Adapting Curriculum Maps Intro to Module 5 Grade

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Adapting Curriculum Maps & Intro to Module 5 Grade 4 January 2018 1

Adapting Curriculum Maps & Intro to Module 5 Grade 4 January 2018 1

ADAPTING CURRICULUM MAPS (GRADE 4) Welcome Back! 2

ADAPTING CURRICULUM MAPS (GRADE 4) Welcome Back! 2

ADAPTING CURRICULUM MAPS (GRADE 4) Introduction: Who I Am Insert photo Name 1 •

ADAPTING CURRICULUM MAPS (GRADE 4) Introduction: Who I Am Insert photo Name 1 • • Name 2 • • • 3

ADAPTING CURRICULUM MAPS (GRADE 4) Introduction: Who You Are Raise your hand if… •

ADAPTING CURRICULUM MAPS (GRADE 4) Introduction: Who You Are Raise your hand if… • you are a math teacher coach • you hold a different role • you teach in a district school • you teach in a charter school • you teach or work in a different type of school or organization • you teach monolingual students • you teach bilingual or multilingual students 4

ADAPTING CURRICULUM MAPS (GRADE 4) Thank You for Your Feedback! + 5

ADAPTING CURRICULUM MAPS (GRADE 4) Thank You for Your Feedback! + 5

ADAPTING CURRICULUM MAPS (GRADE 4) Norms That Support Our Learning • Take responsibility for

ADAPTING CURRICULUM MAPS (GRADE 4) Norms That Support Our Learning • Take responsibility for yourself as a learner. • Honor timeframes (start, end, and activity). • Be an active and hands-on learner. • Use technology to enhance learning. • Strive for equity of voice. • Contribute to a learning environment in which it is “safe to not know. ” • Identify and reframe deficit thinking and speaking. 6

ADAPTING CURRICULUM MAPS (GRADE 4) This Week Day Ideas Monday Focus and Within Grade

ADAPTING CURRICULUM MAPS (GRADE 4) This Week Day Ideas Monday Focus and Within Grade Coherence Tuesday Wednesday Rigor and the Mathematical Practices Across Grade Coherence and Instructional Practice Thursday Adaptation and Curriculum Study Friday Adaptation and Practice “Do the math” Equity for all Connect to our practice 7

ADAPTING CURRICULUM MAPS (GRADE 4) Sessions Today and Tomorrow Today • Morning: Adapting the

ADAPTING CURRICULUM MAPS (GRADE 4) Sessions Today and Tomorrow Today • Morning: Adapting the Grade 4 Curriculum Map • Afternoon: Intro to Module 5 • Adaptation and Equitable Instruction • Module Assessments • Decomposition and Fraction Equivalence (Topic A) Tomorrow • Morning: Adapting and Teaching Lessons • Fraction Equivalence Using Multiplication and Division (Topic B) • Fraction Comparison (Topic C) 8

ADAPTING CURRICULUM MAPS (GRADE 4) Morning: Adapting the Grade 4 Curriculum Map Participants will

ADAPTING CURRICULUM MAPS (GRADE 4) Morning: Adapting the Grade 4 Curriculum Map Participants will be able to • analyze a curriculum map through the lens of the Standards and Shifts. • describe ways of adapting a curriculum map for students below grade level. 9

ADAPTING CURRICULUM MAPS (GRADE 4) Morning Agenda I. Curriculum Map Scavenger Hunt II. Adapting

ADAPTING CURRICULUM MAPS (GRADE 4) Morning Agenda I. Curriculum Map Scavenger Hunt II. Adapting a Curriculum Map 10

ADAPTING CURRICULUM MAPS (GRADE 4) Equity • Equity is engaging in practices that meet

