District PLC Meeting Grade Three February 5, 2014 2:30 – 3:45pm

Agenda 2:30pm Welcome, Reminders, and Logistics 2:35pm Mathematical Practice Standard #1 Reflection “I really enjoyed talking with teachers from other schools about math practices.” “I enjoyed getting information from others about problem solving.” “I am excited to work on problem solving in my classroom!” 2:40pm Go Math Overview “I am excited to get a new math series.” “I’d like to know more about the new math program.” “Will we get technology resources for the new math?” “Will there be a formal training for Go Math?” “Will we not have resources until August?” “Will we be able to preview the new materials before the end of the year?” 3:10pm Social Studies 3:35pm Exit Slip 3:45pm Dismissal Let’s briefly review our agenda for today. We appreciate your feedback from the last session. We have taken that feedback into consideration when planning this session.

Reminders and Logistics Just a few reminders and meeting 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 Go Math series at your grade level. Any further questions then what is presented – please write on a notecard. Remind them that you do not have any further knowledge of the Go Math resources and will most likely not be able to answer specific questions. I did try to answer all questions in this presentation that were asked last time about Go Math – so do let them know that if it is a question that everyone could benefit from to write it on the card.

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! A quick reminder of our norms (Stay positive)

mathematical practice standard #1: Make sense of problems and persevere in solving them Today we are going to continue our work discussing mathematical practice standard number 1. Last time we….

Reflection Talk with an elbow partner about what goal you set in the area of problem solving in January and how it went (5 min). This is going to be a quick wrap up on this – but give them about five minutes to discuss with a partner…

Go Math! Grade three OVERVIEW We recognize that many teachers are interested in the new math adoption – so we will spend a portion of our time together today answering some of the common questions and giving you an overview of the program.

Board Approval We want to share why the committee chose the Go Math series. The math upgrade will go to the school board late February for approval.

Grade Three Math Materials Upgrade Houghton Mifflin Go Math! (©2015) Comprehensive Mathematics Program

Go Math! ORGANIZATION: Iowa core

Go Math! ORGANIZATION: Iowa Core Critical Areas Domain The Iowa Core is designed into three levels. Critical Areas are where students should be spending the majority of their instructional time. In 3rd grade there are 4 critical areas. Domains such as Operations in Algebraic Thinking And lastly, the Standard. Standard

Go Math! ORGANIZATION: Iowa Core Table of Contents Critical Area The most important part of the decision in to upgrade to Go Math is because it has been written since the Iowa Core. It is written for the Iowa Core. You will look here in this Table of Contents and notice it lists the exact same Critical Area, Domain and Standard. Domain Standard

Go Math! ORGANIZATION: Iowa Core Coherence At the start of every chapter – it also provides teachers with the learning progressions across grade levels, much like the first page in our current guides.

Go Math! ORGANIZATION: Iowa Core Teacher Edition Each lesson in the Teacher Edition also Highlights the standard The learning objective And the coherence across the grade level. Each lesson also will have an essential question that will be the focus of that particular lesson.

Go Math! ORGANIZATION: Iowa Core Student Edition The essential question and standard is listed at the top of every lesson in the student edition as well.

Go Math! ORGANIZATION: practice standards

Go Math! ORGANIZATION: Practice Standards Teacher Edition Table of Contents Teacher Edition Professional Development Every chapter focuses on all 8 mathematical practice standards – as they are all important. It also provides teachers professional development in the area of MPS and even has videos for teachers to watch on the standards for mathematical practice at their specific grade level.

Go Math! ORGANIZATION: Practice Standards Teacher Edition Lessons and MPS Each lesson integrates the MPS. It walks teachers through how to incorporate them and what language to use with students to foster the practices.

Go Math! ORGANIZATION: Practice Standards Student Edition Lessons and MPS The same language is articulated in the student edition.

