mc-14193-39844713.us-east-1.elb.amazonaws.commc-14193-39844713.us-east-1.elb.amazonaws.com/file/8031/... · Web viewA Story of Units- Module Focus Grade 2 Sequence of Sessions Overarching

A Story of Units- Module Focus

Grade 2

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 Stards 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 this session?

How will we know that they are able to do this?

In order to be prepared to teach or train your colleagues to implement the modules, particpants will:

1. Understand the key components of Module 1 and the lessons within it

1. Explain the components for a particular grade level

1. Understand and demonstrate fluency; application problems and concept development; and problem sets, student debriefs and exit tickets and how they are to be used for differentiating instruction to meet the diverse needs of learners.

1. Participants will identify key components of the module structure and of each lesson within The Story of Units.

1. Participants will be able to articulate the instructional focus of Module 1 for a particular grade level (GK-5), thereby preparing participants to teach and/or prepare their colleagues to teach these Modules.

1. Participants will articulate the function of curricular components including Fluency Activities, Application Problems, Concept Development, Problem Sets, Student Debrief, and Exit Tickets and how they can be used to differentiate instruction.

Session Overview

Section

Time

Overview

Prepared Resources

Facilitator Preparation

Session Introduction

1:00-1:04

· Frame session, referencing workshop agenda.

· Introduce objectives and sequence for this session.

· Session PowerPoint

· Review session notes and PowerPoint presentation

Review of Module Structure

1:04-1:08

· Review module structure and consistency across the grades

· Module 2 Grade 2

· Session PowerPoint

· Review module a nd designate Pages to have participants use

· Review session notes and PowerPoint presentation

Examination of Module Overview, Assessments, and Topic Openers

1:08-1:44

Study and discuss

· Overviews

· Assessments

· Topic Openers

· Module 2 Grade 2

· Session PowerPoint

· Review module a nd designate Pages to have participants use

· Review session notes and PowerPoint presentation

Lesson Study

1:44-3:05

· Detailed study with discussion and practice of module compoents

· Review key points

· Module 2 Grade 2

· Session PowerPoint

· Review module a nd designate Pages to have participants use

· Review session notes and PowerPoint presentation

Coherence Across the Module

3:05-4:14

· Progresssion study and discussion

· Progression document Numbers and Operation Base 10

· Review NBT Progression document

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

Turnkey Materials Provided in Addition to PowerPoint:

· Grade 2—Module =2

· Video Clip: XXX (when applicable)

Additional Suggested Resources:

· A Story of Units: A Curriculum Overview for Grades P-5

· How to Implement A Story of Units

Welcome

Introduce ourselves

Because Module 1 is so similar to Module 3, which many of you have already seen at a previous NTI, we have chosen Module 2 to present to you all this NTI. This is a 12 day module that focuses on measurement.

-explore the Grade 2 Module 2 (Relate Addition and Subtraction to Length)

-chance to delve deep into a study of the components of a lesson

-learn how the lessons progress across the module as they move from simple to complex and

from concrete (measuring with physical units), to pictorial (measuring objects and comparing lengths) and then to the abstract (solving word problems related to length)

On day 2 you will look further into the module and focus on implementation and differentiation.

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 2–Module 2 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 2–Module 2 lesson sequence.

· Examine lesson components including Fluency Practice, Application Problems, Concept Development with Problem Sets, and Student Debrief with Exit Tickets.

· As we go, please make a note of any concerns you have about implementation of A story of Units. Put them on the parking lot. We have time set aside tomorrow to address these concerns.

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.

Section:Review of Module Structure

Time: 1:04-1:08

[4 minutes] In this section, you will…

1. Describe the structure and function of the Module Overview to lay the groundwork for the coherence of the curriculum.

1. Describe the structure and function of the Topic Opener as a more detailed explanation of the concept development.

1. Explain how participants can use these documents for planning their lessons and materials for class.

Materials used include:

· 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

Move/adjust circle on slide to identify the appropriate module for this session.

Let’s start by looking at the curriculum map, found on page the last page behind your first orange tab of A Story of Units: A Curriculum Overview for Grades K-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? (Relate Addition and Subtraction to Length)

· How many instructional days are allotted for this module? (12)

· What modules, prior to this one, might prepare students for success in this module? (mod 1, mod 3 in first, m3 in k)

What modules, beyond this one, might build on the concepts of this module? (m3 has tape diagrams, m2 in grade 3 and m7 in grade 3, grade 4 m2)

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 k-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.