ADAPTING CURRICULUM MAPS (GRADE 4) Equity • Equity is engaging in practices that meet students where they are and advances their learning by giving them what they need. It’s about fairness, not sameness. • Equity ensures that all children—regardless of circumstances—are receiving high-quality and Standards-aligned instruction with access to high-quality materials and resources. • We want to ensure that Standards-aligned instruction is a pathway to the equitable practices needed to close the gaps caused by systemic and systematic racism, bias, and poverty. • All week, we will explore our learning through an equity lens, and we will capture those moments visibly here in our room. 11

ADAPTING CURRICULUM MAPS (GRADE 4) I. Curriculum Map Scavenger Hunt! You’ll look at •

ADAPTING CURRICULUM MAPS (GRADE 4) I. Curriculum Map Scavenger Hunt! You’ll look at • the curriculum map for the year, • titles of each module, • the standards associated with each module, and • (if time) lessons and assessment items in Modules 1 and 2. 12

ADAPTING CURRICULUM MAPS (GRADE 4) Scavenger Hunt! Scope and Sequence: 1. 2. 3. 4.

ADAPTING CURRICULUM MAPS (GRADE 4) Scavenger Hunt! Scope and Sequence: 1. 2. 3. 4. 5. How many modules focus on major work? How many days of instruction is this? What percent of the instructional year is this? Name all modules that include both major work and supporting content. Name all modules that include primarily additional content. Beyond! 1. Find a lesson that begins by engaging students in content from a previous grade. 2. Find an assessment item that connects a supporting cluster to a major one. 3. Find a lesson with a learning objective that uses language based on a cluster heading. 13

ADAPTING CURRICULUM MAPS (GRADE 4) II. Adapting a Curriculum Map What should our approach

ADAPTING CURRICULUM MAPS (GRADE 4) II. Adapting a Curriculum Map What should our approach be if we have students who are not ready to access grade-level content? 14

ADAPTING CURRICULUM MAPS (GRADE 4) From the Appendix to Publisher’s Criteria “The natural distribution

ADAPTING CURRICULUM MAPS (GRADE 4) From the Appendix to Publisher’s Criteria “The natural distribution of prior knowledge in classrooms should not prompt abandoning instruction in grade level content, but should prompt explicit attention to connecting grade level content to content from prior learning. To do this, instruction should reflect the progressions on which the CCSSM are built…. Much unfinished learning from earlier grades can be managed best inside grade level work when the progressions are used to understand student thinking. ” 15

ADAPTING CURRICULUM MAPS (GRADE 4) What We’re Trying to Avoid: “Blanket Review” 16

ADAPTING CURRICULUM MAPS (GRADE 4) What We’re Trying to Avoid: “Blanket Review” 16

ADAPTING CURRICULUM MAPS (GRADE 4) Percentage of 8 th Grade Math Lessons That Were

ADAPTING CURRICULUM MAPS (GRADE 4) Percentage of 8 th Grade Math Lessons That Were Entirely Review, by Country (1999) 17

ADAPTING CURRICULUM MAPS (GRADE 4) Adaptation Process: Scope and Sequences Use the progressions to

ADAPTING CURRICULUM MAPS (GRADE 4) Adaptation Process: Scope and Sequences Use the progressions to identify prerequisite standards from prior grades for all units. Strategically integrate instruction on prerequisites as needed + X. 1, Y. 2 + X. 1, Z. 5 + Z. 2 + X. 3 + X. 1, Z. 5 + X. 1, Y. 5 + X. 4, Y. 5, Z. 6 X = Grade Below Y = 2 Grades Below Z = 3 Grades Below Consider expanding focus on major content where necessary. Major Content 18

ADAPTING CURRICULUM MAPS (GRADE 4) Units and Adaptation Process: Lessons Consider adding additional lessons

ADAPTING CURRICULUM MAPS (GRADE 4) Units and Adaptation Process: Lessons Consider adding additional lessons that address prerequisite content where necessary and appropriate. The prerequisite standards we associate with each unit allow us to adapt lessons and additional lessons. 1 2 3 4 5 6 7 Adapt lessons to include prerequisite content in the context of grade-level objectives. 19

