September 3, 2013Core Curriculum Professional Development

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Activity #1

Read and discuss your group’s mathematical practice.

Share out a summary of the mathematical practice and how you would incorporate this practice in your classroom.

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Activity #2

Work in your group to solve this word problem.

Chart your answer. SHOW ALL WORK

If 4 cookies are shared among 5 people, how much of a cookie would each person receive?

Now, if 5 people shared 4 cookies, but the first 3 cookies are cut in half and each person took half, how much of a cookie would each person receive?

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Instructional Shifts in Mathematics Focus Focus greatly where standards focus

Coherence Think across grades, link to major topics within grades

Fluency Deep Understanding Application Dual Intensity

Rigor: Requires fluency, application and deep understanding

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Critical Areas

In Kindergarten, instructional time should focus on two critical areas: (1) representing and comparing whole numbers, initially with sets of

objects; (2) describing shapes and space. More learning time in Kindergarten

should be devoted to number than to other topics.

In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction, and strategies

for addition and subtraction within 20; (2) developing understanding of whole number relationships and

place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring

lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing

geometric shapes.

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Critical Areas

In Grade 2, instructional time should focus on four critical areas: (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes.

In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and

strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions

(fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays

and of area; and (4) describing and analyzing two-dimensional shapes.

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Critical Areas

In Grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit

multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends;

(2) developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers;

(3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry.

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Critical Areas

In Grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of

fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions);

(2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and

(3) developing understanding of volume.

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Critical Areas- By Grades10

Instructional Resources

Consumable textbook Standard Practice book Teacher’s Edition broken up into Critical

Areas (3-4) Grab and Go Math Boards Assessment books RTI books City Enhancements (Podcasts, PBA’s and

Enhanced TE)

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Teacher’s Edition

Not Scripted Table of Contents Chapter at a Glance Teaching for Depth Daily Classroom Management Review Prerequisite Skills Developing Math Language Show What you Know

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Lesson Overview

1 intro day built into unit 2 days for assessment for every unit 50 minute blocks Lesson At a Glance Differentiated Activities

Different from the RTI book – additional options

B= Buffet

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Parts of Lesson

Engage (hook) Teach and Talk Practice Problem Solving and Test Prep HOT problems Quick Check (If then statements) Sum It UP

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Assessments

2 baseline options: WE USE BEGINNING OF THE YEAR TEST

Middle of the Year and End of Year Tests Chapter Assessments

Form A and Form B- Push for Form B In consumable Text Book-Pre, Mid, Review,

and Test PBA- with rubric

One for each chapter and one for each critical area

Student samples with rubric for each level

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Technology – Plan/Engage/Learn ePlanner – quick glance of lesson

(objective CCLS, MP, scope and seq., view/print online resources)

Whiteboard Lessons: interactive; select elements; teacher notes

Animated Math Models: Learn, Do, Practice, Quiz G1-2 Curious George, G3-5 Carmen Sandiego

Games: G1-2 Curious George, G3-5 Carmen Sandiego

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Technology – Plan/Engage/Learn Online Readers: 3 levels iTools: virtual manipulatives with

feedback Online Assessment Mega Math: animated activities

with feedback PD Podcasts: 4 – 7 video segments

per strand

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SEPTEMBER 4, 2013Core Curriculum Professional Development

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Reflection

What were some challenges you had in implementing the common core standards in ELA last year?

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Instructional Shifts in ELA

Balancing Informational and Literary Texts

Knowledge in the Disciplines Staircase of Complexity Text-Based Answers Writing from Sources Academic Vocabulary

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4 Key Program Priorities

Quality Tests – 50/50 Quality Questions and Tasks Foundational Reading Skills Writing to Sources

Key elements of lesson align well to FFT

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Breakdown of Program

Units K-2

6 units (2 modules in each unit) 3-5

4 units (2 modules in each unit) Big Ideas supported in each unit Aligned with Science and SS

Anchor Texts Each unit has 2 anchor texts (one per

module)

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Breakdown of Program

Supporting Texts These texts may come as trade books or be in

the text collection book Text Collection

Primary sources, articles, etc. Sleuth

Whole/small group-close reading Reading and Writing Journal

Follows lesson Notebooks- Reading Response Journal & Writers

Journal

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Structure of Lesson

2 period block Gradual release of independence

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ACTIVITY #1

Read your group’s section of the lesson Take notes and record your observations

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Structure of Lesson

Whole Group Build Understanding

Teaching Point/Focus

First Read of the Lesson Explore text

Introduce text, essential questions, make predictions Read Aloud

Reading to get the gist Ask these questions

What did you read? What did you learn? What questions do you have?

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Structure of Lesson

Whole Group Second Read of the Lesson

Close reading These questions are to be used to guide discussions

Focused Reading Instruction Text Based Vocabulary

Vocabulary Routine (Daily) Context Clues Look it up Synonyms Compare and Contrast Discuss Word Use the word

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Structure of Lesson

Whole Group Text Based Conversations

Student centered discussions Team Talk

Reading Analysis Teaching the skills Teacher models Graphic Organizer

Independent Practice

Wrap Up Students can give each other feedback

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Structure of Lesson

Small Group Scaffold Instruction

Reading Analysis- On Level Close Reading Workshop- Below Level Extend Concepts- Enrichment

Conferencing Take anecdotal notes Meet with each group at least once a week

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Structure of Lesson

Whole Group Whole group writing component Uses the same text from reading lesson

through the lens of a writer How did the author?

Takes the reading skill and applies to writing EX: Character

Conventions Small Mini Grammar lesson Do before or after share- teacher discretion

Share

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Writing Workshop

Thursday and Friday writing that focuses on the writing process Drafts, conference notes, final drafts and

bulletin board work Monthly Writing Plan as a Grade using Scope and Sequence

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Assessments

Baseline Assessment Progress Monitoring

happening daily- if then statements Adjust groups

Next Generation Assessments End of Unit test Multiple choice, Short Response and

Extended Response PARCC Like tests

PBA’s 2 per unit

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Sample Assessment – Monitor Progress

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Sample Assessment – Monitor Progress

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Sample Assessment – PBA / Next Steps

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Technology

Ready Gen website:http://www.pearsonschool.com/nycreadygenPassword protected materials: welcomenycTeacher Editions, scope sequence (save PDF)

Project student materialsUse PB tools for interactivity and optimal

viewingSleuth and Text CollectionsStudent Workbooks

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Extras

Homework Independent Reading done for homework with

leveled book Responses should address same skill from lesson

DEAR Time Last 20 min of day

Spelling Spelling lists by grade

First 10 days

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September 4, 2013

Danielson Professional Development

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Observation Choices Made by 10/9

1 Formal 22 competencies

shown in lesson plan and artifacts

3 Informal Cannot be

rescheduled

6 Informal All 22

competencies MUST be shown by the end of the year

If they are not, more informal observations can be done

Option #1 Option #2

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Breakdown of Domains

22 Competencies 4 Domains

Domains 1 and 4 are “behind the scenes” Usually shown through artifacts

Domains 2 and 3 are what you hear/see in classroo

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