Welcome to EngageNY | EngageNYmc-14193-39844713.us-east-1.elb.amazonaws.com/file/8061/... · Web viewA Storyof Units-Module Focus Grade 1 Sequenceof Sessions Overarching Objectivesof

A Story of Units- Module Focus

Grade 1

Sequence of SessionsOverarching 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 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.

Session Outcomes

What do we want participants to be able to do as a result of thissession?

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

Session OverviewSection 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 1 Lesson 1 for each grade level K, 1,2,3,4,and 5

• Session PowerPoint

• Review Module 1 Lesson 1 and note page numbers you want to direct participants to

Examination of 1:08-1:44 Study and discuss Module 1 Lesson 1 Review Module 1 Lesson 1 and

Module Overview, Assessments, and Topic Openers

Overviews

Assessments

Topic Openers

Session PowerPointnote page numbers you want to direct participants to

Review PowerPoint

Lesson Study 1:44-3:05

Detailed study with discussion and practice of module components

Review key points

Session PowerPoint Module 1 Lesson 1

Review Module 1 Lesson 1 and note page numbers you want to direct participants to

Review PowerPoint

Coherence Across the Module

3:05-4:14 Progression study and discussion• Progression document Numbers

and Operation Base 10• Module 1 Lessons: 5, 16, 35

• Review NBT Progression document

• Review Lessons 5,16,and 35

Session RoadmapSection: 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 NOTE THAT THIS SESSION IS DESIGNED TO BE 180 MINUTES IN LENGTH Grade

Turnkey Materials Provided in Addition to PowerPoint:

• Grade 1—Module 1

• No video clip this time

Additional Suggested Resources:

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

• How to Implement A Story of Units

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.

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

2 min Slide 2 Our objectives for this session are to explore Grade 5–Module 1 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 5–Module 1 lesson sequence.

• Examine lesson components including Fluency Practice, Application Problems, Concept Development with Problem Sets, and Student

Debrief with Exit Tickets.

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.

Please know your page numbers in advance and be able to guide participants.

We are so glad you’re here! Please be present.

1 min. Slide 3 We’ll start with reviewing the module structure, then examine the Module Overview, Assessments, and Topic Openers. Next, we’ll study a lesson in great detail, uncovering the intentionality behind the instructional choices. Finally, we will take a broader look at coherence across the module.

Let’s start our review of the module structure, which is consistent across all modules of all grades in A Story of Units, by taking a quick look at the curriculum map.

Section: Review of Module Structure Time: 1:04-1:08


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

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

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


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


2 min. Slide 4 Let’s start by looking at the curriculum map, found on page 3 of A Story of Units: A Curriculum Overview for Grades P-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? (Sums and Differences to 10)

• How many instructional days are allotted for this module? (39 instructional days, 6 days for assessment)

• What modules, prior to this one, might prepare students for success in this module? (GK-M4)

• What modules, beyond this one, might build on the concepts of this module? (G1-M2; G2-M1)

Grade LevelK,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 P-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.

• 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


• Independently 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.


• Session PowerPoint• Module1 Lesson 1 Overviews, Assessments and Topic Openers


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

Grade level K,12,34,5

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 in order to identify the content and the instructional path for teaching it.

(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. Please annotate the content in accordance with the following code:

A – Agree Q – Questions C – Connections to GK, G2 or later in G1We will have time to share these observations and your questions with one another at our tables when you have finished reading.

8 min. Slide 8 Turn and talk with others at your table. Share your observations and annotations 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? (1.OA.1,

1.OA.3, 1.OA.4, 1.OA.5, 1.OA.6, 1.OA.7, 1.OA.8)

• How is each standard addressed by the content of this module? (Each standard is addressed in a variety of ways. The big idea of Module 1 is around bringing students from an understanding embedded numbers as they count all (Level 1 strategy), to counting on (Level 2 strategy) in order to solve addition equations/situations, to counting on to solve unknown addend and change unknown situations, all the way to relating decompositions to subtraction and ultimately using addition and subtraction more interchangeably as efficiency suggests. Students use number bonds to represent these decompositions, in addition to 5-group drawings, which we will explore further. As you go through this session today, we urge you to use the materials and your Profound Understanding of Fundamental Mathematics to think about how you might answer the questions:

- How does this Module help students go from counting all to counting on, then to more efficient strategies (i.e. visualizing groups, applying special cases, etc.)?