ADAPTING CURRICULUM MAPS (GRADE 4) The Three C’s Coherent Content in Context 20

ADAPTING CURRICULUM MAPS (GRADE 4) The Three C’s Coherent Content in Context 20

ADAPTING CURRICULUM MAPS (GRADE 4) Coherent Content 21

ADAPTING CURRICULUM MAPS (GRADE 4) Coherent Content 21

ADAPTING CURRICULUM MAPS (GRADE 4) Now You Try: Adaptation At your tables: 1. Look

ADAPTING CURRICULUM MAPS (GRADE 4) Now You Try: Adaptation At your tables: 1. Look for two modules in Grade 4 that you might spend more time on. Why these modules? 2. What, in your experience, will students struggle with related to that content? 3. What are the prerequisite standards you'd use to adapt those modules? 22

Share Out 23

Share Out 23

SESSION 1 (111 M): Rigor– Calibrating Common Core (6 – 8) BREAK Lunch 24

SESSION 1 (111 M): Rigor– Calibrating Common Core (6 – 8) BREAK Lunch 24

INTRO TO MODULE 5 (GRADE 4) Sessions Today and Tomorrow Today • Morning: Adapting

INTRO TO MODULE 5 (GRADE 4) Sessions Today and Tomorrow Today • Morning: Adapting the Grade 4 Curriculum Map • Afternoon: Intro to Module 5 • Adaptation and Equitable Instruction • Module Assessments • Decomposition and Fraction Equivalence (Topic A) Tomorrow • Morning: Adapting and Teaching Lessons • Fraction Equivalence Using Multiplication and Division (Topic B) • Fraction Comparison (Topic C) 25

INTRO TO MODULE 5 (GRADE 4) Afternoon: Intro to Module 5 in Grade 4

INTRO TO MODULE 5 (GRADE 4) Afternoon: Intro to Module 5 in Grade 4 Participants will be able to • analyze curriculum through the lens of the Standards and Shifts. • use the lens of the Shifts and increased understanding of focus content to make appropriate curricular adaptations for students who lack the prerequisite skills for grade-level work. • anticipate student misunderstandings and support them instructionally. • support students with differing needs to ensure equitable instruction for all students. 26

INTRO TO MODULE 5 (GRADE 4) Afternoon: Agenda I. Adaptation and Equitable Instruction II.

INTRO TO MODULE 5 (GRADE 4) Afternoon: Agenda I. Adaptation and Equitable Instruction II. Assessing the Assessments (Grade 4) III. Deep Dive: Decomposition and Fraction Equivalence (Topic A) IV. Essential Understandings V. What Are My Students’ Needs? : Coherent Content in Context, Purposeful Planning, Support for English Learners 27

INTRO TO MODULE 5 (GRADE 4) I. Adaptation and Equitable Instruction The Instructional Practice

INTRO TO MODULE 5 (GRADE 4) I. Adaptation and Equitable Instruction The Instructional Practice Guide The Progressions Documents Wiring Diagram 28

INTRO TO MODULE 5 (GRADE 4) Equity, Language, and Learners Students need well-structured opportunities

INTRO TO MODULE 5 (GRADE 4) Equity, Language, and Learners Students need well-structured opportunities to practice language to learn it. Amplify, do not simplify, language. Content and language develop inseparably and in integrated ways; language development occurs over time and in a nonlinear manner. Scaffold students toward independence with complex tasks; do not scaffold by simplifying text language and task complexity. We are the gatekeepers of language in the classroom as teachers and leaders. Acquiring the language for the masterful use of standard English in writing and speaking benefits all students. All students bring valuable knowledge and culture to the classroom. 29

INTRO TO MODULE 5 (GRADE 4) A Shared Understanding: Task Complexity, Scaffolding, and Amplified

INTRO TO MODULE 5 (GRADE 4) A Shared Understanding: Task Complexity, Scaffolding, and Amplified Language Task complexity: the demands of the task, with regard to language, vocabulary, structure, and student direction. Scaffold: a temporary instructional practice used to amplify content based on need, as we move students toward independence. To amplify in this context is to provide students with repeated opportunities to encounter and practice (through reading, writing, listening, and speaking) the language and content from multiple perspectives and activities in order to meet the conceptual/analytical grade-level demands. 30

