provide cross-grade coherence in the classroom through fluency based activities and to train colleagues to do the same.
- Demonstrate that content knowledge directed by the progressions documents supports the implementation of coherence and fluency in the classroom thereby encouraging participants to convey the importance of studying the progressions with their colleagues. .
- Exchange the ways in which participants’ schools / districts are already implementing fluency and cross-grade coherence in their classrooms.
0:00-0:05 / 5 / Opening
- Link to previous sessions; frame the session, referencing the agenda
- Provide an overview of procedural skill and fluency as defined in the Shifts and Publishers’ Criteria
- Review the flow and objectives of this session
3-5
0:05-0:35 / 30 / Fluency – Counting Exercises and Choral and Whiteboard Exchanges
- Examine fluency activities in G3-M5.
- Explore the selection and design of counting exercises and choral and white board exchanges.
- Practice designing counting exercises or choral and white board exchanges for topics related to fraction development in grades 4 or 5.
- Watch a video of fluency activities related to fractions in Grade 5.
- Reflect on the ways that selection and design of counting exercises and choral and white board exchanges can assess prerequisite knowledge, consolidate prerequisite knowledge, and bridge gaps in prerequisite knowledge.
3-5
0:35-0:55 / 20 / Fluency – Sprints and Fluency Puzzles & Games
- Introduce how this session will go beyond the August NTI presentation on sprint design.
- Explore the design of an effective sprint.
- Explore the ways that puzzles and games can be designed to address fluency needs and bridge gaps in prerequisite knowledge.
- Practice designing a sprint or fluency puzzle or game.
3-5
0:55-1:00 / 5 / Closing
- Reflect on the role of procedural skill and fluency in coherent and balanced instruction.
- Summarize key points.
- Exchange the ways in which participants’ schools / districts are already implementing fluency and cross-grade coherence in their classrooms.
3-5
4:30-6:00 / DINNER
Day2 / Thursday, February 7, 2013
7:30-8:30 / Breakfast/ Registration
8:30-10:30 / Session 5: Rigor Breakdown: Application(Presenters: Catriona Anderson & Jill Diniz)
Session Objective(s):
- Use videos, activities and discussions to:
- Recall and deepen participants understanding of methods for addressing thethree ways that the Standards call for application thereby preparing participants to conduct application based activities in the classroom and to train colleagues to do the same.
- Examine the application component of rigor in GK—M5 and G3—M5 thereby enabling participants to cite specific examples of application activities in the GK—M5 and G3—M5 modules.
- Explore how cross-grade coherence is accessible through the application component of rigor thereby preparing participants to provide cross-grade coherence in the classroom through application based activities and to train colleagues to do the same.
- Demonstrate that content knowledge directed by the progressions documents supports the implementation of coherence and application in the classroom thereby encouraging participants to convey the importance of studying the progressions with their colleagues.
- Explore a natural development of RDW and tape diagraming skills for students and teachers new to the process thereby enabling participants to use this development in their classrooms to build student proficiency in tape diagramming and to train other teachers to do the same.
- Exchange the ways in which participants’ schools / districts are already implementing application and cross-grade coherence in their classrooms.
0:00-0:10 / 10 / Opening
- Link to previous sessions; frame the session, referencing the agenda
- Provide an overview of application as defined in the Shifts and Publishers’ Criteria
- Review the flow and objectives of this session
3-5
0:10- 0:20 / 10 / Application in G3–M5
- Watch a video os an application activity from G3–M5
- Examine other application examples from G3–M5
3-5
0:20-0:40 / 20 / Application – Modeling in the Standards
- Explore the coherence of modeling from PK-12.
- Enhance understanding ofmodeling by examining the two cateogires ofmodeling an their reprsentation in the Standards.
3-5
0:40-1:30 / 50 / Building Proficiency with Tape Diagrams
- Work through a series of problems designed to build proficiency with tape diagrams.
- Reflect on individual complexities of word problems
3-5
1:30-1:50 / 20 / Application – Writing Word Problems and Real-World Problems
- Practice writing word problems for topics related to fraction development in grades PK, 2, 4 or 5.
- Examine the considerations when writing word problems.
3-5
1:50-2:00 / 10 / Closing
- Summarize key points
- Reflect on the role of application in coherent and balanced instruction
3-5
10:30-10:45 / BREAK
10:45-12:30 / LearnZillion Presentation (Eric W)
Session Objective(s):
- what it is, how it was developed, how it is reviewed
- How it can be used to enhance the modules and how it can help build content knowledge for those without modules
10:45-12:30 / Session 6: Exploring fluency and content knowledge in PK-2(Lisa Watts Lawton, Hae Jung Yang, Melanie Gutierrez, Robin Ramos)
- Presenters provide discussion / demonstration of fluency andcontent areas from grades PK-2
35 / Grade PK/K demonstration of the progression of fluency and content knowldege across the year. / PK-2
35 / Grade 1 demonstration of the progression of fluency and content knowldege across the year. / PK-2
35 / Grade 2 demonstration of the progression of fluency and content knowldege across the year. / PK-2
12:30-1:30 / LUNCH
1:30-3:00 / Session 7: Q&A Sessions with the Trainers
Session Objective(s):
Time / Mins / Description of Instruction ((Living the Learning Type1 in Parenthesis - AA, S, F, A, R) / GROUP SIZE
90 / Presenters are available to answer questions from participants. / Small groups
1 Living the Learning Types:
1. AA - Airtight activity that leads participants to the right conclusion mostly on their own.
2. S - Small- or large-group sharing. Participants discuss and formulate the conclusions reached in airtight activities.
3. F - Framing that gives participants a common vocabulary use to describe what they learn. The leader assigns formal language to the audience's conclusions.
4. A - Application of learned principles. Time is allowed for participants to being directly putting activities into practice.
5. R - Reflection during which participants quietly generate and record conclusions or takeaways. Time is set aside for participants to take notes and gather their thoughts.