Go Math! ORGANIZATION: common questions

Go Math! ORGANIZATION: Common Questions Will we follow the format of the book or move chapters around to fit our current unit structure? The committee was firm on picking a program that was organized and sequential and designed in a thoughtful way. We will follow the structure of the Go Math program and revise our current curriculum guides. 2. The student edition is consumable. How many years will we receive the consumable editions? We will receive the consumables as long as we are implementing the Go Math program. Houghton Mifflin will ship new, updated consumables every year as to make sure we stay current. Walk through these questions

Go Math! ORGANIZATION: Common Questions 3. Will our I Can Statements change? Yes. They will change to the lesson objectives that are in the Go Math series. Although, they will not change drastically, as our current statements align with the Iowa Core. You will have access to the I Can Statements this Spring. 4. Will our assessments change? We will be following the structure of the Go Math series and therefore the order of our current units will be changed. Currently, we have focus teams working to revise our current curriculum guides and assessments. More information about both guides and assessments will be provided at the March, April, and May District PLC Meetings. Walk through these questions

Go Math! Balanced Math

Go Math! BALANCED MATH Go Math lessons are designed for an average of 60 minutes of instructional time. We will continue to implement Daily Math Review and Mental Math into our daily math block. Go Math presents a balance between conceptual understanding, application and procedural skill and fluency when called for in the Iowa Core. Teacher Edition It was important to choose a program that fit into our current Balanced Math Framework. Go Math lessons are designed for an average of 60 minutes of instructional time. That allows us to continue to implement DMR and mental math daily. Go Math presents a balance between conceptual understanding, procedural skill and application when called for. This is an example of a lesson and how Go Math has indicated where you can find the different rigor levels. This is outlined in every lesson.

Go Math! Balanced Math common questions

Go Math! Balanced Math: Common Questions How much time will be allocated to math daily next school year? Each math block will be a minimum of 75 minutes. 2. Does Go Math have any resources to help me write Daily Math Review questions? Yes! Each lesson has a Problem of the Day that could be used as an idea what kind of problems a teacher could use in Daily Math Review. Walk through these questions

Go Math! Lesson Design gradual release Daily lessons are set up to support whole group, small group, and intervention.

Go Math! LESSON DESIGN: Gradual Release Daily lessons are set up to support whole group, small group, and intervention. Teacher Edition The first part of the lesson is called ENGAGE. This part of the lesson is meant to spark interest and start discussions around the concept. Sometimes ENGAGE will include a hands-on activity or a real world video. The ENGAGE part of the lesson is very short (1-2) minutes.

Whole Group Instruction Go Math! LESSON DESIGN: Gradual Release Daily lessons are set up to support whole group, small group, and intervention. Whole Group Instruction Student Edition Teacher Edition The second component in every lesson is called EXPLORE. This is the whole group instruction component in every lesson. Here is an example of an explore. In Grade 3 they call it Unlock the Problem Most times you will see this hands-on symbol which indicates that they will be using manipulatives or tools to help them. This is the student consumable edition – so you are able to see how they are provided with the boxes to be able to place their counters. This will limit the amount of materials you are creating.

Guided Practice and Formative Assessment Go Math! LESSON DESIGN: Gradual Release Daily lessons are set up to support whole group, small group, and intervention. Guided Practice and Formative Assessment Teacher Edition Student Edition The third component of every lesson is called EXPLAIN. This is the guided practice and formative assessment component in every lesson. Here is an example of an explain component. In grade 3 they call it Share and Show This is the student consumable edition – so you are able to see how they are provided with the boxes to be able to place their counters and places where the students can practice writing their numbers. The teacher edition provides guiding questions the teacher can use to assist students. Now I want you to notice on number 3 + 4 there is a red check mark. This is the formative assessment piece. The teacher is going to be observing who is understanding the concept and who is not based on number 3 + 4 From that information the teacher will be allowed to pull a small Tier 1 group.

