Grades K5 1 2 We know from experience the hard work teachers face every day as they strive to help their students meet the challenges set by higher standards We are a team of current and former classroom teachers curriculum writers school leaders and education experts who have worked in the ID: 792119
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Summer 2017
Aligning Instructional Materials
Grades K-5
1
Slide22
We know from experience the hard work teachers face every day as they strive to help their students meet the challenges set by higher standards.
We are a team of current and former classroom teachers, curriculum writers, school leaders and education experts who have worked in the public, private and nonprofit sectors.
We are dedicated to empowering teachers by providing free, high-quality standards-aligned resources for the classroom, the opportunity for immersive training through our Institutes, and the option of support through our website offerings.
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Slide3Name 1
Name 2
ALIGNING INSTRUCTIONAL MATERIALS
(GRADES 6-12)
Introduction: Who I Am
Insert photo
Insert photo
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ALIGNING
INSTRUCTIONAL MATERIALS (GRADES K-5)Institute Recap
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4
What did you find most valuable at the last Standards Institute? Why?
Standards
Adaptations
Focus
Coherence
EngageNY
Rigor
Slide55
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ALIGNING INSTRUCTIONAL MATERIALS
(GRADES K-5)At a Glance
Days
Ideas
Day 1
8:30-4:00
ALIGN
Is my unit aligned to the standards and shifts?
Day 2
8:30-4:00
ADAPT
How do I adapt my unit for students
who are behind?
Day 38:30-4:00TEACHHow do I prepare to teach an aligned lesson?Day 48:30-4:00
FOCUS ON ENGLISH LANGUAGE LEARNERS
How do I support ELLs using my curriculum?
Day 5
8:30-2:30
ELECTIVES
Analyzing Tasks
5
Three days
of
“Practicum”
Slide6ALIGNING INSTRUCTIONAL MATERIALS
(GRADES K-5)
Why a “Practicum”?
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Day
Our Observations
Align
Many of us are
required to use
curricula that are not aligned
.
Even when we are using aligned materials, alignment is
not always well understood.
Adapt
Most students are not ready for the grade in which they find themselves. Most curricula do not offer comprehensive materials or approaches for supporting students below grade level. TeachPutting it all together: teaching with aligned materials and supporting students that are
below grade level is very challenging!
Slide7ALIGNING INSTRUCTIONAL MATERIALS (GRADES K-5)
Data Collection at Standards Institute
7
Slide8We Take Data Seriously
3-minute online Daily Survey
. Facilitators will address feedback the following day. Thursday—10 minute online Knowledge Survey Post-Test
. Answer key will be available.
Slide9ALIGNING INSTRUCTIONAL MATERIALS (GRADES K-5)
Align
Today’s objectives: Participants will be able to describe key elements of an aligned unit in terms of focus, coherence, and rigor using the Content Guide.
Participants will be able to analyze a unit they brought for alignment to the shifts.
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Slide10ALIGNING INSTRUCTIONAL MATERIALS (GRADES K-5)
Norms That Support Our Learning
Take responsibility for yourself as a learner
Honor timeframes (start, end, activity)
Be an active and hands-on learner
Use technology to enhance learning
Strive for equity of voice
Contribute to a learning environment in which it is “safe to not know”
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Slide11ALIGNING INSTRUCTIONAL MATERIALS (GRADES K-5)
Agenda
Three Corners—Focus, Coherence, and Rigor
What Is
the Content Guide and How Will We Use It?
Analyzing Part 1 of the Content Guide for Focus
Break
Analyzing Part 1 of the Content Guide for Rigor
Reflect
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Slide12Choose the corner with the shift that most resonates with you.
Introduce yourself
What is your name?Where are you from?
What is your role?Why does this shift resonate with you?
Discuss the shift as a group. What does the shift mean with regard to the
the
Standards?
Have a scribe write a definition.
Share what the shifts mean to your group.
ALIGNING INSTRUCTIONAL MATERIALS (GRADES K-5)
I. Three Corners
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Slide13Focus:
The Standards call for greater focus in mathematics. Rather than racing to cover many topics in a mile-wide, inch-deep curriculum, the Standards ask math teachers to significantly
narrow and deepen the way time and energy are spent in the classroom.
Slide14ALIGNING INSTRUCTIONAL MATERIALS (GRADES K-5)
Focus in Grade 1
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Slide15Within-Grade Coherence:
Coherence is built into the standards for each grade through the utilization of complementary topics to support and reinforce
a major topic in a grade.
This also increases focus in the grade.
Slide16Across-Grade Coherence:
Learning is carefully connected
across grades so that students can build new understanding onto foundations built in previous years.
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Rigor:
Materials should pursue with equal intensity
the three aspects of rigor: conceptual understanding,procedural skill and fluency, and modeling/application.
Slide18ALIGNING INSTRUCTIONAL MATERIALS (GRADES K-5)
Which
Aspect of Rigor?
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3.OA.B.6
Understand division as an unknown-factor problem.
For example, find 15 ÷ 3 by finding the number that makes 15 when multiplied by 3
.