INTRO TO MODULE 5 (GRADE 4) A Closer Look at Scaffolding IS: Scaffolding is

INTRO TO MODULE 5 (GRADE 4) A Closer Look at Scaffolding IS: Scaffolding is NOT: • Generative (useful in a range of lessons or contexts) • A rigid structure (inflexible or unresponsive to specific learner needs) • An amplification of accessibility (creating an on-ramp into the work so the student can engage and benefit) • Simplification of the task (which may lead to a denial of access to rigorous content) • A means to develop learner autonomy • Any/all help provided to students (to apprentice the student, over time, (which does not develop student to support her/himself) potential, nor help the learner grow in agency and autonomy) • Support which allows a student to accomplish more than they could on their own • Lowering expectations (which may lead to a denial of access to rigorous content) 31

INTRO TO MODULE 5 (GRADE 4) Equity, Language, and Learners Mathematical Language Routines 32

INTRO TO MODULE 5 (GRADE 4) Equity, Language, and Learners Mathematical Language Routines 32

INTRO TO MODULE 5 (GRADE 4) Understanding Language Directions: 1. Read Understanding Language: Design

INTRO TO MODULE 5 (GRADE 4) Understanding Language Directions: 1. Read Understanding Language: Design Principles 1– 4 (p. 6– 8). 2. Read your Mathematical Language Routine (beginning p. 9). 3. Share with your table: Purpose and one example of your routine. 4. Think about the routines that you discussed as a table. Which ones seem best suited for your students. Why? 33

INTRO TO MODULE 5 (GRADE 4) II. Assessing the Assessments (Grade 4) 34

INTRO TO MODULE 5 (GRADE 4) II. Assessing the Assessments (Grade 4) 34

INTRO TO MODULE 5 (GRADE 4) Let’s “Do the Math” for Some Assessment Items

INTRO TO MODULE 5 (GRADE 4) Let’s “Do the Math” for Some Assessment Items End-of-Module Assessment: Mid-Module Assessment: Grade 4 Question 2 and 4 Grade 4 Questions 2 and 3 35

INTRO TO MODULE 5 (GRADE 4) At Your Table: Assessing the Assessments For each

INTRO TO MODULE 5 (GRADE 4) At Your Table: Assessing the Assessments For each assessment item: 1. What standards are evident in this item and how do you know? 2. What aspects of rigor are highlighted in this item and how do you know? Also consider: • Compare the mid-module assessment to the end-of-module assessment. How does learning progress across the module? 36

INTRO TO MODULE 5 (GRADE 4) III. Deep Dive: Topic A Grade 4: .

INTRO TO MODULE 5 (GRADE 4) III. Deep Dive: Topic A Grade 4: . Decomposition and Fraction Equivalence 37

INTRO TO MODULE 5 (GRADE 4) Topic A Overview 38

INTRO TO MODULE 5 (GRADE 4) Topic A Overview 38

INTRO TO MODULE 5 (GRADE 4) Sequence of Content Protocol: • Complete the exit

INTRO TO MODULE 5 (GRADE 4) Sequence of Content Protocol: • Complete the exit tickets for Topic A. • Discuss at your table: o The sequence of content. o Examples of rigor. o Examples that exemplify the mathematical practices. • Present your observations to the whole group. 39

INTRO TO MODULE 5 (GRADE 4) Concept Development Throughout Topic A 40

INTRO TO MODULE 5 (GRADE 4) Concept Development Throughout Topic A 40

INTRO TO MODULE 5 (GRADE 4) At Your Table: Concept Development Examine the concept

INTRO TO MODULE 5 (GRADE 4) At Your Table: Concept Development Examine the concept development for the lessons in Topic A. What do you notice? What is the math that students are learning? What previous understandings do students need to have? What makes the concept development effective? How does student understanding build over time? What are the language demands of the task in relation to your students’ English language proficiency? • What Mathematical Language Routines could you incorporate? • • • 41