- How does this Module help students internalize a strong connection between addition and subtraction?)

• Which standards are foundational to this module? (K.CC.2, K.CC.4b, K.CC.4c, K.OA.3, K.OA.4, K.OA.5) 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 while the implementation of the CCLS is new, teachers should be prepared to address any gaps that may exist in these foundational understandings.

• Which Mathematical Practices are addressed in this module? (MP.2, 6, 7, and 8) While it is certainly hoped that teachers will continue to promote all practices on a regular basis as opportunities arise, these practices listed in the Overview are particularly appropriate for the lessons in this module. In addition to the information provided in this list, activity-specific suggestions are provided in the lessons themselves.

• How does the Terminology provided inform instruction for this module? (Count on, track a count, expression, addend, doubles, doubles plus 1. The terminology supports instruction in a variety of ways; connect back to the big ideas which focus on developing deep understanding along with more efficient strategies and fluency.)

• Which tools and representations are new for you? How do these Tools and Representations support instruction in this module? (Number bonds, addition chart, counters, number path, 5-group cards all support students as they move from counting all to counting on, and as they develop fluency with addition and subtraction within 10.)

• What do you know about the assessment included in this module? (There are two assessments. The Mid-Module Assessment takes place after Topic F (A-F), and

the End-of-Module Assessment takes place after Topic J (A-J). They are both constructed response assessments, which are scored by a rubric. The End-of-Module Assessment assesses all standards in the module.)

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 Mid-Module Assessment. Consider each item and determine which standards are being addressed and how.

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.

NOTE TO FACILITATOR: Direct participants to examine the Mid-of-Module Assessment. Make this choice based on which lesson you have selected for the Lesson Study portion of the session (e.g., use Mid- if your lesson falls in the first half of the module).

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. (Stickies on baskets: Table 1- AB, Table 2- C, Table 3- DEF, Table 4- GH, Table 5- IJ)

(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. Please use the same annotation code from earlier.

A – Agree

Q – Questions

C – Connections

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: (Stickies on baskets: Table 1- AB, Table 2- C, Table 3- DEF, Table 4- GH, Table 5- IJ)

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? (Topics A&B- seeing parts (“embedded numbers”); Topic C: the connection of addition and subtraction; seeing how students can use their understanding of addition as a basis for solving subtraction; Topic DEF: strategies for addition, commutative property of addition, understanding equal sign; Topic G-J: strategies for subtracting; gaining fluency

(A: embedded numbers/decompositions, B: counting on from embedded numbers, C: solving word problems and beginning to explore the connection between addition and subtraction, D: counting on strategically using fingers, 5-groups, etc., E: the commutative property and the equal sign, F: developing fluency within 10, G: subtraction as unknown addend problem, H: subtraction word problems, I: subtraction strategies/shortcuts, J: subtraction fluency)

•How can you see yourself using the Topic Openers as a useful planning tool? (Because the Topic Openers spell out the big ideas of each lesson in sequence, you can use these to better understand how the pieces fit together, what concepts/strategies are prerequisites for others, how you might differentiate a given concept or lesson, etc.)

•How might you explain the relationship between the Topic Openers and the other components of the module to your colleagues? (The Topic Openers further explain the Module Overview and clarify the Topics and Objectives chart. They come at the beginning of each collection of lessons in the

Topic, and function almost as a preview of what’s to come and why.)

Section: Lesson Study Time: 1:44-3:05


• 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 solidify understanding and develop a plan for implementation.


