Transcript District PLC MeetingGrade Five

District PLC Meeting
Grade Five
April 16, 2014
2:30 – 3:45pm
Agenda
2:30pm
Welcome, Reminders, and Logistics
2:35pm
Framework for Teaching Elementary Math
3:15pm
Science
3:45pm
Exit Slip & Dismissal
REMINDERS AND
LOGISTICS
The Purpose of the District PLCs
• Support the implementation of our common
district initiatives
• Provide teachers with an opportunity to
share ideas and collaborate with
colleagues from around the district
Questions?
• We want to make an effort to deliver deep,
meaningful professional development to you
each and every session.
• We will be providing an overview of the
Framework for Teaching Math at your grade
level. Any further questions then what is
presented – please write on a notecard.
• We try to be responsive to your questions
and requests.
Norms
• Be on time – every time
• Be prepared – bring back requested materials
• Be present
– No side conversations
– Avoid using your computer or cell phone
– Avoid working on other tasks – stay focused on the
topic at hand
• Be respectful of your peers and the facilitator
• Participate!
GO MATH!
+ Feedback:
3.5.14 District PLC
The
lesson
planning
I like
that
the core
is thelooks
focal point
great!
I love
have
and
it is that
easy we’ll
to follow.
curriculum to use!
I am excited about learning
more
I am excited
about Go
about
Math (16).
easy lesson planning!
I am excited about the technology.
I am excited that each chapter
is structured to help you teach
I am excited
the about
lesson.the problem
solving application that is required
am excited
forThere
the quick
byI the
students.
is more
checksthinking
for easyinvolved.
assessment.
I am excited about the centers.
I am excited about the
cross curricular material
with Go Math!
I am excited about getting to use this
new math program and integrating
technology and manipulatives.
I am glad to know as much as I
know at this time.
I enjoyed the new curriculum resource
and the workbooks (20).
I like the layout for each lesson and
the problem solving.
Go Math:
District PLC
3.5.14 District PLC
Last Time we …
 Became familiar with the set-up of Chapter One in the Teacher’s Edition of Go Math.
 Reviewed the new Curriculum Guide format.
 Used the Planning Guide to identify the components in a Go Math lesson.
4.16.14 District PLC
Today we will…
 Walk through the Framework for Teaching Elementary Math with Go Math .
 Discuss differentiation and small group instruction supports.
5.14.14 District PLC
Next time…
 Technology Plan + SMART
 Summer PD
 Science and Social Studies
Summer Training (June + August Half-Days)
Looking forward…





Teacher and Student Edition Exploration and Collaboration
Framework for Teaching and Critical Success Factors
Go Math Technology Components
Problem Solving Classroom Situations
Assessment and Pacing
GO MATH:
FRAMEWORK FOR
TEACHING
Go Math: Framework for Teaching
K
1
• Kindergarten, Grade 1, and Grade
5
2 are set up very similar.
2
• Grade 3, Grade 4, and Grade 5 are
set up very similar.
• Kindergarten and Grade 5 have
some unique pieces.
3
4
5
Go Math: Framework for Teaching
http://elementarymath.dmschools.org
Go Math: Framework for Teaching
Go Math: Framework for Teaching
Go Math: Framework for Teaching
A Framework for Beginning our Implementation of the Go Math Materials
• This instructional sequence to serve as a support for weekly planning when it
feels as though “we can’t get it all in!”
• Adjustments in regards to pacing and timing may be needed to meet the needs
of students.
• This should be considered a starting point as we work to become more efficient
with the Go Math materials.
FRAMEWORK FOR
TEACHING:
DAILY MATH REVIEW
+ MENTAL MATH
(15 MINUTES MAX)
Go Math: Framework for Teaching
Math Block: 75 – 90 minutes/day
Daily Math Review
+
Mental Math
(15 min maximum)
We will be providing DMR modification
suggestions for teachers in order to adjust the
time to fit 15 minutes without changing the
purpose and integrity of DMR.
Go Math: Common Questions from 3.5.14
Daily Math Review + Mental Math
Does Daily Math Review have to be part of the math block of time?
No. Daily Math Review and Mental Math can be a stand alone – similar to this year.
When does Kindergarten start DMR?
Kindergarten does not need to start DMR until the beginning of 2nd semester.
Will the purpose and expectations of Daily Math Review be the same
as this year?
The purpose remains the same – which is to review prerequisite skills or skills that
were not mastered in a previous Chapter.
Go Math:
Common Questions
Go Math:
Common Questions
http://elementarymath.dmschools.org/
FRAMEWORK FOR
TEACHING:
DAILY MATH REVIEW
REFLECTION
Turn to a partner or small group and process the changes within
Daily Math Review (2-3 minutes). Feel free to write questions
down on notecards if you would like further information!