INTRO TO MODULE 5 (GRADE 4) Problem Set and Student Debrief 42

INTRO TO MODULE 5 (GRADE 4) Problem Set and Student Debrief 42

INTRO TO MODULE 5 (GRADE 4) At Your Table: Problem Set and Student Debrief

INTRO TO MODULE 5 (GRADE 4) At Your Table: Problem Set and Student Debrief Throughout Topic A Examine the problem sets and student debriefs for the lessons in Topic A. How do these embody the rigor of the standards? How do these embody the mathematical practices? How does the student debrief relate to the problem set? What are the language demands of the task in relation to your students’ English language proficiency? • What Mathematical Language Routines could you incorporate? • • 43

INTRO TO MODULE 5 (GRADE 4) Fluency Activities Throughout Topic A 44

INTRO TO MODULE 5 (GRADE 4) Fluency Activities Throughout Topic A 44

INTRO TO MODULE 5 (GRADE 4) At Your Table: Fluency Examine the fluency activities

INTRO TO MODULE 5 (GRADE 4) At Your Table: Fluency Examine the fluency activities for the lessons in Topic A. • How do they relate to each other and to the focus content for this module? • What are the language demands of the task in relation to your students’ English language proficiency? • What Mathematical Language Routines could you incorporate? 45

INTRO TO MODULE 5 (GRADE 4) Application Problem Throughout Topic A 46

INTRO TO MODULE 5 (GRADE 4) Application Problem Throughout Topic A 46

INTRO TO MODULE 5 (GRADE 4) At Your Table: Application Examine the application problems

INTRO TO MODULE 5 (GRADE 4) At Your Table: Application Examine the application problems for the lessons in Topic A. • How do they relate to each other and to the focus content for this module? • What are the language demands of the task in relation to your students’ English language proficiency? • What Mathematical Language Routines could you incorporate? 47

IV. Essential Understandings 48

IV. Essential Understandings 48

INTRO TO MODULE 5 (GRADE 4) Essential Understandings Reflect on Topic A: • What

INTRO TO MODULE 5 (GRADE 4) Essential Understandings Reflect on Topic A: • What is the focus content, and how does instruction support student understanding of it? • What are the essential student learning experiences that support the focus content? 49

V. What Are My Students’ Needs? : Coherent Content in Context, Purposeful Planning, Support

V. What Are My Students’ Needs? : Coherent Content in Context, Purposeful Planning, Support for English Learners 50

INTRO TO MODULE 5 (GRADE 4) What Are My Students’ Needs? : Coherent Content

INTRO TO MODULE 5 (GRADE 4) What Are My Students’ Needs? : Coherent Content in Context, Purposeful Planning, Support for English Learners • Would you add supplementary lessons? Where and on which standards? • How could you adapt the fluency activities to help students access gradelevel content? • How could you adapt the application problems to help students access grade-level content? • How could you adapt the concept development progression to help students access grade-level content? • How could you adapt the problem set and student debrief to help students access grade-level content? • How could you incorporate Mathematical Language Routines into the lesson components? 51

Knowledge Survey Post-Test

Knowledge Survey Post-Test

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Welcome Back! 54

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Welcome Back! 54

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Thank You for Your Feedback!

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Thank You for Your Feedback! + 55

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Norms That Support Our Learning

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Norms That Support Our Learning • Take responsibility for yourself as a learner. • Honor timeframes (start, end, and activity). • Be an active and hands-on learner. • Use technology to enhance learning. • Strive for equity of voice. • Contribute to a learning environment in which it is “safe to not know. ” • Identify and reframe deficit thinking and speaking. 56

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) This Week Day Ideas Monday

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) This Week Day Ideas Monday Focus and Within Grade Coherence Tuesday Wednesday Rigor and the Mathematical Practices Across Grade Coherence and Instructional Practice Thursday Adaptation and Curriculum Study Friday Adaptation and Practice “Do the math” Equity for all Connect to our practice 57