• Session PowerPoint • Pre-selected lesson


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 Lesson 12

Now that we’ve seen both the Module Overview and Assessments as well as the Topic Openers, let’s zoom in another level and look at a specific lesson in this module.

NOTE TO FACILITATOR: Provide the context for the selected lesson: Lesson 12 falls a little before the half-way point of Module 1 and is a landmark lesson that focuses on solving add to/change unknown word problems.

• After working with embedded numbers and counting on, students are becoming more and more familiar with how and why we break numbers apart and put them together.

• In the previous day’s lessons, students solved add to with change unknown problems using counting bears with their classmates.

• In today’s lesson, students use the more abstract 5-group cards to help them count on in order to solve add to with change unknown problems.

• In later lessons, students create and solve their own varied word problems, and move toward a more sophisticated understanding of

composing/decomposing numbers in the context of addition and subtraction.

• We selected this lesson because it’s one of the most important for developing the Level 2 strategy of counting on, and it plants the seed for connecting addition to subtraction.

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 its 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 lessonsIt 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 SLAM!! (compositions of 6)

Engage participants as you model leading a fluency activity (NOT a Sprint) from this lesson.

“Slam: Partners to 6” gives students an opportunity to maintain fluency with all of the decompositions of 6. Having spent 1 full lesson on the decompositions of 6, 7, 8, 9 and 10 in Topic B, students are now returning to these number partners during fluency. Spend about 5 minutes on this.

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 Turn and talk with others at your table. Share your observations and ask them to do the same.

Allow 2 minutes for participants to turn and talk about the Fluency Practice. Then facilitate a discussion that summarizes the mathematical significance of these fluencies in relation to this lesson/topic/module.

• What are some of your observations? How can you see these activities as a way to support the skills in which students should be fluent?

• Engaging

• Fast-paced, not wasting time

• Focused on decompositions

• Reviews earlier learning (like from Lesson 4, partners ) – Maintenance fluency

• Preparatory fluency (kids will be working with 5-group cards in this lesson)

12 min. Slide 18 Lead the participants through the Application. Model as you would in your classroom, describing at each point the choices you made as a “teacher” in order to guide your students through this process.

Allow time for participants to share their work with others at the table. Perhaps have some show their work to the group by using the document camera.

Lead the participants through the Application problem. Model as you would in your classroom, describing at each point the choices you made as a “teacher” in order to guide your students through this process.

• We don’t expect our first graders to be able to read this themselves, so although it’s posted in the room, I typically read the problems

aloud. The “R” in “RDW” is done by the teachers.

Allow time for participants to share their work with others at the table. Perhaps have some show their work to the group by using the document camera.

Consider the introduction of the Application Problem within the lesson. Having read through the lesson, what is the connection of the problem to the other lesson components? Notice that, although a note is provided, explicit instructions do not accompany the Application Problem.

What specific choices would you make using this problem in your classroom?

• We welcome seeing different approaches.

• In Module 2, we explicitly teach the RDW process.

• As students work through most of the Application problems, we’re not expecting them to use a particular strategy (i.e. counting all, counting on, using 5-group drawings, etc.).

What would some common student misconceptions be with this problem? How could the ways they solve this problem inform your instruction?

• Adding them together, trying to take 9 from 7, etc.

• “I just knew.” And they can’t explain it…

• We can use this work as formative assessment, and apply that knowledge as we move into the concept development and later lessons.

NOTE TO FACILITATOR: Be prepared to discuss various possible instructional choices (i.e., whole group vs. small group vs. independent work) as well as the relevance of this problem in the lesson. Don’t just focus on the

routine here. Mathematically, why is this problem important?

2 min. Slide 19 Now let’s examine another component of this lesson, the Application Problems. The placement of an application problem may go before or after the conceptual 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.

The amount of time allotted to this lesson component varies, but generally accounts for 10 to 20 minutes of the daily instruction.