FRAMEWORK FOR
TEACHING:
WHOLE GROUP CONCEPT
DEVELOPMENT
(20 MINUTES)
Go Math: Framework for Teaching
Math Block: 75 – 90 minutes/day
Daily Math Review
+
Mental Math
Whole Group
Concept
Development
(15 min maximum)
(20 min)
ENGAGE
EXPLORE
EXPLAIN
Go Math: Framework for Teaching
Math Block: 75 – 90 minutes/day
Daily Math Review
+
Mental Math
Whole Group
Concept
Development
(15 min maximum)
(20 min)
EXPLAIN
Differentiated
Instruction
(20 - 35 min)
EXPLAIN – has two Quick
Check Problems that can help
teachers identify groups for
differentiated instruction.
Go Math: Framework for Teaching
Thoughts to consider on Differentiated Instruction…
• It will take 1 – 2 weeks to establish an effective small group instruction
structure and routine.
• The small group instruction format will vary by school/classroom
depending on the support staff available.
Go Math: Framework for Teaching
Differentiated Instruction
Push
in/Pull Out
Support
20 – 35 minutes
What resources are available for the 20-35 minute small group and
differentiated instruction part of the math block?
Small Group
Instruction
10 minute activities for
small group instruction are
available on Think Central.
Independent /
Collaborative
On Your Own –
Independent
Practice in SE.
Ready-made
differentiated
centers..
Personalized
Learning
Personal Math Trainer
provides individualized
learning opportunities.
Go Math: Common Questions from 3.5.14
Differentiated Instruction
What do the Centers look like?
Games
(G):(L):
Practice
skillsmath
and apply
Literature
Integrate
skills into
concepts
these ready-to-use
real worldwith
situations
and cross-curricular
Activity
Cards
(A):
Readymade,
easyinteractive
math
Students
can
subject matter
toadventures.
engage student
interest.
to-follow
activities
help
students
play
these games
in pairs
oron
small
Interactive
questions
focus
key groups.
reinforce or extend concepts and skills.
concepts
and support comprehension.
*Includes cards for Challenge/Enrichment.
FRAMEWORK FOR
TEACHING:
DIFFERENTIATED
INSTRUCTION
Turn to a partner or small group and process the small group
instruction piece (5 minutes). Feel free to write questions down
on notecards if you would like further information!
*More slides about Special Education Intervention to come!
FRAMEWORK FOR
TEACHING:
PROBLEM SOLVING
(15 MINUTES MINIMUM)
Go Math: Framework for Teaching
Math Block: 75 – 90 minutes/day
Daily Math Review
+
Mental Math
Whole Group
Concept
Development
(15 min maximum)
(20 min)
Differentiated
Instruction
Problem
Solving
(20-35 min)
(15 min)
Go Math: Framework for Teaching
Math Block: 75 – 90 minutes/day
Daily Math Review
+
Mental Math
Whole Group
Concept
Development
(15 min maximum)
(20 min)
Differentiated
Instruction
Problem
Solving
(20-35 min)
(15 min)
ENGAGE
Small Group
Instruction
EXPLORE
Independent /
Collaborative
EXPLAIN
Personalized
Learning
FRAMEWORK FOR
TEACHING:
SPECIAL EDUCATION +
INTERVENTION
Go Math: Common Questions from 3.5.14
Special Education + Intervention
Daily Math Review
+
Mental Math
Whole Group
Concept
Development
(15 min maximum)
(20 min)
What if a Special
Education student is
Can
a SPED
student
What
if a Special
Education
student
is out
miss Daily
Math
of the
room during
whole
Review
in order
to
group?
receive SPED services?
SPED students will be in
Maybe. It depends on
the classroom for Core
the students
and their
Whole
Group Instruction.
needs and ability
levels.
Differentiated
Instruction
Problem
Solving
(20 min)
(15 min)
ENGAGE
Small Group
Instruction
EXPLORE
Independent /
Collaborative
EXPLAIN
Personalized
Learning
Core Whole Group
Instruction
Go Math: Common Questions from 3.5.14
Math Block: 75 – 90 minutes/day
Daily Math Review
+
Mental Math
Whole Group
Concept
Development
(15 min maximum)
(20 min)
Differentiated
Instruction
Problem
Solving
(35-40
(20 min)
min)
(15 min)
Math Intervention: 15-20 minutes/day (**only for students in need of intensive support)
Where do Special Education minutes fit into The Math Framework?