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Sessions Yesterday and Today Yesterday

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Sessions Yesterday and Today Yesterday • Morning: Adapting the Grade 4 Curriculum Map • Afternoon: Intro to Module 5 • Adaptation and Equitable Instruction • Module Assessments • Decomposition and Fraction Equivalence (Topic A) Today • Morning: Adapting and Teaching Lessons • Fraction Equivalence Using Multiplication and Division (Topic B) • Fraction Comparison (Topic C) 58

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Objectives Participants will be able

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Objectives Participants will be able to • analyze curriculum through the lens of the Standards and Shifts. • use the lens of the Shifts and increased understanding of focus content to make appropriate curricular adaptations for students who lack prerequisite skills for grade-level work. • prepare and deliver lessons using the core actions in the IPG. • support students with differing needs to ensure equitable instruction for all students.

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Agenda I. Deep Dive: Module

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Agenda I. Deep Dive: Module 5, Topic B II. Buddy Teaching with IPG III. Essential Understandings IV. What Are My Students’ Needs? : Coherent Content in Context, Purposeful Planning, Support for English Learners V. Deep Dive: Module 5, Topic C VI. Essential Understandings VII. What Are My Students’ Needs? : Coherent Content in Context, Purposeful Planning, Support for English Learners VIII. Buddy Teaching an Adapted Lesson 60

I. Deep Dive: Module 5, Topic B • Fraction Equivalence Using Multiplication and Division

I. Deep Dive: Module 5, Topic B • Fraction Equivalence Using Multiplication and Division 61

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Topic B Overview 62

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Topic B Overview 62

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Sequence of Content Protocol: •

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Sequence of Content Protocol: • Complete the exit tickets for Topic B. • Discuss at your table: o The sequence of content. o Examples of rigor. o Examples that exemplify the mathematical practices. o Do you see a potential need for a Mathematical Language Routine? What evidence do you have to support this idea? • Present your observations to the whole group. 63

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Concept Development Throughout Topic B

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Concept Development Throughout Topic B 64

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) At Your Table: Concept Development

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) At Your Table: Concept Development Examine the concept development for the lessons in Topic B. • What do you notice? What is the math that students are learning? • What previous understandings do students need to have? • What makes the concept development effective? • How does student understanding build over time? • Do you see a potential need for a Mathematical Language Routine? What evidence do you have to support this idea? 65

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Problem Set and Student Debrief

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Problem Set and Student Debrief 66

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) At Your Table: Problem Set

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) At Your Table: Problem Set and Student Debrief Throughout Topic B Examine the problem sets and student debriefs for the lessons in Topic B. • • How do these embody the rigor of the standards? How do these embody the mathematical practices? How does the student debrief relate to the problem set? Do you see a potential need for a Mathematical Language Routine? What evidence do you have to support this idea? 67

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Fluency Activities Throughout Topic B

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Fluency Activities Throughout Topic B 68

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) At Your Table: Fluency Examine

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) At Your Table: Fluency Examine the fluency activities for the lessons in Topic B. • How do they relate to each other and to the focus content for this module? • Do you see a potential need for a Mathematical Language Routine? What evidence do you have to support this idea? 69

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Application Problems Throughout Topic B

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Application Problems Throughout Topic B 70

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) At Your Table: Application Examine

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) At Your Table: Application Examine the application problems for the lessons in Topic B. • How do they relate to each other and to the focus content for this module? • Do you see a potential need for a Mathematical Language Routine? What evidence do you have to support this idea? " 71

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) II. Buddy Teaching with the

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) II. Buddy Teaching with the IPG As you prepare, think about • Framing your objective in the context of Topic B. What content came before? • What are students doing during the lesson? • As the teacher, what will you be doing? 72

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Summary of Core Actions 73

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Summary of Core Actions 73

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Table Teaching Ground Rules •

