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Slide1
July 2016
Focus & Within Grade Coherence in Grades K-2
1
Slide2We 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.2
Slide3Name 1
Name 2 FOCUS IN GRADES K-2Introduction: Who I Am
Insert photoInsert photo
3
Slide4Raise your hand if…
you are a math teacheryou are a math teacher coachyou hold a different roleyou teach in a district schoolyou teach in a charter schoolyou teach or work in a different type of school or organizationFOCUS IN GRADES K-2Introduction: Who You Are4
Slide5FOCUS IN GRADES K-2Icebreaker
Share with the people at your table:Where are you from?What do you do?What gets you up in the morning? No, seriously, why do you do this work?Look at the cluster headings on your table. As a group, decide which three clusters would you spend the most time teaching and why.5
Slide6FOCUS IN GRADES K-2The Shifts
1. Focus strongly where the Standards focus2. Coherence: Think across grades, & link to major topics within grades3. Rigor: in major topics pursue: conceptual understanding, procedural skill and fluency, and application with equal intensity.6
Slide7FOCUS IN GRADES K-2
This WeekDayIdeas
Monday
Focus and Within Grade Coherence
Tuesday
Rigor and the
Mathematical Practices
Wednesday
Across
Grade
Coherence and Instructional Practice
Thursday
Adaptation
and
Curriculum Study
Friday
Adaptation and Practice
7
“Do the math”
Connect to our practice
Slide8FOCUS IN GRADES K-2 We Will…
Go deeper on standards and shifts and see how they play out in curriculum and instructionExamine standards-aligned resourcesDo a lot of math problemsThink about how what we are learning impacts what we will do in school8
Slide9FOCUS IN GRADES K-2
Data Collection at Standards Institute9Data CollectionPre-survey (10-15m)Knowledge Daily survey (5-10m)Feedback Knowledge
Analysis
Facilitators
Institute team
Immediate adjustment:
Content
Facilitation
Operation
Slide10FOCUS IN GRADES K-2Norms That Support Our Learning
Take responsibility for yourself as a learnerHonor timeframes (start, end, activity)Be an active and hands-on learnerUse technology to enhance learningStrive for equity of voiceContribute to a learning environment in which it is “safe to not know”10
Slide11FOCUS IN GRADES K-2Today
Morning: Focus in Grades K-2Afternoon: Focus and Within Grade Coherence in Grades K-211
Slide12FOCUS IN GRADES K-2Morning Objectives
Participants will be able to clearly define the “Focus Shift” and explain why a focused curriculum will lead to greater student success.Participants will be able to describe the structure of the Standards in terms of standards, clusters, and domains. Participants will be able to explain what major, supporting and additional designations mean in terms of instructional time/attention and complementary relationships among standards.Participants will be able to classify clusters within their grade as major, supporting, or additional using SAP’s “Where to Focus” guides as a resource and explain the classification.12
Slide13FOCUS IN GRADES K-2Morning Agenda
Framing the ChallengeUnderstanding FocusMajor, Supporting, and Additional Content Connect to Practice: Evaluate a Scope and Sequence13
Slide14FOCUS IN GRADES K-2
Framing the Challenge14
Slide15“A focused, coherent progression of mathematics learning, with an emphasis on proficiency with key topics, should become the norm in elementary and middle school mathematics curricula. Any approach that continually revisits topics year after year without closure is to be avoided.
By the term focused, the Panel means that curriculum must include (and engage with adequate depth) the most important topics underlying success in school algebra…Improvements like those suggested in this report promise immediate positive results with minimal additional cost.”- National Mathematics Advisory PanelFOCUS IN GRADES K-2A Call for Focus15
Slide16FOCUS IN GRADES K-2Focus in the Standards
The Common Core calls 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. This means focusing deeply on the major work of each grade.16
Slide17FOCUS IN GRADES K-2Why Focus?
This focus will help students gain strong foundations, including a solid understanding of concepts, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the classroom.17
Slide18FOCUS IN GRADES K-2Quick Review
DomainGrade LevelStandardCluster
18
Slide19FOCUS IN GRADES K-2
Where to Focus?19
Slide20This shows where students and teachers should spend the
large majority of their time in order to meet the expectations of the Standards.Not all content in a given grade is emphasized equally in the Standards.Some clusters require greater emphasis than others based on the depth of the ideas, the time that they take to master, and/or their importance to future mathematics or the demands of college and career readiness.More time in these areas is also necessary for students to meet the Standards for Mathematical Practice.To say that some things have greater emphasis is not to say that anything in the Standards can safely be neglected in instruction.
