1. A Story of Units Module Focus TIME ALLOTTED FOR THIS SLIDE:
July 2013
Network Team Institute
TIME ALLOTTED FOR THIS SLIDE:
1 minute THE TIMES FOR ALL SLIDES NEED TO TOTAL 195 MINUTES
MATERIALS NEEDED: X
A Story of Units
Module Focus
NOTE THAT THIS SESSION IS DESIGNED TO BE 195 MINUTES IN LENGTH
Turnkey Materials Provided in Addition to PowerPoint:
Grade 1—Module 2
Progressions Document for Operations and Algebraic Thinking
Video Clip: Short Clip of Grade 1 Module 2 Lesson 22
Student Samples for Mid-Module Assessment
Materials for Lesson Study of Lessons 7, 14, 22, and 27
Additional Suggested Resources:
Operations and Algebraic Thinking
A Story of Units: A Curriculum Overview for Grades P-5
How to Implement A Story of Units
This Module Focus follows an opening session providing a update on the Curriculum Overview/Map of A Story of Units. At the previous NTI, sessions were dedicated to introducing the beginning module for each grade-level for Kindergarten through Grade 5. In this session, participants will explore the “next” module of their chosen grade-level, examining the mathematics of the module and analyzing the progression of concepts across the module.

2. Module Focus
July 2013
Network Team Institute
TIME ALLOTTED FOR THIS SLIDE:
2 minutes
MATERIALS NEEDED:
Session Objectives
Draw connections between the progression documents and the careful sequence of mathematical concepts that develop within each module.
Articulate how the topics and lessons promote mastery of the focus standards and how the module addresses the major work of the grade.
Prepare to implement the module and make appropriate instructional choices to meet the needs of students while maintaining the balance of rigor that is built into the curriculum.
Our objectives for this session are to explore Grade 1–Module 2 in order to:
Draw connections between the Operations and Algebraic Thinking progression document and the careful sequence of mathematical concepts that develop within each module.
Articulate how the topics and lessons promote mastery of the focus standards and how the module addresses the major work of the grade.
Prepare to implement the module and make appropriate instructional choices to meet the needs of students while maintaining the balance of rigor that is built into the curriculum.
Throughout the session, please feel free to pause us in order to share questions, concerns, ideas, and connections. We truly want to hear your thoughts. At times, we may not immediately answer your comment, because it may pertain to later session components. We have also provided sticky notes at each table, so as things arise, feel free to write them down and post them on the larger sticky note paper on the wall.

3. Participant Poll Classroom teacher School leader Principal
Module Focus
July 2013
Network Team Institute
TIME ALLOTTED FOR THIS SLIDE:
2 minutes
MATERIALS NEEDED:
Participant Poll
Classroom teacher
School leader
Principal
District leader
BOCES representative
In order for us to better address your individual needs, it is helpful to know a little bit about you collectively. Who of you are classroom teachers? (Call for people to stand.) School-level leader? Principal? District-level leader? BOCES representative?
NOTE TO FACILITATOR: As you poll the participants, take note of the approximate size of each group. This will make it easier for you to re-group the participants for the final portion of this presentation.
Look around. We have a lot of diverse experiences and perspectives, that will surely enhance our discussion today.
Regardless of your role, what you all have in common is the need to deeply understand the mathematics of the curriculum and the intentional instructional sequence in which it is brought to life for students. Throughout this session, we ask you to be cognizant of your specific educational role and how you will be able to promote successful implementation in your classroom, school, district, and/or BOCES. Each time we pause to reflect, please do so through the lens of your own professional responsibilities. At the close of this session, you will have the opportunity to share your thoughts, ideas, and concerns with others in similar roles.

4. Module Focus
July 2013
Network Team Institute
TIME ALLOTTED FOR THIS SLIDE:
1 minute
MATERIALS NEEDED:
AGENDA
Study of the Progression Document Examination of Module Overview and Assessments Exploration of Selected Lessons Bringing the Module to Life
In this session, we’ll begin by spending some time with the Operations and Algebraic Thinking progression document in order to better understand the mathematical concepts that are addressed in this module. Then we will examine the Module Overview and Assessments. The major portion of our time will be dedicated to looking at a number of lessons from the module. Finally, we’ll discuss the instructional choices that you might make as you implement the module in order to best meet the needs of your students.
Before we move on to the Progression document, let’s take a quick look at the curriculum map in order to see how this module fits into the overall plan for this grade.