· We realize that you may not everyone has 60 minutes and we can address this concern at our office hours at the end of day 2.

· 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…

· Independantly 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 assessments for common understanding with colleagues.

Materials used include:

· Session PowerPoint

· Pre selected Module 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

Please turn to your second orange tab labeled grade two module focus. Then flip to the red divider where you will find grade two module 2 focus. Thumbs up when you’re there.

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.

(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.

8 min.

Slide 8

Turn and talk with others at your table. Share your observations 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? (2.MD.1, 2.md.2, 2.md.3, 2.md.4)

· How is each standard addressed by the content of this module? (experience many different measurement tools, measure with multiple different objects and in various ways, learn benchmarks to estimate, compare lengths)

· Which standards are foundational to this module? (1.md.1, 1.md.2) 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 in the beginning, this will help you fill in the gaps in student learning.

· Which Mathematical Practices are addressed in this module? (MP.2, 3, 5, 6) These are the focus MPs but we know that you will be able to promote other mathematical practices throughout the module. The concept development of each lesson notes the focus MP for the lesson.

· How does the Terminology provided inform instruction for this module? (now I know that I will be using different tools, I know that we will be estimating, I know what terms to use when teaching)

· How do these Tools and Representations support instruction in this module? (I know that I will use these tools, students will compare lengths and measure with multiple tools, I can prepare for this module by gathering these supplies, my students will get hands on experience with all different lengths)

· What do you know about the assessment included in this module? (there is one assessment it is after topic d and it covers all the standards taught, all the md standards)

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 assessment which is behind the topic openers in your second orange tab (where you already are)

Consider each item and determine which standards are being addressed and how. Feel free to write on your assessments. You can view the standards being assessed in the mod overview.

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.

-measuring with cm, then comparing, apply to word problem, use estimation

-we know what students need to know, this guides daily instruction by setting an end goal, helps progress monitoring

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. I’ll quickly assign one Topic to each table in our group.

(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. Again, you might choose to use a symbol or series of symbols, or you might simply highlight essential portions.

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: Consider assigning topics to the tables ahead of time in order to simplify this process. You might do this just by putting a sticky note with the letter assignment on each table basket. Specify whether participants should work independently, with a partner, or as a table.

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.

Allow 1 minute for participants to turn and talk about the topic openers. Then facilitate a whole-group discussion about the following questions:

· How does each topic contribute to the overall instructional goal of the module?

· GOAL: Developing a conceptual understanding of Measuring and Estimating Lengths in Standard Units. It’s not solely about measuring with a ruler.

Topic A: Understand Concepts about the Ruler

Topic B: Measure and Estimate Length Using Different Measurement Tools

Topic C: Measure and Compare Lengths Using Different Length Units

Topic D: Relate Addition and Subtraction to Length

· How are the Topic Openers useful as a planning tool?

-lesson by lesson description to explain how lessons build on each other over the course of the level. It’s a short summary that describes just the specific topic.

- materials will I need to successfully teach this group of lessons?

-Reinforces the essential understanding that underscores a group of lessons, check that you are using “big idea” to guide your instruction.

· What is the relationship between the Topic Opener and the other components of the module?

-The Topic opener discusses each lesson in more depth than the overview- a few short sentences, explains how one lesson flows to the next

Section: Lesson Study

Time: 1:44-3:05

[81 minutes] In this section, you will…

· Engage in deep study of single lesson that contains all of the foundational concepts to improve ability to implement classroom instruction.

· Study and practice fluency exercises, application problems, problem sets, debriefs and exit tickets to become familiar with each component.

· Reflect on takeaways, key points and next steps to solidfy understanding and develop a plan for implementation.

Materials used include:

· Session Power

· Lesson 3

· Video on Happy Counting

Time

Slide #/ Pic of Slide

Script/ Activity directions

GROUP

30 secs.

Slide 12

Now that we have examined the Module Overview, Assessments, and Topic Openers, let’s study a lesson and its components in detail.

