Kathy Blackburn, K-12 EL Instructional Coach Curriculum/Professional Learning Naiomi Hughes, Teacher Leader Elliott Ranch Elementary Ryan Merold, Teacher Leader Elliott Ranch Elementary 4th Grade Mathematics Common Core Standards Preparing Students for College and Career Readiness 2013
Preparing Students for College and Career Readiness 2013. 4th Grade Mathematics Common Core Standards. Kathy Blackburn , K-12 EL Instructional Coach Curriculum/Professional Learning Naiomi Hughes , Teacher Leader Elliott Ranch Elementary Ryan Merold , Teacher Leader - PowerPoint PPT Presentation
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Kathy Blackburn, K-12 EL Instructional CoachCurriculum/Professional Learning
Ryan Merold, Teacher LeaderElliott Ranch Elementary
4th Grade MathematicsCommon Core Standards
Preparing Students for College and Career Readiness
2013
Productive Partners
1. L = Look at your partner.
2. L = Lean toward your partner.
3. L = Lower your voice.
4. L = Listen attentively.
2
Use the 4 Ls:
Structured Student Interaction slides courtesy of Dr. Kate Kinsella, San Francisco State University, Center for Teacher Efficacy
Partnering Preparation ChecklistArrange seating conducive to partneringPair students appropriatelyImplement a procedure for absentee partnersTeach expectations for partnering (4Ls)Pre-assign partner roles (1/2, A/B)Analyze lesson for optimal partner tasksPrepare visible and lesson-specific referencesPrepare lesson-specific language support
(starter/frame, word bank, grammar target)
3
Ex: 16 O in a P
1. 26 L in the A
2. 7 W of the W
3. 1001 A N
4. 12 M of the Y
5. 1 D at a T
6. 8 P in the S S
7. 24 H in a D
8. 29 D in F in a L Y
9. 18 H on a G C
10. 3 B M (S H T R)
Ex: 16 Ounces in a Pound
1. 26 Letters in the Alphabet
2. 7 Wonders of the World
3. 1001 Arabian Nights
4. 12 Months of the Year
5. 1 Day at a Time
6. 8 Planets in the Solar System
7. 24 Hours in a Day
8. 29 Days in February in a Leap Year
9. 18 Holes on a Golf Course
10. 3 Blind Mice (See How They Run)
Brain Teasers
Structured Interaction•Partner A will go first.
•Read your sentences fluently using the frame.
• Make eye contact and speak with expression.
•Keep discussing until time is up.•If you don’t have a second idea, use the teacher’s idea or repeat your idea.
•Be prepared to share your partner’s response.
A strategy I used to solve the brain teasers was ____________.
It was successful/unsuccessful because ________.5
Outcomes of a Viable Instructional Routine
• Efficient lesson delivery and use of time• Both students and teachers devote
“cognitive capital” to the content rather than the process
• Maximized student engagement and thereby learning
6
NormsBe invested.
Collaborate with colleagues.
Avoid sidebar conversations.Turn your cell phone to silent.
Please step outside if you have an emergency and need to text.
OverviewYesterday: We took a close look at the
relationships between CCSS math rationale, content standards, and Standards for Mathematical Practice and the instructional shifts these will require.
Overview
Day 2: Teachers will become familiar with the components of Go Math, be able to use the program as a tool to teach CCSS, and understand how to design a CCSS math lesson.
Day 3: Teachers will take a look at assessment options, parents and CCSS-M, and continue with lesson design.
Today’s Outcomes
Build an understanding of:• The components of the Go Math
curriculum• Which components are critical in
year 1 • The importance of planning• Lesson design
Common Core Organization
• Fewer and more Rigorous content
• Aligned with College and Career expectations
• Application of Higher-order Skills• Built on strengths of Current State Standards• Internationally Benchmarked
Characteristics
Write-In Student Book Standards
Practice BookWrite-On/Wipe-Off
Math Boards
Let’s take a look at the student materials
Multi-Page Lessons
Standards Practice Book
Estimate the product96 x 34
• Planning Guide• Teacher Editions
• Grab-n-Go Centers Kit
• Manipulatives• RtI Collection
• ELL Activity Guide• Technology
• Assessment Guide
Go Math Component Stations
Structured Interaction
Use the 4 Ls:1. L = Look at your partner. 3. L = Lower your voice.2. L = Lean toward your partner. 4. L = Listen attentively.
One GoMath! component I am interested in learning more about is ______. I believe it will benefit my students by __________.
Break
Delving into our Teacher Editions
Chapter at a Glance
Daily Pacing Chart – Chapter 1
Introduction Instruction Assessment Total
1 7 2 10
Teaching for Depth
Developing Math Vocabulary
Show What You Know
Critical Areas at a Glance
Critical Area Projects
Structured InteractionUse the 4 Ls:
L = Look at your partner. 3. L = Lower your voice.L = Lean toward your partner. 4. L = Listen attentively.
Partner A:
• As I read the ______ section, I noticed ______.
• I have a question about ____. I am wondering ___.
Partner B:
• The section ____ stood out for me because ______.
• One question I have concerns ______. I want more information about ___.
What is the Instructional Routine for Every Lesson?
Teacher Leader Walk Through of a Lesson
Lesson at a Glance
Differentiate Instruction
Differentiate Instruction
Step 1: Engage Step 2: Teach and Talk
Step 3: Practice
Common Errors
Problem SolvingStep 4: Summarize
Structured Interaction Use the 4 Ls:
L = Look at your partner. 3. L = Lower your voice.L = Lean toward your partner. 4. L = Listen attentively.
Partner A:• One way GoMath! is similar
to Scott Foresman is ____.
• I agree/disagree based on __.
• One way I see myself adjusting my instruction is ____.
Partner B:• I agree/disagree based on
____. One way the two programs are different is _____.
• In terms of adjusting instruction, I am considering ________.
Lunch
Technology Time
• Let’s go over to the computer lab…
Lesson DesignChapter 1, Lesson 1 & Most Difficult Lesson in Chapter 1
• What is the essential question?• What will kids have to know to answer that?• What is being taught and what do they need
to already know?• Which pieces are going to be most effective to
get kids to the end task?• How will you know they learned?