District PLC Meeting Grade One April 16, 2014 2:30 – 3:45pm

District PLC MeetingGrade One

April 16, 2014

2:30 – 3:45pm

Agenda

2:30pm Welcome, Reminders, and Logistics

2:35pm Framework for Teaching Elementary Math

3:15pm Social Studies

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 looks great! I love that we’ll have

curriculum to use!

I am excited about easy lesson planning!

I am excited that each chapter is structured to help you teach

the lesson.

I am excited for the quick checks for easy 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.

I like that the core is the focal point and it is easy to follow.

I am excited about learning more about Go Math (16).

I am excited about the technology.

I am excited about the problem solving application that is required

by the students. There is more thinking involved.

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 PLCToday we will…

Walk through the Framework for Teaching Elementary Math with Go Math . Discuss differentiation and small group instruction supports.

5.14.14 District PLCNext 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 2

3 4 5

• Kindergarten, Grade 1, and Grade 2 are set up very similar.

• Grade 3, Grade 4, and Grade 5 are set up very similar.

• Kindergarten and Grade 5 have some unique pieces.

1


http://elementarymath.dmschools.org

http://elementarymath.dmschools.org/





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)


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


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




FRAMEWORK FOR TEACHING:DAILY MATH

REVIEWREFLECTIONTurn 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)




(15 min maximum)

Whole Group Concept

Development(20 min)

ENGAGE EXPLORE EXPLAIN




(15 min maximum)

Whole Group Concept

Development(20 min)

Differentiated Instruction(20 - 35 min)

EXPLAIN

EXPLAIN – has two Quick Check Problems that can help teachers identify groups for differentiated instruction.


Thoughts to consider on Differentiated Instruction…• It will take 1 – 3 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.


Differentiated Instruction20 – 35 minutes

Small Group Instruction

Independent / Collaborative

Personalized Learning

What resources are available for the 20-35 minute small group and differentiated instruction part of the math block?

10 minute activities for small group instruction are available on Think Central.

On Your Own – Independent

Practice in SE.

Ready-made differentiated

centers..

Personal Math Trainer provides individualized learning opportunities.

Push in/Pull Out

Support


Differentiated Instruction

What do the Centers look like?

Activity Cards (A): Ready- made, easy-to-follow activities help students reinforce or extend concepts and skills. *Includes cards for Challenge/Enrichment.

Literature (L): Integrate math skills into real world situations and cross-curricular subject matter to engage student interest. Interactive questions focus on key concepts and support comprehension.

Games (G): Practice skills and apply concepts with these ready-to-use interactive math adventures. Students can play these games in pairs or small groups.


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!


PROBLEM SOLVING(15 MINUTES MINIMUM)




(15 min maximum)

Whole Group Concept

Development(20 min)

Differentiated Instruction(20-35 min)

Problem Solving(15 min)




(15 min maximum)

Whole Group Concept

Development(20 min)



ENGAGE

EXPLAIN

EXPLORE





SPECIAL EDUCATION + INTERVENTION

Special Education + Intervention


(15 min maximum)

Whole Group Concept

Development(20 min)



ENGAGE

EXPLAIN

EXPLORE




Core Whole Group Instruction

Whole Group Concept

Development(20 min)


What if a Special Education student is out

of the room during whole group?

SPED students will be in the classroom for Core

Whole Group Instruction.

What if a Special Education student is Can a SPED student

miss Daily Math Review in order to

receive SPED services?Maybe. It depends on the students and their

needs and ability levels.




(15 min maximum)

Whole Group Concept

Development(20 min)


(20 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.


(20 min)





Math Intervention: 15-20 minutes/day (**only for students in need of intensive support)

Tier 3 Small Group

What materials will an interventionist or SPED support use when providing push-in or pull-out support?


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!



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.


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 PLCToday we…

Walked through the Framework for Teaching Elementary Math with Go Math . Discussed differentiation and small group instruction supports.

5.14.14 District PLCNext 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

SOCIAL STUDIES INSTRUCTION

UNIT 6

Reminder: The “What” vs. the “How”

• The “what” of Social Studies is non-negotiable.

–The learner objectives or “I can” statements

• The “how” of Social Studies is up to your team.

–Teacher teams can get creative with the units they design and the instructional strategies they select.

http://subscriptions.teachtci.com/teacher/kpbxldf

Reminder!

If your grade level team hasn’t created your 2 demo accounts, use the link below:



*Suggested Unit Outline

Social Studies Theme: “Responsibilities to Myself and Others”

Week 1: Family Responsibilities (FR)



Week 4: Being a Good Neighbor (GN)



I Can Statements – Family Responsibilities

-Distinguish between needs as things we must have to live and wants as things it would be nice to have (FR)

-Identify food, clothing, and shelter as needs each family has (FR)

-Describe jobs that people do to earn money to meet their needs and wants (FR)

-Identify items a family might need and want while away from home (FR)

I Can Statements – Being a Good Neighbor

-Define the concepts of neighborhood and neighbors (GN)

-Identify the types of behavior that characterize good neighbors (GN)

-Evaluate behaviors and choose those that illustrate a particular way of being neighborly (GN)

-Identify a local problem related to one’s neighborhood, and make a plan for solving the problem (GN)

Resources

• Early Social Studies Complete Program *Adopted materials 2007

• Social Studies Alive! My School and Family TCI Lessons 11 and 14 www.teachtci.com

• Junior Achievement: Our Families

This program emphasizes the roles people play in the local economy and engages students with activities about needs, wants, jobs, tools and skills, and interdependence. Five required, volunteer-led sessions.

• Money Instructor http://www.moneyinstructor.com/skills.asp

*Early elementary economics lessons, ideas, and activities

http://www.teachtci.com/

http://www.moneyinstructor.com/skills.asp

http://www.moneyinstructor.com/skills.asp

Collaboration Time!

• Form small groups (3-4) and discuss how you plan to teach Unit 6: “Responsibilities to Myself and Others” with your students, and integrate social studies concepts with literacy and math.

• Send your lesson ideas to Amber Graeber to share on the elementary social studies weebly: socialstudies.dmschools.org

*Suggested Unit Outline

Social Studies Theme: “Responsibilities to Myself and Others”







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…

Documents

District PLC Meeting Grade One April 16, 2014 2:30 – 3:45pm