Grade level-K,1, 2,3, 4,5

6 min.

Slide 13

Let’s zoom in on another aspect and take a closer look at Lesson 3 which can be found on the right hand side of your folder.

NOTE TO FACILITATOR: Provide the context for the selected lesson. How does it fit into the overall progression of the module? Why did you select it as the focus of the Lesson Study?

In Lessons 1-2, students measure using physical units with centimeter cubes, first using multiple cubes and then moving to the mark and advance method. This prepares them for the conceptual understanding the meaning of a length unit.

Take 4 minutes to read this lesson. (Allow 4 minutes for independent review of the lesson.)

You probably noticed a few structural changes that have been implemented since the last NTI:

· Each lesson objective is stated at beginning of lesson and in the Student Debrief.

· Notes are provided to describe the connection of each Fluency activity and Application Problem.

· Worksheets are now called “Problem Sets.”

· Scaffolds are structured according to the UDL framework, rather than being specific to one population of students.

Now that you’ve had a chance to briefly review the lesson in it’s entirely, let’s look at each component individually. As we do this, we will consider both the general function of the component and it’s specific function within this lesson. Throughout this session, keep in mind that each part of the lesson works together to implement the instructional shifts and achieve rigor. We’ll start with the Fluency Practice.

2 min.

Slide 14

Fluency represents a major part of the instructional vision that shapes A Story of Units. In this curriculum, fluency is a daily, substantial, and sustained activity supported by the lesson structure.

(CLICK TO ADVANCE SECOND BULLET) A Story of Units includes about 10 to 20 minutes of daily fluency work. A variety of suggestions for fluency activities are offered. They are strategically designed for the teacher to easily administer and assess. Note that the time spent each day will vary depending on the lesson and your students’ current skill level.

(CLICK TO ADVANCE THIRD BULLET) The fluency activities in A Story of Units are generally high-paced and energetic, getting students’ adrenaline flowing, and creating daily opportunities to celebrate improvement. From the beginning of the year, students see their accuracy and speed measurably increase both as individuals and as a class. Like opening a basketball practice with team drills and exercises, both personal and group improvements are exciting and prepare the players for the application in the game setting.

(CLICK TO ADVANCE FOURTH BULLET) Fluency promotes automaticity, a critical capacity that allows students to reserve their cognitive resources for higher-level thinking.

(CLICK TO ADVANCE FIFTH BULLET) By encouraging students to recognize patterns and make connections within the lessons, the fluency exercises in A Story of Units support the other two components of rigor as well as the Standards for Mathematical Practice.

2 min.

Slide 15

Fluency activities serve a variety of purposes. In general, there are three main categories of fluency work:

· Maintenance: Staying sharp on previously learned skills

· Preparation: Targeted practice for the current lesson

· Anticipation: Building foundational skills to prepare students for the in-depth work of future lessons

It is important to recognize that fluency work is always an extension of familiar content. It provides a daily opportunity for continuous improvement and individual success toward acquiring speed and accuracy.

10 min.

Slide 16

Engage participants as you model leading a fluency activity (NOT a Sprint) from this lesson. Be prepared to discuss the significance of the selected fluency.

(Note(2 minute) Happy Counting! Students begin by fluently counting crossing ten in this lesson’s fluency. In module 1 students practiced counting up and down to 25. Here they are starting at a higher number 40, which increases complexity, and counting up and back to 60. Once students get the hang of it, you make the counting more challenging by skip counting, changing the pace, varying voice levels, and using ‘think/talk’. (Give examples of happy counting starting at 40.) Here is an example of how to differentiate this fluency drill to meet the needs of your students.

In speaking with the teacher she had mentioned that the students don’t know basic facts. She also mentioned that she has been skipping fluency due to time constraints.

Practice with partner happy counting. (2 minutes)

Model Make 10 by identifying missing part. (2 minutes)

Practice (2 minutes)

Then have participants partner and practice one of the remaining fluency activities (NOT a Sprint). Allow about 5 minutes for this.

4 min.

Slide 17

Engage participants as you model leading a fluency activity (NOT a Sprint) from this lesson. Be prepared to discuss the significance of the selected fluency.