Neglecting material will leave gaps in student skill and understanding and may leave students unprepared for the challenges of a later grade.
FOCUS IN GRADES K-2Focus by Grade Level
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Slide21Major
clusters are the highest priority.Supporting clusters are designed to support and strengthen areas of major emphasis.Additional clusters may not connect tightly or explicitly to the major work.FOCUS IN GRADES K-2Focus by Grade Level
21
Slide22Protocol – Major Work
Read the Focus document for your grade(s).Identify the major work for your grade(s).Identify the major work for the other grades in this gradeband.Identify themes for major work across this gradeband.BonusIdentify the themes for major work in Grades 3-5 and 6-8.
What do these themes mean for the major work in K-2?What changes, if any, would you make to the three clusters you chose to prioritize in the icebreaker?
FOCUS IN GRADES K-2Focus by Grade Level
22
Slide23Protocol – Supporting Work
Identify the supporting work for your grade(s).Do the Math – identify the standard.Discuss how this standard supports major work.FOCUS IN GRADES K-2Focus by Grade Level23
Slide24FOCUS IN GRADES K-2
Supporting in Grade K24Sort and Count 1You will need sorting cards or items, for example: colors, shapes, animals, foods, etc. Cards should be able to be sorted multiple ways (example, foods could be sorted by color, then sorted by fruit vs. veggie vs. grain). Another example is animals could first be sorted by pet vs. wild animal vs. farm animal and next be sorted by number of legs and finally be sorted by furry animals/skin animals/scale animals.First have students look at the cards and decide two or three different ways to sort. Next each student can randomly choose a card or item. Then when all class has one, they sort themselves into categories according to color, shape, type of animal or food they have. Then the teacher can ask the questions:“Which group has the most?”“Which group has the least?”“Do any groups have the same number?”The students count the groups and answer the teacher’s questions.K.MD.B.3
Slide25FOCUS IN GRADES K-2
Supporting in Grade 1251.MD.C.4
Slide26FOCUS IN GRADES K-2
Supporting in Grade 2262.MD.D.10
Slide27FOCUS IN GRADES K-2
Focus in K-227Connection to practice:What are the common threads in the major work in grades K-2?What impact do the focus documents have on your role?Why does a focused curriculum will lead to greater student success?
Slide2828
Lunch 12:00-1:00
Slide29FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2Today
Morning: Focus in Grades K-2Afternoon: Focus and Within Grade Coherence in Grades K-229
Slide30FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Afternoon Objectives
Participants will be able to explain what major, supporting and additional designations mean in terms of instructional time/attention and complementary relationships among standards.Participants will be able to clearly define within grade coherence and be able to identify and describe connections between clusters in their grade.Participants will be able to evaluate a sample scope and sequence for focus and within grade coherence by:verifying that all concepts and skills relate to grade-level standards;determining the amount of time spent on major, supporting, and additional work; andidentifying at least 3 connections between major, supporting, and additional work.30
Slide31Deeper Dive: Major Work
Coherence Within the GradeConnect to Practice: Evaluate a Scope and SequenceFOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Afternoon Agenda31
Slide32Protocol:
Do the math – 2 tasks per grade.Identify the standard and why the task aligns.Discuss the alignment with a partner at your table.FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Digging in to Major Work32
Slide33FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2
Major Work – Grade K33K.OA.A.2Sam bought 8 pieces of fruit at the farmers’ market. He loves apples and oranges, so he bought some of each. Draw a plate and show his fruit on the plate. Don’t lose any! Show your work to your friend. Does his/her plate look the same? Make a number bond and number sentence about your picture.
Slide34FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2
Major Work – Grade 1341.OA.A.1Eva has 6 marbles in her hand and 8 in her pocket.Two students draw the pictures below to find out how many marbles Eva has. Label their drawings with P and H for Pocket and Hand. Write a number sentence to go with each drawing. Show two ways to find the number of Eva’s marbles that show how to make ten. Write a number sentence for each.
Jerry has 4 marbles in his pocket and 10 in his hand. Explain how it is that Jerry and Eva have the same number of marbles. Use words, math drawings, and numbers.
Slide35FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2
Major Work – Grade 2352.OA.A.1A pencil costs 59 cents, and a sticker costs 20 cents less. How much do a pencil and a sticker cost together?