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Table Teaching Ground Rules • Teachers go “all in” for their roles. Stay in character through any trouble spots. • Students are “middle of the class. ” Follow directions, practice, don’t “know it all. ” • Teach the lesson through to the end of the discussion portion. • Stick to the time limits so everyone has a chance to teach. 74

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) After Teaching • The team

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) After Teaching • The team to the left of the teachers gives one “glow” (something successful) and one “grow” (a question or comment) for the lesson. • Teachers briefly describe their planning processes for the lesson: o How did the problem and discussion advance the key concept of the lesson? o How would you adapt these problems to meet student needs? 75

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) III. Essential Understandings 76

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) III. Essential Understandings 76

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Essential Understandings Reflect on Topic

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Essential Understandings Reflect on Topic B: • What is the focus content, and how does instruction support student understanding of it? • What are the essential student learning experiences that support the focus content? 77

IV. What Are My Students’ Needs? : Coherent Content in Context, Purposeful Planning, Support

IV. What Are My Students’ Needs? : Coherent Content in Context, Purposeful Planning, Support for English Learners 78

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) What Are My Students’ Needs?

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) What Are My Students’ Needs? : Coherent Content in Context, Purposeful Planning, Support for English Learners • Would you add supplementary lessons? Where and on which standards? • How could you adapt the fluency activities to help students access grade-level content? • How could you adapt the application problems to help students access grade-level content? • How could you adapt the concept development progression to help students access grade-level content? • How could you adapt the problem set and student debrief to help students access grade-level content? • How could you incorporate Mathematical Language Routines into the lesson components? 79

V. Deep Dive: Module 5, Topic C • Fraction Comparison 80

V. Deep Dive: Module 5, Topic C • Fraction Comparison 80

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Topic C Overview 81

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Topic C Overview 81

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Sequence of Content Protocol: •

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Sequence of Content Protocol: • Complete the exit tickets for Topic C. • Discuss at your table: o The sequence of content. o Examples of rigor. o Examples that exemplify the mathematical practices. o Do you see a potential need for a Mathematical Language Routine? What evidence do you have to support this idea? • Present your observations to the whole group. 82

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Concept Development Throughout Topic C

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Concept Development Throughout Topic C 83

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) At Your Table: Concept Development

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) At Your Table: Concept Development Examine the concept development for the lessons in Topic C. • • • What do you notice? What is the math that students are learning? What previous understandings do students need to have? What makes the concept development effective? How does student understanding build over time? Do you see a potential need for a Mathematical Language Routine? What evidence do you have to support this idea? 84

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Problem Set and Student Debrief

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Problem Set and Student Debrief 85

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) At Your Table: Problem Set

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) At Your Table: Problem Set and Student Debrief Throughout Topic C Examine the problem sets and student debriefs for the lessons in Topic C. • • How do these embody the rigor of the standards? How do these embody the mathematical practices? How does the student debrief relate to the problem set? Do you see a potential need for a Mathematical Language Routine? What evidence do you have to support this idea? 86

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Fluency Activities Throughout Topic C

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Fluency Activities Throughout Topic C 87

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) At Your Table: Fluency Examine

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) At Your Table: Fluency Examine the fluency activities for the lessons in Topic C. • How do they relate to each other and to the focus content for this module? • Do you see a potential need for a Mathematical Language Routine? What evidence do you have to support this idea? 88

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Application Problems Throughout Topic C

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Application Problems Throughout Topic C 89

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) At Your Table: Application Examine

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) At Your Table: Application Examine the application problems for the lessons in Topic C. • How do they relate to each other and to the focus content for this module? • Do you see a potential need for a Mathematical Language Routine? What evidence do you have to support this idea? 90

VI. Essential Understandings 91

VI. Essential Understandings 91

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Essential Understandings Reflect on Topic

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) Essential Understandings Reflect on Topic C: • What is the focus content, and how does instruction support student understanding of it? • What are the essential student learning experiences that support the focus content? 92

VII. What Are My Students’ Needs? : Coherent Content in Context, Purposeful Planning, Support

VII. What Are My Students’ Needs? : Coherent Content in Context, Purposeful Planning, Support for English Learners 93

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) What Are My Students’ Needs?