5. TIME ALLOTTED FOR THIS SLIDE: 2 minutes
Module Focus
July 2013
Network Team Institute
TIME ALLOTTED FOR THIS SLIDE:
2 minutes
MATERIALS NEEDED:
Story of Units from binder
This curriculum map is found on page 3 of A Story of Units: A Curriculum Overview for Grades P-5. For those of you who participated in the May NTI, you’ll recall that we deeply examined the first module of Grade 1. In this session, we will continue that deep examination of the next module.
NOTE TO FACILITATOR: Take a moment to share briefly the following information about this module.
What is the title of this module? (Foundations of Place Value: Addition and Subtraction of Numbers to 20 and Problem Situation)
How many instructional days are allotted for this module? (35 days)
What modules, prior to this one, might prepare students for success in this module? (G1-M1 Sums and Difference to 10)
What modules, beyond this one, might build on the concepts of this module? (G1-M4 Place Value, Comparison, Addition and Subtraction of Numbers to 40, G1-M6: Place Value, Comparison, Addition and Subtraction of Numbers to 100)

6. Progression Study Read/review the selected portion of the Progression.
Module Focus
July 2013
Network Team Institute
TIME ALLOTTED FOR THIS SLIDE:
10 minutes
MATERIALS NEEDED:
Operations and Algebraic Thinking Progression Document
Post-it notes
Progression Study
Read/review the selected portion of the Progression.
Pages 36 – 39 (Appendix)
Page 9 (Table 2)
Code: A: Agree, Q: Questions, C: Connections
As a foundation for our study of this module, we’re going to first take some time to examine a portion of the Operations and Algebraic Thinking progression document that describes the mathematical concepts that will be developed throughout the lessons.
You’ll have about 10 minutes to read through the document independently. Many of you have read through this document before, some of you are just seeing them for the first time. Regardless of one’s familiarity with the OA progression, this document provides new insights each time one reads it.
Here are the pages we would like you to read through:
Pages 36 – 39 (Appendix, which explains each of the strategy types)
Page 9 (Table 2, which is Table 1, just broken down by grade level)
As you read, please annotate the content in accordance with the following code:
A – Agree
Q – Questions
C – Connections to your practice and/or other grade levels
Then you’ll have an opportunity to discuss your thoughts, and our questions, “What possible impact could teaching these strategies have on students as they approach later mathematics?” “What are the successes and challenges you’ve had in sharing this information at your school/district?” and “What has been your process to support the implementation of this content at your school/district?” with others at your table.
Allow participants 10 minutes to read independently. Then advance to the next slide for a turn and talk.
What possible impact could teaching these strategies have on students as they approach later mathematics?
What are the successes and challenges you’ve had in sharing this information at your school/district?

7. Module Focus
July 2013
Network Team Institute
TIME ALLOTTED FOR THIS SLIDE:
5 minutes
MATERIALS NEEDED: X
Progression Study
What possible impact could teaching these strategies have on students as they approach later mathematics?
For students who accomplished the goals of Module 1, what strategies would they be using? What would their next strategy level be?
We can all agree that Level 2 and Level 3 strategies are important. We want to contextualize this work in the greater mathematics picture.
What possible impact could teaching these strategies have on students as they approach later mathematics?
For students who accomplished the goals of Module 1, what strategies would they be using? What would their next strategy level be?
Turn and talk with a partner at your table, and then you’ll have an opportunity to share your thoughts with the group.
Allow 2 minutes for participants to turn and talk about their reflections. Then, facilitate a discussion. Possible discussion points could include (but are not limited to):
Question 1:
Understanding the importance of being accurate and efficient.
Gaining facility with breaking apart and putting together numbers. Supports:
Working with larger numbers (within 100, 1000, and beyond)
Mastery of multiplication and division strategies
Strengthening part-whole thinking, which supports their understanding of fractions.
Prepares students for the importance of ten as a unit (which this module introduces).
Students gain stronger mental math strategies.
Question 2:
Students would have progressed from Counting All (Level 1) to Counting On (Level 2) and had some experience with using Level 3 strategies such as doubles and doubles plus 1 strategies.
They would be ready for more Level 3 strategies, particularly making ten and taking from ten as they add and subtract within 20.

