Transcript Document

TH
5
GRADE
August 16, 2013
Learning Targets
• I can identify how the process of planning lessons with the
modules differs from planning lessons using other
resources.
• I can analyze the Overview and Topic Openers from each
module to identify the progression of the instruction over
the course of the fall semester.
• I can share thinking and work done while planning for
module lessons to facilitate the planning process.
A Story of Units
Instructional Shifts
Shift
1
Focus
Shift 2
Coherence
Remain
s
Remain
s
Shift
3
Fluency
Deep4Understanding
Shift
Applications
Shift
5
Combine
to Form
Shift 6Intensity
Dual
3
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A Story of Units
Curriculum Modules: Designed to Address the Shifts
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A Story of Units
Philosophy and Workflow of A Story of Units
Elementary Mathematics
Common Core Standards: The
Progressions
A Story of Units:
Curriculum Map
Module Overviews
and Assessments
Topic
Openers
Lesson
Objectives
5
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A Story of Units
A Story of Units
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A Story of Units
Modules for the Fall
• Getting Ready for September:
• G5-M1
Place Value and Decimal Fractions
• G5-M2
• G5-M3
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A Story of Units
Seeing the Focus and Coherence
• Read the Overview for Module 1 of your grade.
• Answer the questions for your Topic.
• Meet with your team and share your Topic responses
in order.
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A Story of Units
Seeing the Focus and Coherence
• Read the Overview for Module 2 of your grade
• Where do you see connections to the work that you
will be doing in Module 1?
• How can this connections help you as you prepare to
implement the modules?
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A Story of Units
Informal Assessment within Lesson
Components
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A Story of Units
Are students aware of the
purpose of each portion
of the lesson ?
• Empower students to join you in
the learning process.
• Invest time into helping
students understand how they
should approach their learning
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Lisa Tryon’s class- Orchard Park
Rename the Units
10 ones = _____ ten.
Rename the Units
20 ones = _____ tens.
Decimal Place Value
3
3 tens = ___
30
0
Decimal Place Value
0
3 tenths = ___
0.3
3
Decimal Place Value
4 tenths = ___
A Story of Units
Grade 1 Module 1 Lesson 14
Counting On (Level 2 Strategy)
4+3=
© 2012 Common Core, Inc. All rights reserved. commoncore.org
A Story of Units
Application- Read, Draw, Write (RDW)
• Mathematicians and teachers suggest a simple process
applicable to all grades:
MP1
1) Read.
2) Draw and Label.
MP2
3) Write a number sentence. (equation)
4) Write a word sentence. (statement)
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A Story of Units
Application- Read, Draw, Write (RDW)
• The more students participate in reasoning through
problems with a systematic approach, the more they
internalize those behaviors and thought processes.
•
•
•
What do I see?
Can I draw something?
What conclusions can
I make from my drawing?
Modeling with
Interactive
Questions
Guided
Practice
Independent
Practice
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A Story of Units
Application Problem
• Farmer Jim keeps 12 hens in every coop. If Farmer Jim
has 20 coops, how many hens does he have in all? If
every hen lays 9 eggs on Monday, how many eggs will
Farmer Jim collect on Monday?
• Explain your reasoning using
pictures, numbers or words
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A Story of Units
Finding Patterns
Concept Development
Problem Set
Debrief
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A Story of Units
The Debrief
Same total?
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A Story of Units
Assessment
Assess
•Complete End-of-Module
Assessment
Teach
•Label each question with
the module standard it
addresses.
Analyze
Plan
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A Story of Units
Plan
Write down at least one question you would ask each
student to either:
•
Further assess
• Advance their thinking
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Planning