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) What Are My Students’ Needs? : Coherent Content in Context, Purposeful Planning, Support for English Learners • Would you add supplementary lessons? Where and on which standards? • How could you adapt the fluency activities to help students access gradelevel content? • How could you adapt the application problems to help students access grade-level content? • How could you adapt the concept development progression to help students access grade-level content? • How could you adapt the problem set and student debrief to help students access grade-level content? • How could you incorporate Mathematical Language Routines into the lesson components? 94

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) VIII. Buddy Teaching an Adapted

ADAPTING AND TEACHING LESSONS IN MODULE 5 (GRADE 4) VIII. Buddy Teaching an Adapted Lesson Protocol: • Adapt a lesson in Topic C using coherent content in context. • Explain the adaptation to your partner. • Teach the adapted section to your partner. 95

Feedback Please fill out the survey located here: www. standardsinstitutes. org • Click “Winter

Feedback Please fill out the survey located here: www. standardsinstitutes. org • Click “Winter 2018” on the top of the page. • Click “Details” on the center of the page. 49

References Slide # Source 15 http: //achievethecore. org/page/266/k-8 -publishers-criteria-for-the-common-core-state-standards-formathematics-detail-pg 17 Adapted from FIGURE 3.

References Slide # Source 15 http: //achievethecore. org/page/266/k-8 -publishers-criteria-for-the-common-core-state-standards-formathematics-detail-pg 17 Adapted from FIGURE 3. 9. Percentage of eighth-grade mathematics lessons that were entirely review, by country: 1999, http: //www. timssvideo. com/sites/default/files/TIMSS%201999%20 Math%20 Report. pdf 21 Wiring Diagram: http: //achievethecore. org/page/844/ccssm-wiring-diagram 28 Wiring Diagram: http: //achievethecore. org/page/844/ccssm-wiring-diagram; Progressions: http: //math. arizona. edu/~ime/progressions/#; Instructional Practice Guide: https: //achievethecore. org/category/1155/printable-versions 32 http: //ell. stanford. edu/sites/default/files/u 6232/ULSCALE_To. A_Principles_MLRs__Final_v 2. 0_030217. pdf? utm_content=bufferb 2 c 3 f&utm_medium=social&utm_source=twitter. com&utm_campaign=buffer 73 http: //achievethecore. org/content/upload/IPG_Coaching_Print%20 Guide_Math_HS_04. 2015. pdf 12, 34– 35, 38, 40, 42, 44, 46, 62, 64, 66, 68, 70, 64, 81, 83, 85, 87, 89 https: //www. engageny. org/

Image References Slide # Name and Photographer 2 Slide # Name and Photographer “Welcome”

Image References Slide # Name and Photographer 2 Slide # Name and Photographer “Welcome” by Prayitno (Flickr) 76 “Numbers” by Andy Maguire (Flickr) 14 “Mind the Gap” by CGP Grey (Flickr) 78 “DSC 01421 – One Room Schoolhouse” by Dennis Jarvis (Flickr) 23 “Sharing” by ryancr (Flickr) 80 “Docking Diving” by Ryan Mc. Gilchrist (Flickr) 24 “Coffee Break” by Sam Carpenter (Flickr) 91 “Blue Ice” by Moyan Brenn (Flickr) 37 “NOAA Ocean Explorer” by Deep Discoverer Recovery (Flickr) 93 “On the darkside” by Valerie Everett (Flickr) 48 “leaf plas brondanw MAY 08” by Davina Ware (Flickr) 50 “Free to use Texture” by tanakawho (Flickr) 53 “ 365/365: 12/31/2013” by peddhapati (Flickr) 54 “Welcome” by Bob Duan (Flickr) 61 “Everybody's Diving at the Beach” by Diana Robinson (Flickr)