(Note(2 minute) Happy Counting! Students begin by fluently counting crossing ten in this lesson’s fluency. In module 1 students practiced counting up and down to 25. Here they are starting at a higher number 40, which increases complexity, and counting up and back to 60. Once students get the hang of it, you make the counting more challenging by skip counting, changing the pace, varying voice levels, and using ‘think/talk’. (Give examples of happy counting starting at 40.) Here is an example of how to differentiate this fluency drill to meet the needs of your students. This clip is with a first grade remedial class last week. ___Video___(1 minute)

In speaking with the teacher she had mentioned that the students don’t know basic facts. She also mentioned that she has been skipping fluency due to time constraints.

Practice with partner happy counting. (2 minutes)

Model Make 10 by identifying missing part. (2 minutes)

Practice (2 minutes)

Then have participants partner and practice one of the remaining fluency activities (NOT a Sprint). Allow about 5 minutes for this.

12 min.

Slide 18

Now let’s examine another component of this lesson, the Application Problems. The placement of an application problem may go before or after the concept development. Placement before can provide important context and structure to understanding a new concept; placement after gives usefulness of a just-learned concept. Either way, students are challenged to use relevant conceptual understandings and appropriate strategies, even when not prompted to do so.

In Module 1, you will notice many application problems follow the concept development, as students work to apply the correct mathematics concept to solve problems. In the beginning of the year, you are also establishing routines that encourage hard, thoughtful work through guided practice, so you can model the behaviors that you want students to emulate for greater independence later.

In Module 2, you’ll notice that the application problems precede the concept development. Often they will ask students to apply a concept from a previous lesson and/or act as a bridge for the day’s concept development. It’s smart to establish a different tone when working on the application problems. Fluency has a high energy and a fast pace. Then you say, “Okay, we did some fast math; let’s slow down and take more time with these problems.”

This is an 8-10 min. component of your lesson.

The RDW process is modeled and practiced throughout the curriculum: Read the problem, draw and label, write a number sentence, write a word sentence. This is a systematic approach, so that students begin to internalize these thought processes. Keep in mind, not all problems will require every piece of the RDW method. Let’s take a look at the Application Problem from our selected lesson. Again, for those of you who are worried about time, we can share some ideas tomorrow afternoon during office hours.

2 min.

Slide 19

 - Application problems give us the opportunity to guide students toward making connections to other concepts without being too explicit. Everything is intentional. Let’s read through the first part of this problem together. (1 min.)

-(After reading) These problems are deliberately designed for students to discover connections and verbalize them: “Oh, this is just like what we did in Lesson 2. You need to use the mark and move forward strategy.” Our job is to encourage students to articulate their observations by asking, “In what way?” (1 min.)

-Let’s look at the next part (Read part 2 aloud): On your personal boards, use the RDW process to show if Jared can figure out if the new bed will fit in his bedroom. (1 min.)

- For the next 2 min., trade work with your partner. Explain your work. Notice any similarities or differences between your work. (2 min.)

-As you heard earlier, application problems will be accompanied by a note. Take a look at the note in this lesson while I read it aloud. (Share note from lesson): The first portion of this problem reviews using iteration with one physical unit to measure and asks students to recall the mark and move forward strategy. The second portion asks the student to make a comparison between the length of Jared’s bed and the length of his bedroom wall and decide if the bed is short enough to fit. During the second portion, students use personal white boards to draw a picture, adding numbers and words to support their conclusions. The extension portion is designed for accelerated learners, as this measurement concept of inverse relationship will not be addressed until Lesson 7. When all students have had a reasonable amount of time to work, they trade work with a partner. The teacher circulates and chooses a few students to share their partner’s work aloud. (1 min.)

Although a note is provided, Sometimes explicit instructions do not accompany the Application Problem and you’ll need to consider what specific choices you would make using this problem in your classroom (i.e. grouping)? Please turn and talk to your neighbor and then we’ll share some thoughts. (Teachers share with a neighbor; share whole group- 4 min)

2 min.

Slide 20

Now let’s examine another component of this lesson, the Concept Development.

· The Concept Development is the major portion of instruction and generally takes about 30 minutes. This includes the time for the problem set.

· It is the primary lesson component, in which new learning is introduced. 

