1. Adapting: Using Progressions of Learning (Grades K-5)
Winter 2017
Participants should sit at grade-level tables.
Materials: Clusters that include grade level indicators at each table.

2. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES K-5) At a Glance
Day
Ideas
Day 1
8:30-4:00
ALIGN
Is my unit aligned to the standards and shifts?
Day 2
ADAPT
How do I adapt my unit for students that are behind?
Day 3
TEACH
How do I prepare to teach an aligned lesson?
Day 4
FOCUS ON ENGLISH LANGUAGE LEARNERS
How do I support ELLs using my curriculum?
Day 5
8:30-2:30
ELECTIVES
Analyzing Tasks
Three days of
“Practicum”
Speaker Notes:
Here is what this week will look like.
Our approach is to blend the conceptual with the practical. We work to understand the big ideas and how they look in practice.
The two strands that run through all of our work are:
supporting students with gaps in learning
digging deep into math content by “doing” the math
We will understand the principles that lie beneath curriculum, how to adapt curriculum, and how to interact with curriculum. This happens best when we understand the “load-­bearing walls” of the curriculum--the big ideas that curriculum is based on. 2 5

3. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES K-5) Data/Survey+ ∆
Insert Plus / Delta information on this slide

4. Take responsibility for yourself as a learner
ADAPTING: USING PROGRESSIONS OF LEARNING (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”
Speaker’s Notes:
Let’s take a moment to review norms for the week.

5. Morning Session: Adapting Progressions in Grades K-5
ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES K-5)
Morning Session: Adapting Progressions in Grades K-5
Afternoon Session: Adapting Materials in Grades K-5
Objectives:
Be able to:
Use Part III of the Content Guides to identify pre-requisite skills.
Use Part III of the Content Guides to plan learning of prerequisite skills.
Objectives:
Be able to:
Decide assessment approaches to determine knowledge of pre-requisite skills for your unit of study.
Complete pre-planning process to address gaps in learning in your unit of study.
Speaker Notes:
Read through objectives;
General framing is, ”How can we use the content guides to support focused, intentional planning for students who have gaps in learning?”
Learn a method for intentionally planning for gaps in your students’ learning.

6. To-Do list (like we need another one, right?!)
ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES K-5) Review Yesterday and Ice Breaker
What did we do?
Alignment!
Used the Content Guides to help us hone in on how to improve our materials
To-Do list (like we need another one, right?!)
At your table groups, share:
One example of something on your to-do list and how it got there
One problem you’re still thinking about how to solve regarding alignment
Speaker Notes:
Yesterday, participants used the content guides and a brief protocol to consider how their own materials addressed focus, coherence, and rigor in an aligned and content-rich manner.
Point out that yesterday participants used Parts I and II of the Content Guides to help them review their curriculum materials for evidence of the 3 shifts and create a “To-Do” list of on how to better align their materials.
Participants should have finished the day with a “To-Do” list on how to better align their materials to the shifts.
Ask participants to give examples of their To-Do lists in their table groups based on the shifts, with table lead sharing out some of them.
In this session, we will turn to Part III of the Content Guides to help them plan on how to address possible content gaps in students’ learning by focusing on the content progression.

7. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES K-5) Today’s Agenda
AM Session
Connect to Day 1
I. Modeling Planning for Gaps
II. Practice in Planning for Gaps
III. Reflect
PM Session
Connect w/ AM Session
I. Expand on Planning w/ Progressions
II. Practice
Speaker Notes:
Here’s a look at our agenda for this session. Buckle your seatbelts!
Materials you will need for this session:
Content emphases (printed)
Tasks (printed)
Content standards
[CLICK]: Let’s get started with some Modeling.

8. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES K-5)
I. Modeling Planning for Gaps: The Problem
Let’s take a look at this objective: Use the area model and multiplication to show the equivalence of two fractions. (4.NF.1)
To help us better understand the objective, how does this exit ticket inform the expectations of 4.NF.1?
“Draw two different area models to represent one fourth by shading. Now, in the first model, decompose the shape into eighths and decompose the second into twelfths. Use multiplication to show how each fraction is equivalent to one fourth and how that looks in your shapes.”
Speaker Notes:
Tell a story, as in ”You know, I used to teach 4th grade. Every time I got to 4.NF.1, my kids struggled. After too many failed attempts, I had to find a way to prepare for it. Let’s take a look at 4.NF.1 and start thinking together about what we can do.”
Read the objective.
Read second bullet
Ask participants to do the exit ticket problem to better understand the objective. Popcorn responses.
Correct response: ¼ is the same as 2/8, because we created twice as many partitions, while the shaded fraction had two parts in it, yet it is the same “amount” as the original fraction. And three parts of out of 12, yet still the same amount shaded when we partition into twelfths.

9. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES K-5)
Modeling planning for Gaps: Prerequisites
TURN AND TALK: What are some of the prerequisite standards students need to be successful on the exit ticket? How did you come to know that? In your group, discuss this; table leaders will share out big ideas.
Speaker Notes:
Guide folks to posterize this.
Acknowledge that not all answers will come in the form of a specific standard but as content/skills. Honor all the answers related to the standards below. Also honor those that contain reasonable rationale.
Answers: 3.NF.A.3 (which have 3.NF.1 and 3.NF.2 as their own prerequisites, so can trace back to there), 4.OA.2
3.nf.1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
3.nf.2: Understand a fraction as a number on the number line; represent fractions on a number line diagram.
3.nf.3: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size:
Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.
Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Prepare for lots of crazy responses and of different levels of intensity for questions 2 and three. Be ready to guide people to using progressions in CG or elsewhere.

10. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES K-5) What are the prerequisites for 4.NF.1?
3.NF.A.3 (a-d)
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size:
3.NF.A.1
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
3.NF.A.2
Understand a fraction as a number on the number line; represent fractions on a number line diagram.
4.OA.2
Multiply or divide to solve word problems involving multiplicative comparison.
Speaker Notes: with animation
Point out that when we review the standards carefully, these particular standards have the most direct impact on students’ readiness to engage in 4.NF.1.
Note that the role of 3.NF.3 is significant because it has 4 parts (below) that directly impact student readiness.
CLICK
Remind participants that designing interventions that address prerequisite standards represent a set design principles that prioritize Coherent Content in Context.
TELL: “Coherent Content in Context means:
Honoring the progression of grade level learning;
Focusing instruction of the concepts that are important for the attainment of the CCSS; and
Providing remediation that is fast and effective.”
SAY: ”I have asked you to think about what these are. But, what tools do you know of that could help you find it?” Popcorn this part. You are looking for Coherence Map as main choice.
Standards: 3.NF.A.3 (which have 3.NF.1 and 3.NF.2 as their own prerequisites, so can trace back to there), 4.OA.2
3.nf.1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
3.nf.2: Understand a fraction as a number on the number line; represent fractions on a number line diagram.
3.nf.3: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size:
Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.
Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

11. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES K-5)
Curricular Interventions using Coherent Content in Context
Coherent Content in Context
Coherent: in the progression of grade-level learning
Focused on current grade level content
Relatively quick
Speaker Notes:
[CLICK] Using the map, talk about how we now know both where we are going and where kids should have been. Question now is, how do we help kids get there?
Answer is: [CLICK]: Coherent Content in Context.
TELL: “Coherent Content in Context means:
Honoring the progression of grade level learning;
Focusing instruction of the concepts that are important for the attainment of the CCSS; and
Providing remediation that is fast and effective.”

12. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES K-5)
Curricular Interventions using Coherent Content in Context
Okay. Looks like 3.NF.3 is huge in order for kids to be ready for 4.NF.1. I look back at ENY for some materials to support my review. Surprise! It’s almost two weeks long! I don’t have time for this, what do I do now? I’m going to choose 2, cause I can get that done without destroying my year. I’m picking lessons 22 and 23. And, I’m going to teach them before I get into 4.NF.1. Take a few minutes and look at lessons 22 and 23: TURN & TALK: Do you like this plan, why? And, is this always the best approach to this kind of problem? What are other options and what are benefits and risks to doing them? What are other types of interventions you could plan for?
Speaker Notes: with animation
ASK (rhetorically): “How could we apply our Coherent Content in Context?”
“Let’s start by finding resources that support the review of 3.NF.3. I went ahead and looked back at my favorite places to go for materials, and found some great stuff on ENY. ” [CLICK]
SAY: there’s too much stuff! Almost two weeks’ worth! [click]
SAY: so, I’ll pick some of it: [click]
Direct participants to review lesson 22 & 23 (bullet 4)
Facilitate TURN & TALK. After a couple of minutes have them share out within their table groups. Allow another 3-4 minutes and proceed.
Coherent Content in Context:
Coherent: in the progression of grade-level learning
Focused on current grade level content
Relatively quick

13. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES K-5)
Curricular Interventions using Coherent Content in Context
SAY: ”Okay, great. We have figured out the pre-requisites and some ways to intervene. But, that was not especially efficient. Surely, there must be a more efficient way to do this. In fact, there is! And, you are already familiar with it!”

14. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES K-5)
Using the Content Guides
words
Speaker Notes:
SAY: “One of the resources that helps us plan Coherent Content in Context is the Content Guide. Specifically, we will zoom in on Part III of the Content Guides and leverage our understanding of the coherence shift to help us plan.”
Content Guides help us see the progressions more clearly.
As an example, let’s look at the Content Guide for grade 3. Part III helps us look at coherence. This example looks at Operations & Algebraic Thinking in grade 3 by asking the question: Where do Operations & Algebraic Thinking in Grade 3 come from?
“At your tables, please open your grade 3 Content Guide to page 30. You will review the content guide to identify the text features and how these features may support you in planning Coherent Content in Context.”

15. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES K-5)
Using the Content Guides
Beginning on page 30 in Grade 3: skim Part III to get a feel for it. How is Part III structured?
What do page 36 and 37 tell us about the path to multiplication and division? How do they do that? What standards, key ideas and examples or illustrations are addressed?
Now, in your table groups, divide up the progressions in your Guide among you so that together, you create posters for each progression. We’ll use these as anchor charts.
When you’re done, take a few minutes to explain the progressions to your table mates.
Speaker Notes: with animations
Tell participants to review Part III of the Content Guide, beginning on page 30.
Focus on the structure of the Content Guide.
Ask: “How is Part III structured and how does it help us answer the question: Where do Operations & Algebraic Thinking in grade 3 come from?”
After about 3 minutes, they should see an example, in part III, of how content progresses before and after the grade level standards in question. Table leader guides will lead a discussion to elicit these. Specifically:
Pages 36 and 37 give one specific example of this around multiplication.
On page 36, there is a Grade 2 task (Partitioning a Rectangle into Unit Squares) that helps develop a foundation for multiplication.
On page 38, there is a specific section (Suggestions for students who are below grade level) that offers suggestions on how to address readiness for multiplication and division with whole numbers.
On page 39 there is an explicit suggestions on how to adapt instruction to bridge the gap (Suggestions for students who are below grade level)
Beginning on page 40, the section Beyond Grade 3: What’s next with multiplication and division? Discusses the progression of standards through the development of multiplication and division concepts.
After the discussion, table leader guides will capture the progression in a chart, to be co-created by the group, which will serve as an anchor chart and an example.
After this chart is made as an example, participants in each group should split up to create similar charts for progressions in their grades
POPCORN: “What structures in the Content Guide did you find useful in designing Coherent Content in Context?”
Accept most answers with valid rationale. Recognize specific references to the sections and pages above.

16. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES K-5)
Mapping it all out
Let’s talk about how we can plan for this in a focused manner:
Assessment Approach
Pre-Requisite Skills
Curricular Intervention
[TOOL] + [TIME]
[STANDARDS] / [KNOWLEDGE] / [SKILLS]
[TYPE] + [RESOURCE]
Give G3 M5 L21 exit slip at end of class Friday before M5 L1
3.NF.A.3.A: Not able to identify equivalent fractions using visual fraction models and number lines.
Teach 2 full lessons on equivalent fractions on the number line using EngageNY G3 M5 L22-23 ?
Speaker Notes: with animation
SAY: “ In order to support our planning, we’ll use this approach:” (CLICK) to animate first panel
”The first part is identifying the content that is the most impactful pre-requisite. Our review of the progression has helped us identify standard 3.NF.3 as having a big impact on our students’ ability to engage in standard 4.NF.1.”
(CLICK)“The next part of the recipe is to plan the Curricular Intervention by identifying the TYPE of intervention and the RESOURCE to be used. In this case, I have planned to teach 2 lessons on the standard 3.NF.3 using Grade 3, Module 5, Lessons 22 & 23 from ENY.
TURN & TALK: “What other TYPES of intervention could I plan for in anticipation of my students’ possible levels of mastery of the prerequisite content?”
Allow 2 min and invite sharing (popcorn)
TELL: “In your table groups, select one of the other TYPES of interventions we shared out and with a table partner fill out another row of this planning tool.” (Participants may use the same standard or any of the previously identified ones. (Allow 5 min)
Have them share out within table group.
ASK: “What resources do you have that help you plan Coherent Content in Context?” Popcorn – ask how the stated resource helps.
Finish with, ““I also need to assess students’ level of mastery of 3.NF.3. to be sure I need the interventions”
“To do that, I need an Assessment Approach. (CLICK) This is where we plan for how and when we will determine if our students have sufficient mastery of the pre-requisite skills to engage in the grade-level content. We will come back to this in the afternoon.”

17. AM Session PM Session Connect to Day 1 I. Modeling Planning for Gaps
ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES K-5) Where are we now?
AM Session
Connect to Day 1
I. Modeling Planning for Gaps
II. Practice in Planning for Gaps
III. Reflect
PM Session
Connect w/ AM Session
I. Expand on Planning w/ Progressions
II. Practice
Speaker Notes:
[say]: all right, we have modeled our process, and we’re all set to go for our lesson on fractions in fourth grade! Now, let’s [CLICK] practice.

18. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES K-5)
Practicing Planning for Gaps
Mystery Column
Pre-Requisite Skills
Curricular Intervention ?
For the following, fill out the “pre-requisite skills” and “curricular intervention” columns with two rows for your grade level. Be prepared to share with the room!
3rd Grade: 3.OA.3
4th Grade: 4.OA.2
5th Grade: 5.NBT.6
Speaker Notes:
SAY: “Now that we have seen how the CG can help us identify the “pre-requisite skills” our students need to access grade-level content, it is your turn to put it all together!”
“At first individually, identify 2 pre-requisite skills and 2 connected interventions for each on your own based on the standards given on the screen. Use the CG and ENY or other materials.”
“Be prepared to share with the room.”
Table leaders guide the work.
Call whole group together with about 10minutes to go to engage in a Reflection Exercise (next slide)

19. ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES K-5) III. Reflection
Discuss:
What are your takeaways from this session?
How do the content guides affect your practice as a teacher or a coach in planning for students with skill gaps? In particular, consider:
What role the progressions play
How they can help with intervention planning
What further questions do you have? What further resources do you want?
Speaker Notes:
After reading each question, give an example of what it could sound like, as in: “When I know the prerequisites, I can find lots of good materials!” and, “I can use part 3 of the content guide to understand pre-requisites”.
Give participants time, 2-3mn to write responses. Table leaders will facilitate share out.
Dismiss for lunch

20. Lunch Break