Conceptual Understanding
Slide19ALIGNING INSTRUCTIONAL MATERIALS (GRADES K-5)
Which
Aspect of Rigor?
2.OA.B.2
Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
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Procedural Skill and Fluency
Slide20ALIGNING INSTRUCTIONAL MATERIALS (GRADES K-5)
Which
Aspect of Rigor?
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4.OA.A.2
Multiply or divide to solve word problems
involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
1
Helen raised $12 for the food bank last year and she raised 6 times as much money this year. How much money did she raise this year?
Sandra raised $15 for the PTA and Nita raised $45. How many times as much money did Nita raise as compared to Sandra?
Application
Slide21ALIGNING INSTRUCTIONAL MATERIALS (GRADES K-5)
Focus, Coherence, and Rigor
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Slide22ALIGNING INSTRUCTIONAL MATERIALS (GRADES K-5)
II. What
Is a Content Guide?22
Slide23ALIGNING INSTRUCTIONAL MATERIALS (GRADES K-5)
What
Is a Content Guide?23
Slide24ALIGNING INSTRUCTIONAL MATERIALS (GRADES K-5)
What
Is a Content Guide?24
Slide25ALIGNING INSTRUCTIONAL MATERIALS (GRADES K-5)
II. How Do You Use a Content Guide?
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Understand what the standards
are saying and prepare to write or evaluate a unit.
Understand what
the shifts
mean with regard to my grade level
content.
Understand
the progressions
of learning across
grades.
Find instructional resources that
support for students who may be below grade level.
Today
Tomorrow
Slide26ALIGNING INSTRUCTIONAL MATERIALS (GRADES K-5)
Time to Get Cooking!
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Slide27ALIGNING INSTRUCTIONAL MATERIALS (GRADES K-5)
III. Analyzing Part 1 of the Content Guide
for Focus
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Are the clusters discussed in this guide major, supporting, or additional? What does that mean?
Are any connections to other clusters mentioned? How do these clusters relate to the focus clusters?
What is the identified mathematical practice described? How does it relate to the clusters of focus?
Directions:
1.
Read.
2. Answer
questions.
3. Share at
tables. 4
. Record.
Slide28ALIGNING INSTRUCTIONAL MATERIALS (GRADES K-5)
Analyzing Part 1 of the Content Guide
for Focus
What content is emphasized in your Content Guide?
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What content is emphasized in your Content Guide?
Slide29Break
Slide30ALIGNING INSTRUCTIONAL MATERIALS (GRADES K-5)
IV.
Analyzing Part 1 of the Content Guidefor Rigor
What aspects of rigor do you notice for the standards?
Which standards in this cluster indicate conceptual understanding? What are students asked to do that builds conceptual understanding?
Are there standards that require fluency? What are students doing that builds fluency?
Are there standards that indicate application? What are students doing that requires modeling or requires them to solve
real-world
problems?
If one is not present, why might you not find it in this cluster?
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Directions:
1.
Read.
2. Answer
questions. 3. Share at tables. 4. Record.
Slide31ALIGNING INSTRUCTIONAL MATERIALS (GRADES K-5)
V.
Reflect
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Key Take-Away?
Slide32ALIGNING INSTRUCTIONAL MATERIALS (GRADES K-5)
Reference List
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Slide
Source
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http://www.achieve.org/files/NAEPBriefFINAL051415.pdf
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http://www.achievethecore.org
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http://www.corestandards.org
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http://achievethecore.org/content/upload/Focus_in_Math_06.12.2013.pdf18https://www.engageny.org/resource/grade-3-mathematics-module-1-topic-b-lesson-6
19https://www.engageny.org/resource/grade-2-mathematics-module-1-topic-b-lesson-420
https://www.illustrativemathematics.org/content-standards/4/OA/A/2/tasks/263
19–21
http://achievethecore.org/dashboard/2/search/1/2/0/1/2/3/4/5/6/7/8/9/10/11/12/page/774/focus-by-grade-level-list-pg
22–26
, 37,
40–41
https://www.illustrativemathematics.org/
46
Foundations for Success: The Final Report of the National Mathematics Advisory Panel
, U.S. Department of Education: Washington, DC, 2008.
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http://achievethecore.org/page/254/progressions-documents-for-the-common-core-state-standards-for-mathematics-detail-pg
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Slide #
Name and Photographer
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"Your focus needs more focus" by Leland Francisco (Flickr).
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Untitled by
kropekk_pl
(
Pixabay
)
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Untitled by bogitw (Pixabay)
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“Incomplete Bridge” by Ken Scarboro (Flickr)
21“208/365 - He's got the whole world in his hands.” by Courtney Carmody (Flickr)26“Little Ambassadors (the program of IWC-JAPAN about Fiji)” by Makiko TAKEMURA (Flickr)
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“Landscape” by
mcxurxo
(Flickr)
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"Latte art smile" by Brainy J (Flickr
)
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“Keys” by Richard Garside (Flickr)
ALIGNING INSTRUCTIONAL MATERIALS (GRADES K-5)
Image References