· The Concept developments are scaffolded throughout the lessons within the module to ensure that students are prepared for each lesson. In other words, what students learned in lessons one and two will be used in lesson 3. Each lesson builds on the previous as they move from simple to complex and concrete to abstract.

18 min.

Slide 21

1 minute:

Lets look at page 3.

As we go through this lesson please keep in mind some ideas for differentiation within your classroom.

You will notice at the top there is a list provided for you of the materials needed. This list will tell you student materials and teacher materials. Which we have brought for you and are on your tables. Just please make sure you put them back in bag, these are her cubes from her classroom.

At this point I would like to walk you through the concept development. I will deliver this lesson as if I were in my classroom so please forgive my teacher talk and know that I am modeling for you.

6 minutes

LESSON

For those of you that are thinking of differentiation, you may consider starting some of your students’ rulers, you can create a ruler that has marks every two cm and have the students fill in the lines in between, you can have students work in pairs to help with their motor issues (after all they are very young and have tiny fingers).

5 minutes

Take the next 5 minutes to finish creating your centimeter rulers. When you hear my signal show me that you’re lready and we will continue with the lesson.

2 minutes:

Take the next two minutes to read through the rest of the concept development.

2 minutes: Consider the Concept Development and it’s accompanying Problem Set within this lesson.

Having read through the lesson, what is the connection to the other lesson components? (share answers)

The CD is written in a way that will help you know what your classroom should look like and sound like during the lesson. Your word choice may be different because you should adapt this lesson to meet the needs of your students. You may adapt these lessons to your students’ needs, but always be sure that you are hitting the key points and important vocabulary. It is important to know that this curriculum employs a universal language that students will take with them as they move through the grade levels. The language used has been carefully chosen so that it can apply all the way through 5th grade.

2 minutes: colleen share a differentiation strategy, mj talk about udl boxes and jessa add to colleens

Turn to your neighbor and tell them, What specific choices would you make using this Concept Development in your classroom?

5 min.

Slide 22

Complete the Problem Set. As you do so, take note of the sequence. What do you notice?

Numbers 1-3 measure with the ruler students just made.\ start and edn piunt is marked for them. #4 is more complex since students have to move their ruler to measure each side and there is no marked start/end point. Students then record and compare the lengths using simple subtraction.

NOTE TO FACILITATOR: Be prepared to discuss the progression of mathematical ideas from simple to complex throughout the Concept Development and, specifically, in the Problem Set.

8 min.

Slide 23

Lead the participants through the Student Debrief, describing at each point the choices you made as a “teacher” in order to guide your students through this process. Administer the Exit Ticket. “Assign” homework to be done after school.

NOTE TO FACILITATOR: Be prepared to discuss various possible instructional choices in the Debrief.

-Turn to your partner and compare your measurements on Problems 1–3. What did you do to measure accurately with your centimeter ruler? (start at end of ruler or zero, ‘alignment of zero point’!)

-Tell your partner about how you made your ruler. What steps did you take to make it an accurate tool for measurement? (mark and move forward with a cm cube, not leaving a space-’length unit iteration’, ‘accumulation of distance’-the space covered by 8 equal length units)

-What was different about using the mark and move forward strategy from using the ruler? Why is using the ruler more efficient? (mark and move forward takes time to make from 1 cm cube, a ruler has the length units already marked, less likely to make a mistake making it, spaces are equal length already)

-Let’s look at Problem 4(d) (4c on sheet) on the Problem Set. How could we use similar words to fit the situation in our application problem (How much shorter is the length of Jared’s bed than the length of his bedroom wall?). What strategy would you suggest to compare the two lengths? (mark and move forward strategy, subtraction)

-What are some objects that are longer than our centimeter rulers? How can we measure objects that are longer than our rulers? (the door, the wall, the whiteboard, etc... Use mark and move forward with our cm ruler, use a longer ruler, use a meter stick)

2 min.

Slide 24

The Student Debrief section includes a suggested lists of questions to invite the reflection and active processing of the totality of the lesson experience. The debrief will guide teachers’ planning to engage students in achieving a higher level of thinking about all the components of the lesson.

Rather than ask all of the questions provided, teachers should use those that resonate most as they consider what their student needs are. In other words how can you help your students articulate what they have learned?