Students may receive in-class or pull out support during the 20 minutes of Differentiated Instruction time.
What might the classroom look like during the additional 15-20 minutes of Intervention?
What are Tier 3 SPED students missing during intervention?
One option would be to add 15-20 minutes to the Differentiated Instruction time for Math Intervention. The
teacher would be working in small groups and students would be in centers.
Go Math: Framework for Teaching
Math Intervention: 15-20 minutes/day (**only for students in need of intensive support)
What materials will an interventionist or SPED support use when providing
push-in or pull-out support?
Tier 3 Small Group
Go Math: Framework for Teaching
When do my students get on Fastt Math?
Basic Fact Intervention
• In the 2014-2015 school year – Fastt Math will be used as an Intervention
for students who need additional practice with fact fluency.
• It will not be required that EVERY student is on Fastt Math.
• Students will be identified by SMI Quantile scores.
• Students working with Personal Math Trainer will not be on Fastt
Math.
• Students identified will complete three – 10 minute lessons each
week.
• This can be completed during differentiated instruction small group time
or other designated times throughout the school day.
• More information to come during Summer PD.
FRAMEWORK FOR
TEACHING:
SPECIAL EDUCATION +
INTERVENTION
Turn to a partner or small group and process the special
education and intervention component (5 minutes). Feel free to
write questions down on notecards if you would like further
information!
Go Math: Framework for Teaching
Go Math: Common Questions from 3.5.14
Expectations
Will teachers be expected to teach the lesson word for word out of the
books?
No. The prompts are available for teachers to use in the planning process and are
optional in teaching the lesson.
Will teachers use additional outside resources to teach lessons?
Go Math will be the primary resource for teaching elementary math in DMPS. If time
and necessity allow – other resources may be utilized.
Will we be following lessons and chapters in sequential order?
Yes. We will follow the progression of the lessons and chapters to maintain the integrity
of the program. We will be taking feedback throughout the first year to evaluate the
flow and order of lessons.
Go Math: Common Questions from 3.5.14
Expectations
Will we post the Essential Questions or the I Can Statements?
The Essential Question is written in student-friendly language. The I Can
Statement/Lesson Objective is for teacher use. It is not required by our district that
teachers post either, although it is crucial that the teacher is communicating the
learning goal with the students daily. School leadership may provide specific
expectations at individual sites.
What is the math journal?
The math journal is tied directly to the essential question. This will not be a mandatory
component in the lesson, but rather can be utilized in small groups, centers, or with the
whole group.
Go Math:
District PLC
3.5.14 District PLC
Last Time we …
 Become familiar with the set-up of Chapter One in the Teacher’s Edition of Go Math.
 Review the new Curriculum Guide format.
 Use the Planning Guide to identify the components in a Go Math lesson.
4.16.14 District PLC
Today we…
 Walked through the Framework for Teaching Elementary Math with Go Math .
 Discussed differentiation and small group instruction supports.
5.14.14 District PLC
Next time…
 Technology + SMART
 Summer PD
 Science and Social Studies
Summer Training (June + August)
Looking forward…





Teacher and Student Edition Exploration and Collaboration
Framework for Teaching and Critical Success Factors
Go Math Technology Components
Problem Solving Classroom Situations
Assessment and Pacing
TH
5
GRADE SCIENCE
UNIT 6:
RECENT DISCOVERIES:
EARTH MATERIALS
Unit Overview
6 weeks in length to correspond with literacy unit 6
(120 minutes/week)
I Can Statements (Student outcomes for the unit)
• I can describe the properties of rocks.
• I can determine the hardness of a mineral
based on a scratch test.
• I can differentiate between a rock and a
mineral.
Resources
• Foss Earth Materials Kit
• Lots of other online resources listed on
curriculum guide
• DMPS science website at
http://science.dmschools.org
• Contact Kim O’Donnell if you need any
support [email protected]
Other Ideas for Teaching Earth Materials
• Create a class rock museum
• Map your school grounds and all of the rocks
and rock types you find
• Grow a crystal garden or make your own
geodes!
http://engineering.oregonstate.edu/momentum/k12/june04/
Collaboration Time!
• Form small groups (3-4) and discuss how you
plan to teach Earth Materials to your students,
and integrate science concepts with literacy
and math.
• Add your lesson ideas to the Solar System
page on the elementary science wiki! (you’ll
need to become a member to add to the
page if you are not already.)
www.dmpsscience.wikispaces.com
EXIT SLIP
Exit Slip
Use a notecard on your table to complete one
of the following sentence starters:
• I am excited about…
• Something I find challenging…
• I would like more information about…
• I really enjoyed…