Small Group Instruction Go Math! LESSON DESIGN: Gradual Release Daily lessons are set up to support whole group, small group, and intervention. Small Group Instruction Student Edition Teacher Edition The fourth component in every lesson is called elaborate. This is the differentiated instruction component in every lesson. Here is an example of an elaborate component. Based on the Share and Show Quick Check the teacher will know who needs a little more assistance. The teacher will pull up that Tier 1 group for a short small group session and can use many resources to assist the students further. The students who do not need more assistance then will go on to the more practice piece.

Small Group Instruction Go Math! LESSON DESIGN: Gradual Release Daily lessons are set up to support whole group, small group, and intervention. Small Group Instruction Go Math provides many resources to meet students’ needs. CLICK Each lesson has a Grab and Go kit that provides independent activities, leveled readers and games for students to work on while the teacher is working with a small group. It also provides hands-on activities for Tier 1 and Tier 2 groups, as well as, CLICK language support groups and enrichment groups. There are also Blackline master supports to reteach and enrich. And Strategic Intervention guides for both Tier 2 and Tier 3 groups. And lastly teachers can personalize instruction for each student using some of the digital options which we will talk about in a few minutes.

Problem Solving and Application Go Math! LESSON DESIGN: Gradual Release Daily lessons are set up to support whole group, small group, and intervention. Problem Solving and Application Teacher Edition Student Edition The next component of Elaborate is the Problem Solving and Applications CLICK Every lesson has a problem solving part that teachers can use to do as a whole class or in collaborative groups. We will discuss more on problem solving in a minute or two.

Go Math! LESSON DESIGN: Gradual Release Daily lessons are set up to support whole group, small group, and intervention. Teacher Edition The last component in a lesson is the Evaluation piece. This allows the teacher to get a feel for if the class was able to grasp the concept. CLICK Here is an example.

Go Math! Lesson Design common questions

Go Math! Lesson Design: Common Questions Is it possible to fit all five components into a math block every day? Yes. In the March, April, and May PLC Meetings, as well as, in Summer PD, more information will be provided into the timing of a math block. It is important to remember that in the first year – lessons will take longer because the program is new. 2. Do I have to do one lesson per day? Go Math designed each lesson for one day of instruction. Teachers will have flexibility to make lessons stretch over two days if students are in need of more instruction. Walk through these questions

Go Math! Lesson Design: Common Questions 3. I do not have extra math support in my classroom. Will I be able to provide small group instruction to all my students? Yes. More information to come on small group instruction. We will provide teachers with options on how small group instruction can look during the math block in order to meet all students’ needs. 4. What does this look like for ELL, SPED, Interventionists, GT, etc… More information to come soon. We will be providing specific grade level and specialized trainings in June and August. Walk through these questions

Go Math! Problem Solving

Go Math! PROBLEM SOLVING Students will be PROBLEM SOLVING daily with Go Math.

Go Math! PROBLEM SOLVING Each Chapter has a Problem Solving Lesson that guides the students through learning a problem solving strategy.

Go Math! PROBLEM SOLVING Go Math has aligned their lessons with the work of CGI.

Go Math! technology

Go Math is rich with technology resources. Go Math! TECHNOLOGY Go Math is rich with technology resources.

Go Math is rich with technology resources. Go Math! TECHNOLOGY Go Math is rich with technology resources.

Go Math is rich with technology resources. Go Math! TECHNOLOGY Go Math is rich with technology resources.

Go Math is rich with technology resources. Go Math! TECHNOLOGY Go Math is rich with technology resources.

Go Math is rich with technology resources. Go Math! TECHNOLOGY Go Math is rich with technology resources.

Go Math! TECHNOLOGY Go Math is rich with technology resources. Interactive Whiteboard Lessons Provides rich and engaging learning experiences. Encourages active participation throughout the lesson. Available for every lesson.

Go Math is rich with technology resources. Go Math! TECHNOLOGY Go Math is rich with technology resources. iTools Solve problems with interactive digital manipulatives. Model and explore math lesson concepts.

Go Math is rich with technology resources. Go Math! TECHNOLOGY Go Math is rich with technology resources. Mega Math Provides additional lesson practice with engaging activities that include audio animation.