Rather than stating the objective of the lesson at its beginning, we wait until the dynamic action of the lesson has taken place.  Students then reflect back on it to analyze the learning that occurred, articulate the focus of the lesson, and make connections between parts of the lesson, concepts, strategies, and tools on their own.  We recognize or introduce key vocabulary by helping students appropriately name the learning they describe.

This is an opportunity to share and analyze high quality work with students. Teachers set the expectation that all students are critical thinkers who reflect and improve. Conversation is the The learning occurs through conversation. Teachers can prepare students by establishing routines for talking early in the year.  For example, “pair-sharing” is an invaluable structure to build for this and other components of the lesson.  During the debrief, teachers should circulate as students share, noting which partnerships are successful, and which need support.  They might join struggling communicators for a moment to give them sentence starters.  Regardless of the scaffolding techniques you choose to use, all students should be clear enough on the lesson’s focus to either give a good example or make a statement about it.

“Exit Tickets” close the Student Debrief component of each lesson.  These short, formative assessments are meant to provide quick glimpses of the day’s objective for students and teachers.  Through this routine, students grow accustomed being held accountable for their learning. It also gives valuable data that teachers 1. use to check student understanding and 2. drive decision making for the next day’s lesson.

4 min.

Slide 25

NOTE: We will update this slide as we get the charts completed for each module.

What do you notice looking at the Distribution of Instructional Minutes for the lessons in this module?

Most of the times is the concept development, CD is concrete, pictorial, abstract, and works from easy to hard, every lesson starts with fluency and ends with a debrief

All four lesson components provide opportunities to nurture the Standards of Mathematical Practice.

4 min.

Slide 26

Take one minute to reflect on this session. What, for you, is the biggest takeaway? Jot down your thoughts. Then you will have time to share your thoughts.

Give participants 1 minute for silent, independent reflection.

(CLICK TO ADVANCE ANIMATION ON SLIDE.)

Turn and talk with a partner at your table about your reflections.

Allow 2 minutes for participants to turn and talk about their reflections. Then, facilitate a discussion that leads into the key points on the next slide.

1 min.

Slide 27

Let’s review the key points so far which were stated at the start of this session in the objectives :

· 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.

Section:Coherence Across the Module

Time:3:05-4:15

[65 minutes] In this section, you will…

· Review and discuss progression documents to identify the sequence of instruction.

· Review the remaining lessons in the module to determine how the sample lesson fits in the lesson sequence.

· Analyze the problem sets and their role in assessment to determine the intentional sequenc of concept development.

Materials used include:

· Session PowerPoint

· NBT Progression document with preselected portions

· Module X

Time

Slide #/ Pic of Slide

Script/ Activity directions

GROUP

1 min.

Slide 28

That concludes our Lesson Study. When we return from the break, we’ll take a look at coherence across the module.

Grade level-K,1, 2,3, 4,5

10 min.

Slide 29

To continue our study of Module 2, we’re going to first take some time to examine a portion of the Progression document that serves as the foundation for this module. For those of you who aren’t familiar with the Progressions, the Common Core State Standards were built on progressions written by a team of mathematicians and educators, led by Bill McCallum. They are narrative documents describing the progression of a given math topic (in today’s case, Geometric Measurement) across a number of grade levels, K-5, 6-8, high school. They highlight specific examples and key language that inform 1) the creation of grade level standards and 2) our planning as teachers. They have been particularly useful in explaining why standards are intentionally sequenced in a particular way, where students will likely struggle, and how we can better teach the math.

You can find your Progressions document for today on the left side of your folder in the back. It says K-5 Geometric Measurement. You’ll have about 8 minutes to read through the document (pp. 12-15) independently. As you read, take notes on the 3-2-1 organizer that’s at your table. After the 8 min, you will have 2 min. to discuss independently.

Allow participants 10 minutes to read independently, 2 min. to share.

5 min.

Slide 30

How does this module implement the expectations described in the Progression that we just read? Turn and talk with a partner at your table, and then you’ll have an opportunity to share your thoughts.

Topic A: Understand Concepts about the Ruler (Lessons 1-3)

· “One” represents the space from the beginning of the ruler to the hash mark, not the mark itself.

· Units must be of equal size.

· Length-unit iteration- not leaving space between successive length-units

· Accumulation of distance- counting “eight” when placing the last length-unit means the space covered by 8 length units.