The RDW process is modeled and practiced throughout the curriculum. Let’s try it now using the Application Problem from our selected lesson

2 min. Slide 20 Now let’s examine another component of this lesson, the Concept Development.

• The Concept Development constitutes the major portion of instruction and generally comprises at least 20 minutes of the total lesson time.

• It is the primary lesson component, in which new learning is introduced. Intentional sequencing of standards and topics within modules ensures that students have the requisite understanding to fully access new learning goals and integrate them into their developing schemas.

• Many Concept Developments articulate the standards and

topics through a deliberate progression of material, from concrete to pictorial to abstract. This structure compliments and supports an increasingly complex understanding of concepts.

18 min. Slide 21 Set-up:

• Students have been using 5-group cards to help them count on.

• In the previous day’s lesson, we introduced students to the “mystery box” to help them solve an add to with change unknown.

Lead the participants through the Concept Development, including at least part of the Problem Set, describing at each point the choices you made as a “teacher” in order to guide your students through this process.

Consider the Concept Development and its accompanying Problem Set within this lesson. Having read through the lesson, what is the connection to the other lesson components? Notice that, the Concept Development elaborates on the “how-to” of delivery through models, sample vignettes, and dialogue, all meant to give teachers a snapshot of what the classroom might look and sound like at each step of the way. Teachers’ word choice may be different from that in the vignettes, and they should use what works from the suggested talking points, along with their knowledge of their students’ needs, as they write their own. What specific choices would you make using this Concept Development in your classroom?

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

• The mystery box

• The blank card/question mark sticky

5-group cards

5 min. Slide 22 Complete the Problem Set. As you do so, take note of the sequence. What do you notice?

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.

• Problems with the pictorial support

• Problems in the context of situations (word problems), but without as much pictorial support.

• Decompositions of 5 through to decompositions of 10 (7 + 3 tends to be a more challenging fact)

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.

• Discussing the use of 5-group cards (metacognition)

• Ability to solve quickly (leading toward fluency)

• Discussion and comparison of strategies: 5-group cards, drawing, objects (what works best for you and/or what is most efficient)

• Connecting problem solutions and strategies (1.OA.6 – easier or known sums)

“I can” statements (understanding and reiterating the lesson objective)

2 min. Slide 24 • Purpose in the lesson plan: guide teachers’ planning for eliciting the level of student thinking necessary for students to internalize the objective.

• Purpose for student learning: articulate the focus of the lesson in their own words, and

• Make connections between parts of the lesson, concepts, strategies, and tools on their own.

• All students should emerge clear enough on the lesson’s focus to either give a good example or make a statement about it.

• It’s a rich context for understanding the concept because students

are using their own experiences and their own work to engage in the dialogue.

• Exit Tickets close each lesson, and serve as formative assessment.

Like the other lesson components, the Student Debrief section includes

• Sample dialogue or suggested lists of questions to invite the reflection and active processing of the totality of the lesson experience.

• Teachers should use those that resonate most as they consider what will best support students in reaching self-articulation of the focus from the lesson’s multiple perspectives.

Rather than stating the objective of the lesson at its beginning, we wait until the dynamic action of the lesson has taken place.

• reflect back on it to analyze the learning that occurred,

• Recognize or introduce key vocabulary by helping students appropriately name the learning they describe.

Sharing and analyzing high quality work

• Conversation constitutes a primary medium through which learning occurs in the Student Debrief.

• Establish 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 bearing fruit, and which need support.

• They might join struggling communicators for a moment to give them sentence stems. Regardless of the scaffolding techniques that a teacher decides to use,

“Exit Tickets” close the Student Debrief component of each lesson. These short, formative assessments are meant to provide quick glimpses of the day’s major learning for students and teachers. Through this routine, students grow accustomed to showing accountability for each day’s learning and produce valuable data for the teacher that becomes an indispensable planning tool.

