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Preparing Students for College and Career Readiness 2013. 5 th Grade Mathematics Common Core Standards and Go Math!. Katy Thomas, K-12 Instructional Coach Curriculum/Professional Learning Kim Bemis , Teacher Leader Joseph Sims Elementary Terri Mills , Teacher Leader
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Preparing Students for College and Career Readiness 2013 5th Grade MathematicsCommon Core Standards and Go Math! Katy Thomas, K-12 Instructional Coach Curriculum/Professional Learning Kim Bemis, Teacher Leader Joseph Sims Elementary Terri Mills, Teacher Leader David Reese Elementary
Brain Teasers • Ex: 16 O in a P • 1. 26 L in the A • 2. 7 W of the W • 3. 1001 A N • 4. 12 M of the Y • 5. 1 D at a T • 6. 8 P in the S S • 7. 24 H in a D • 8. 29 D in F in a L Y • 9. 18 H on a G C • 10. 3 B M (S H T R) • Ex: 16 Ounces in a Pound • 1. 26 Letters in the Alphabet • 2. 7 Wonders of the World • 3. 1001 Arabian Nights • 4. 12 Months of the Year • 5. 1 Day at a Time • 6. 8 Planets in the Solar System • 7. 24 Hours in a Day • 8. 29 Days in February in a Leap Year • 9. 18 Holes on a Golf Course • 10. 3 Blind Mice (See How They Run)
Structured Interaction • Partner A will go first. • Read your sentences fluently using the frame. • Make eye contact and speak with expression. • Keep discussing until time is up. • If you don’t have a second idea, use the teacher’s idea or repeat your idea. • Be prepared to share your partner’s response. A strategy I used to solve the brain teasers was ____________. It was successful/unsuccessful because ________.
Productive Partners Use the 4 Ls: • L= Look at your partner. • L= Lean toward your partner. • L= Lower your voice. • L= Listen attentively. Structured Student Interaction slides courtesy of Dr. Kate Kinsella, San Francisco State University, Center for Teacher Efficacy
Emerging Practice: Evolving Practice: • Turn to a partner and discuss the character. • You have two minutes. [2 min. pass] • Raising a quiet hand, tell me something you talked about. • Turn to your designated elbow partner. • Partner A will go first. (40 sec.) • Discuss two characteristics of the main character. • Use popsicle stick to call on students
Exemplary Practice • 15 seconds think time • Designated elbow partner, partner B starts, then A (40 sec. each) • Question: What two adjectives best describe the main character? What happened in the story that would support your answer? • Ready.. Think… Turn to elbow partner… • Sent. Frame: The adjectives that best describe the main character are… because in the selection he/she… • Popsicle sticks to call on students
Outcomes of a Viable Instructional Routine • Efficient lesson delivery and use of time • Both students and teachers devote “cognitive capital” to the content rather than the process • Maximized student engagement and thereby learning
PartneringPreparation Checklist • Arrange seating conducive to partnering • Pair students appropriately • Implement a procedure for absentee partners • Teach expectations for partnering (4Ls) • Pre-assign partner roles (1/2, A/B) • Analyze lesson for optimal partner tasks • Prepare visible and lesson-specific references • Prepare lesson-specific language support (starter/frame, word bank, grammar target)
Norms Be invested. Collaborate with colleagues. Avoid sidebar conversations. Turn your cell phone to silent. Please step outside if you have an emergency and need to text.
Overview Yesterday: We took a close look at the relationships between CCSS math rationale, content standards, and Standards for Mathematical Practice and the instructional shifts these will require.
Overview Day 2: Teachers will become familiar with the components of Go Math, be able to use the program as a tool to teach CCSS, and understand how to design a CCSS math lesson. Day 3: Teachers will take a look at assessment options, parents and CCSS-M, and continue with lesson design.
Today’s Outcomes Build an understanding of: • The components of the Go Math curriculum • Which components are critical in year 1 • The importance of planning • Lesson design
Common Core Organization
Characteristics • Fewer and more Rigorous content • Aligned with College and Career expectations • Application of Higher-order Skills • Built on strengths of Current State Standards • InternationallyBenchmarked
Let’s take a look at the student materials Write-In Student Book Standards Practice Book Write-On/Wipe-Off Math Boards
Estimate the product 96 x 34
Planning Guide • Teacher Editions • Grab-n-Go Centers Kit • Manipulatives • RtI Collection • ELL Activity Guide • Techonology • Assessment Guide
Structured Interaction Use the 4 Ls: • L = Look at your partner. 3. L = Lower your voice. • L = Lean toward your partner. 4. L = Listen attentively. One GoMath! component I am interested in learning more about is ______. I believe it will benefit my students by __________.
Structured InteractionUse the 4 Ls:L = Look at your partner. 3. L = Lower your voice.L = Lean toward your partner. 4. L = Listen attentively. Partner A: Partner B: The section ____ stood out for me because ______. One question I have concerns ______. I want more information about ___. • As I read the ______ section, I noticed ______. • I have a question about ____. I am wondering ___.
Technology Time • Let’s go over to the computer lab…
Problem Solving Step 4: Summarize
Structured Interaction Use the 4 Ls:L = Look at your partner. 3. L = Lower your voice.L = Lean toward your partner. 4. L = Listen attentively. Partner A: Partner B: I agree/disagreebased on ____. One way the two programs are different is _____. In terms of adjusting instruction, I am considering ________. • One way GoMath! is similar to Scott Foresmanis ____. • I agree/disagreebased on __. • One way I see myself adjusting my instruction is ____.
Lesson DesignChapter 1, Lesson 1 & Most Difficult Lesson in Chapter 1 • What is the essential question? • What will kids have to know to answer that? • What is being taught and what do they need to already know? • Which pieces are going to be most effective to get kids to the end task? • How will you know they learned?