· Alignment with zero-point as the beginning of the total length; one endpoint of the total length

· Measuring by laying physical unit end-to-end or iterating a physical unit and measuring with a ruler- focus on finding the total number of length units.

· p. 13: Learn accurate procedures and concepts by drawing simple unit rulers, helping them to understand the meaning of markings (Lesson 3: Centimeter rulers help them count the iteration of length units. Unit size is critical

 Topic B: Measure and Estimate Length Using Different Measurement Tools (Lessons 4-5)

· p. 12: Measure length with a variety of tools: rulers, meter sticks, meter tapes (2.MD.1)

· p. 14-15: Estimate lengths (2.MD.3) using real world benchmarks, iteration of a mental image of the unit.

 Topic C: Measure and Compare Lengths Using Different Length Units (Lessons 6-7)

· p. 13: Inverse relationship between the size of the unit of measure and the number of those units (2.MD.2). The larger the unit, the fewer number of units in a given measurement.

 Topic D: Relate Addition and Subtraction to Length (Lessons 8-10)

· p. 14: Combine and compare lengths using addition and subtraction (2.MD.4): Add two lengths to find the length of the whole, subtract one length from another to find the difference in lengths.

· p. 14: 2.MD.5: For “missing measurement” problems about length, students learn to use tape diagrams or number bonds to solve one and two-step word problems

· p. 14: A number line diagram is like a ruler in that consecutive whole numbers are one unit apart. Students use strategies relating to distance, proximity of numbers, and reference points.

 

15 min.

Slide 31

Earlier, we examined a single lesson in great detail and recognized the coherence within the lesson.

Now that you’ve had an opportunity to see the development of the mathematical concepts outlined in the Progression document, let’s take some time to return to Module 2 and take a look at how the module is coherent on a larger scale. Specifically lets look for examples of the same scaffolding that we have mentioned all day today: simple to complex and concrete to abstract.

We’ve provided a sample of lessons in your folders that illustrate the development of Module 2. With your partners or table groups, analyze the progression of the component of the lesson assigned to your table. (7 minutes)

Be prepared to share your observations with the group.

Allow 15 minutes for participants to complete this analysis. Then advance to the next slide.

5 min.

Slide 32

Facilitate a discussion. Be sure to include answers to the provided questions, specifically addressing the progression of mathematics in Module 1.

· What does the sequence of Fluency Practices accomplish as a whole? (decomposing units to add and subtract; using a ruler as a number line; composing and decomposing tens, place value concepts, applying number sense to metric units)

· How does the sequence of Application Problems connect to topic/module? (they all build on the pervious lesson objective, all related to measurement, apply knowledge of measurement and length to problems in context, reflect back upon the APs during the debrief)

· How does the sequence of Concept Development and Student Debrief build toward mastery of the topic/module? (students learn concepts about measurement, then learn to use measurement tools, and then apply understandings about length; simple to complex, concrete to abstract)

7 min.

Slide 33

Now we’re going to examine the careful sequencing within each problem set. Then, as a group, we’ll consider the ways in which this sequencing can also be seen through the progression of the module. With your table, analyze the selected Problem Set. Partners to examine lessons 5 and 7, and lessons 9 and 10.

NOTE TO FACILITATOR: Assigned different Problem Sets to each table so that all Problem Sets from your selected lessons are addressed within the group.

Allow 4-5 minutes to examine the lessons. Make a t-chart and label it: ‘I noticed, I wonder’

2-3 minutes for discussion of what you noticed and what you wonder by the table groups, then advance to the next slide.

8 min.

Slide 34

Facilitate a discussion by inviting the tables to share out in sequential order beginning with the first lesson in the set and progressing to the final lesson in the set.

NOTE TO FACILITATOR: Be prepared to lead an insightful discussion about each of the Problem Sets individually as well as collectively.

4 min.

Slide 35

Take one minute to reflect on this session. What, in your opinion, is the biggest takeaway? Jot down your thoughts. Then you will have time to share your thoughts.

(Give participants 1 minute for silent, independent reflection.)

(CLICK TO ADVANCE ANIMATION ON SLIDE.)

Turn and talk with a partner at your table about your reflections.