4 min. Slide 25 What do you notice looking at the Distribution of Instructional Minutes for the lessons in this module?

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

4 min. Slide 25 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


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


• Session PowerPoint

• 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 sequence of concept development.

• NBT Progression document with preselected portions• Module 1 Lessons: 5, 16, 35


1 min. Slide 28 When we return from the break, we’ll 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 OA, pages …(include p. 6 (see the appendix if you’d like visuals of these strategies), 7, 9 and p. 12-17.)

To continue our study of Module 1, we’re going to first take some time to examine a portion of the Progression document that serves as the foundation for this module. You’ll have about 10 minutes to read through the document independently or with a partner. As you read, highlight the information that is relevant to the content of this module.

Allow participants 10 minutes to read independently. Encourage them to highlight and make notes.

As you read, please annotate the content in accordance with the following code:

A – Agree

Q – Questions

C – Connections to this Module thus far

NOTE TO FACILITATOR: Your group will be provided with the Progression that best aligns with the content and focus standards of this module. Determine which passage of the given Progression is most relevant for your lesson study (may include multiple grades).

5 min. Slide 30 How does this module implement the expectations described in the Progression that we just read? What particular portions of the module are evidence for this? Turn and talk with a partner at your table, and then you’ll have an opportunity to share your thoughts.

Allow 2 minutes for participants to turn and talk about their reflections. Then, facilitate a discussion.

15 min. Slide 31 JIGSAW (with recording sheet) Lessons: 5, 16, 35

3 columns: fluency, application problem, concept development/debrief (with a note-catcher area)

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 1 for a broader view of coherence across the lessons.

We’ve provided a sample of lessons that illustrate the development of Module 1. Analyze the progression of each of the lesson components using the guiding questions provided here, using the Jigsaw note-catcher. When you’ve finished, you’ll share with two other people who read through the other lesson components to identify the progression. Be prepared to share your observations with the group.

Assign tables fluency (1), application (2), concept development/student debrief (3).

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

NOTE TO FACILITATORS: The “sample of lessons provided” will be distributed as handout during your session. You have some latitude in selecting these. For example, you could choose a single topic or several non-consecutive lessons depending on what you feel gives the best representation of the development of mathematical concepts over time. Including the lesson examined in the Lesson Study, aim for 5 or 6 total.

5 min. Slide 32 Facilitate a discussion. What does the sequence of Fluency Practices accomplish as a whole?

• Variety – CPA (fingers, disks, bowling, sprint), and

they move within the three areas

• Continue to practice while still moving forward

• Moments of success and dissonance; with practice, they become more and more confident and fluent

• How does the sequence of Application Problems connect to topic/module?

• Variety of problem types (from the OA Progression)

• Continued practice with solution strategies either through addition or subtraction (sequenced to reflect this)

• Simple (smaller numbers) to complex (larger numbers, linguistic expectations, and extensions)

• Variety of solutions are acceptable (simple math drawings, number bonds, etc.)

• How does the sequence of Concept Development and Student Debrief build toward mastery of the topic/module?

• 5-groups to help ID counting on

• To context

• To more abstract subtraction

• 5-group model progresses

• Builds the connection between addition and subtraction

• Builds up to more complex strategy use: counting all to counting on, getting ready for making ten

Common threads that continue to increase in complexity – using prior learning as the stepping stone to the new learning

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.

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 7 minutes for discussion 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.

• Level 1 through Level 2 strategies

• L5: Counting all, but encouraging counting on

• L16: Counting on but with different strategies

• L35: counting all is misleading here – students should/can be subitizing

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 1 on this slide.

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 PowerPoint Handouts

Additional Suggested Resources How to Implement A Story of Units

Welcome to EngageNY | EngageNYmc-14193-39844713.us-east-1.elb.amazonaws.com/file/8061/... · Web viewA Storyof Units-Module Focus Grade 1 Sequenceof Sessions Overarching Objectivesof

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