Go Math! Technology common questions

Go Math! Technology: Common Questions 1. The technology looks great – but I do not have access to much technology in my classroom. Will our district provide us with more technology for Go Math? If teachers are expected to implement components of the Go Math technology, the professional development and devices will be provided. More information to come. 2. Will we still have access to Fastt Math? Yes. The expectation will remain: All students will complete 10 minutes of Fastt Math 3+ times per week. 3. How will we access the technology for Go Math? All Go Math resources will be available to teachers on Think Central. Walk through these questions

Go Math! common questions

Go Math! Technology: Common Questions 1. Will teachers be able to preview the Go Math materials before the end of the school year? Yes! Teachers will receive a copy of the 2015 Go Math Chapter One Teacher Edition for their grade level at the next District PLC Meeting on March 5th. 2. Is there going to be formal training for Go Math and curriculum guides? Yes. We will spend the remaining PLC sessions this school year focusing on Go Math. There will be 14 half day sessions offered in June and August in which teachers will be compensated for attending. More information on dates to come. Walk through these questions

Go Math! Technology: Common Questions 3. When will we actually receive our materials? What about Continuous Calendar Schools? We are continuing to work with Houghton Mifflin on the timeline. We will keep you informed as we learn more. We do have plans in place to start the school year off on the right step for students in ALL schools. More information to come. 4. What do we do with our old math materials? Materials will be collected, similar to the literacy adoption, starting in October of 2014. Walk through these questions

Elementary Math Materials Upgrade More Information Coming Soon… The March 5th PLC Meeting will continue the focus on the implementation plan for Go Math. Chapter One Teacher Edition Designing your Instructional Day – Math Block Grade Level Planning and Curriculum Guide Format

Social Studies Instruction

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

This unit starts March 3. We are looking ahead!

*Suggested Unit Outline Social Studies Theme: Going Places Week 1: Geography of the US (G) Week 2: Geography of the US (G) Week 3: Geography of the US (G) Week 4: The West (W) Week 5: The West (W) Week 6: The West (W)

I Can Statements – Geography of the US -Identify cardinal and intermediate directions and use a compass rose (G) -Use map skills to locate communities on a map, determine directions, and measure distances between two locations (G) -Research and map a place to visit in the United States (G) -Create a brochure to advertise the researched location (G)

I Can Statements – The West -Analyze the growth of the nation from thirteen colonies to the 50 states (W) -Explain patterns of westward movement (Oregon Trail, Santa Fe Trail, Mormon Trail, etc.) (W) -Examine the costs of traveling West for pioneers and the benefits they received once they reached their destination (W) -Explore the impact of migrations west on various Native American tribes on the Plains, in the Southwest, West and Northwest (W) -Determine the regional effects of immigration and westward movement on language, religion, art, customs and making a living (W)

Resources Communities, Scott Foresman *Adopted materials 2007 Social Studies Alive! Our Community and Beyond TCI Lesson 2 Online Resources Learn 360 Film Clips Heartland AEA Online Resources http://www.heartlandaea.org/library-and-digital-resources/online-resources/k- 5th-grade/ Des Moines Sister Cities Commission https://www.dmgov.org/Departments/CityManager/Pages/SisterCityCommission.a spx Field Experiences Living History Farms http://www.lhf.org/

Collaboration Time! Form small groups (3-4) and discuss how you plan to teach “Unit 5: Going Places” 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 Teachers can also discuss and collaborate around their current unit of instruction!

*Suggested Unit Outline Social Studies Theme: Going Places Week 1: Geography of the US (G) Week 2: Geography of the US (G) Week 3: Geography of the US (G) Week 4: The West (W) Week 5: The West (W) Week 6: The West (W)

Survey Feedback & Exit Slip

Survey Feedback Please take a minute complete the following surveys to provide feedback for the Curriculum Team: TCI social studies survey: http://socialstudies.dmschools.org/elementary.html Literacy Curriculum Guide survey: www.elementaryliteracy.dmschools.org

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…