(Allow 2 minutes for participants to turn and talk about their reflections. Then, facilitate a discussion that leads into the key points on the next slide.)

1 min.

Slide 36

Let’s summarize the key points that you have identified as a group during this session:

NOTE TO FACILITATOR: As you prepare the previous slides examining the Progression document and coherence within the module, articulate the key points from your study of Module 2 on this slide.

Let’s summarize the key points that you have identified as a group during this session:

1.The word intentional continues to surface as we talk about both Module 2 and all the modules in a Story of Units. From the application problems to the problem sets, to the specific questions asked and language used (like mark and move forward, overlap, accurate), we continue to make intentional, purposeful decisions for kids.

2.Everything moves from simple to complex. For example, in the Problem Set we move from measuring the length of 3 objects, to measuring a 2-D shape without a start or endpoint and having to turn the ruler to measure, and then using addition and subtraction to compare lengths.

3.We move from concrete (lining up the centimeter cubes to find the length of an object), to abstract (understanding that a length is a certain number of iterations of a length unit, certain # of cm. long)

4.Our focus is on the conceptual understanding of the meaning of a length unit, the distance of an interval from Point A to Point B. 

5 min.

Slide 37

As we end this session, take a moment to reflect on the objectives of this session, either privately or with your colleagues and answer these questions about your next steps:

· How can you transfer what you know about the structure of a module and its key components to next steps in the planning process?

· What is your plan for sharing this module with the administrators/teachers at your school(s)/districts(s)?

· What is your plan for redelivery of this session?

Use the following icons in the script to indicate different learning modes.

Video

Reflect on a prompt

Active learning

Turn and talk

Turnkey Materials Provided

· PowerPOints

· Handouts

Additional Suggested Resources

· How to Implement A Story of Units

©2012CommonCore,Inc.Allrightsreserved.commoncore.org

NYSCOMMONCOREMATHEMATICSCURRICULUM

AStoryofUnits

LessonStudy:FluencyPracce

16

©2012CommonCore,Inc.Allrightsreserved.commoncore.org

NYSCOMMONCOREMATHEMATICSCURRICULUM

AStoryofUnits

LessonStudy:ApplicaonProblems

18

• Applicaoninvolvesusingrelevantconceptual

understandingsandappropriatestrategiesevenwhennot

promptedtodoso.

• Timealloedtoapplicaonvaries,butiscommonly10-20

minutesofthelesson.

• TheRead,Draw,Write(RDW)processismodeledand

encouragedthroughdailyproblemsolving.

©2012CommonCore,Inc.Allrightsreserved.commoncore.org

NYSCOMMONCOREMATHEMATICSCURRICULUM

AStoryofUnits

LessonStudy:ApplicaonProblems

18

• Applicaoninvolvesusingrelevantconceptual

understandingsandappropriatestrategiesevenwhennot

promptedtodoso.

• Timealloedtoapplicaonvaries,butiscommonly10-20

minutesofthelesson.

• TheRead,Draw,Write(RDW)processismodeledand

encouragedthroughdailyproblemsolving.

©2012CommonCore,Inc.Allrightsreserved.commoncore.org

NYSCOMMONCOREMATHEMATICSCURRICULUM

AStoryofUnits

LessonStudy:ApplicaonProblems

19

Jared’sparentswanttobuyhimanewbed,buttheyarenotsureifitisshort

enoughtofitagainsthisbedroomwall.Jaredonlyhashisdad’s

construconbootandapopsiclesckasmeasurementtools.Which

measurementstrategywouldyousuggesttoJared?(Studentsturnand

talktotheirpartneranddiscussthemarkandmoveforwardstrategy.)

CanJaredfigureoutifthenewbedwillfitinhisbedroom?Howdoyouknow?

Usenumbers,pictures,orwordstoexplainyourthinking.

Extension:Whichtoolwouldyouusetomeasure,thepopsiclesckorthe

construconboot?Why?

©2012CommonCore,Inc.Allrightsreserved.commoncore.org

NYSCOMMONCOREMATHEMATICSCURRICULUM

AStoryofUnits

LessonStudy:ConceptDevelopment

• Completetheproblemset.

• Whatdoyounoceaboutthe

sequenceofproblems?

22