Slide36FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Coherence Within the Grade36
Slide37Within 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.
Slide38Protocol:
Do the math – 2 tasks per grade.Identify the standards and why the task aligns.Discuss why this connection is important to show to students.FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Task Analysis38
Slide39K.CC.B.5 and K.NBT.A.1
How many cubes are there? Separate 10 cubes into a group. Write 17 as a number bond using 10 ones as one of the parts.Write an addition sentence to match your number bond. How are your number bond and your addition sentence the same? FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2Grade K
39
Slide401.NBT.C.5 and 1.NBT.B.2
FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Grade 140
Slide412.NBT.A.1 and 2.NBT.A.3
1. 127 is a number.Write it as a sum of 100's, 10's, and 1's.Write its name in words.Draw a picture to represent the number.Locate it on the number line.2. 500 + 60 + 8 is a number.Write it as a three-digit number.Write its name in words.
Draw a picture to represent the number.Locate it on the number line.FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2
Grade 241
Slide42In what ways will the discussion on focus and within grade coherence impact what you do in school?
FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Reflection42
Slide43Break
Slide44FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Connect to Practice
44“A focused, coherent progression of mathematics learning, with an emphasis on proficiency with key topics, should become the norm in elementary and middle school mathematics curricula. Any approach that continually revisits topics year after year without closure is to be avoided. By the term focused, the Panel means that curriculum must include (and engage with adequate depth) the most important topics underlying success in school algebra…Improvements like those suggested in this report promise immediate positive results with minimal additional cost.”- National Mathematics Advisory Panel
Slide45FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Connect to Practice
45How do we know if our curriculum is focused and coherent? What is the Focus criteria?What is the Coherent criteria?
Slide46FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Connect to Practice
46Focus criteriaFocus on grade-level standardsAppropriate emphasis on major workCoherence criteriaComplementary topics support and reinforce a major topicSupporting work integrated with major work
Slide47Look at the
scope and sequence or curriculum map that you brought with you today. Does the scope and sequence appropriately focus on grade-level standards and focus on major content? What evidence do you have? Does the scope and sequence appropriately reflect the idea of within grade coherence? What evidence do you have?
FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Evaluate a Scope and Sequence
47
Evidence
of Focus
Evidence of Within
Grade Coherence
Ways to Improve/What
I Want to Investigate Further
Slide48Look at the
scope and sequence or curriculum map that you brought with you today. Does the scope and sequence appropriately focus on grade-level standards and focus on major content? What evidence do you have? Does the scope and sequence appropriately reflect the idea of within grade coherence? What evidence do you have? Further reflection: How will the focus shift impact your work with
creating and/or coaching around scope and sequences?How will within grade coherence impact your work with
creating and/or coaching around scope and sequences?
FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2
Evaluate a Scope and Sequence
48
Slide49Feedback
Please fill out the survey located here: www.standardsinstitutes.orgClick “Summer 2016” on the top of the page.Click “Details” on the center of the page.49
Slide50Slide
Source6http://achievethecore.org/category/419/the-shifts 14http://www.highereducation.org/reports/college_readiness/gap.shtml15, 44
Foundations for Success: The Final Report of the National Mathematics Advisory Panel, U.S. Department of Education: Washington, DC, 2008. http://www2.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf
16 – 17 http://www.corestandards.org/other-resources/key-shifts-in-mathematics/
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
24
https://www.illustrativemathematics.org/
25 – 26
http://www.engageny.org
33
https://www.engageny.org/resource/kindergarten-mathematics-module-4-topic-c-lesson-18/file/32726
34
https://www.engageny.org/resource/grade-1-mathematics-module-2/file/113176
35
https://www.illustrativemathematics.org/content-standards/2/OA/A/1/tasks/1
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https://www.engageny.org/resource/kindergarten-mathematics-module-5/file/122216
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https://www.engageny.org/resource/grade-1-mathematics-module-6/file/14786
41
https://www.illustrativemathematics.org/content-standards/tasks/1236 FOCUS AND WITHIN GRADE COHERENCE IN GRADES K-2 Reference List50Image Credits (Flickr): Slide 28: “Lunch” by George Redgrave; Slide 36: “Coiled Rope” by Danny Fowler; Slide 37: “Nice” by Rodrigo Soldon; Slide 43: “Latte Art Smile” by Brainy J