8. Module Focus
July 2013
Network Team Institute
TIME ALLOTTED FOR THIS SLIDE:
1 minute
MATERIALS NEEDED: X
AGENDA
Study of the Progression Document Examination of Module Overview and Assessments Exploration of Selected Lessons Bringing the Module to Life
Now that we’ve read the information provided in the Progressions documents, let’s examine how these concepts are addressed in this module.

9. Review of Module Structure
Module Focus
July 2013
Network Team Institute
TIME ALLOTTED FOR THIS SLIDE:
1 minute
MATERIALS NEEDED: X
Review of Module Structure
Module Overview
Topic L1 L2 L3 L4 L5 L6 L7 L8
For those of you who may be unfamiliar with A Story of Units, I’ll take just a moment to review the organizational structure of the modules that make up A Story of Units:
Each grade contains 5-8 modules. Modules are comprised of topics, topics break into concepts, and concepts become lessons. Modules and topics will vary in length depending on the concepts addressed in each. In 1st through 5th grades, every lesson is designed for a 60 minute instructional period; in Kindergarten, lessons are designed for a 50 minute period; Pre-kindergarten lessons are designed for a 25 minute period.
This graphic illustrates the breakdown of the module structure. Each component, moving from the Overview to the Lesson, provides a more specific level of information. As you plan to implement A Story of Units, each of these components will be important to your understanding of the instructional path of the module.
The Standards, both Content and Practice, come to life through the lessons. Rigorous problems are embedded throughout the module. We will spend time in the upcoming sessions exploring this further.

10. Module Overview Read the descriptive narrative.
Module Focus
July 2013
Network Team Institute
TIME ALLOTTED FOR THIS SLIDE:
9 minutes
MATERIALS NEEDED:
G1-M2 Module Overview
Module Overview
Read the descriptive narrative.
Make note of important information that will help educators understand the content and prepare to implement this module.
Each Overview contains multiple components to help educators understand more clearly the focus of the module. These components include:
Descriptive narrative
Distribution of Instructional Minutes
Focus Grade Level Standards, Foundational Standards, and Standards for Mathematical Practices
Overview of Module Topics and Lesson Objectives
Terminology
Suggested Tools and Representations
Scaffolds
Assessment Summary
(CLICK TO ADVANCE FIRST BULLET) Take 8 minutes to read the Module Overview independently.
(CLICK TO ADVANCE SECOND BULLET) As you read, mark important information that will help build understanding of the content in preparation to implement this module. You can use the A, Q, and C coding from earlier.

11. Module Focus
July 2013
Network Team Institute
TIME ALLOTTED FOR THIS SLIDE:
8 minutes
MATERIALS NEEDED: X
Module Overview
How does this Module compare to your past experiences with this content?
How does each component of the Module Overview prepare you to implement this material in your classroom?
Turn and talk with others at your table about your observations.
Turn and talk with others at your table for your component. Share your observations and ask them to do the same. Share out to the rest of the group.
NOTE TO FACILITATOR: Allow 2 minutes for participants to turn and talk about their review of the Overview and their response to the information provided there. Then facilitate a discussion in the remaining 5 minutes using the following talking points:
Which standards are the focus of this module? (1.OA.1, 1.OA.2, 1.OA.3, 1.OA.4, 1.OA.6, 1.NBT.2)
How is each standard addressed by the content of this module? (1.OA.1 – problem types; 1.OA.2 – three addends; 1.OA.3 – commutative and associative properties; 1.OA.4 – subtraction as unknown addend; 1.OA.6 – strategies for addition subtraction; 1.NBT.2 – introducing the unit of a ten!)
Which standards are foundational to this module? (K.OA.3, K.OA.4, K.NBT.1) (This corresponds with the information we saw in the Distribution of Instructional Minutes diagram.) These are standards with which students are expected to be familiar. This list is provided to assist teachers in helping students build on previous understandings, making logical connections across grades. In addition, and especially while the implementation of the CCLS is new, teachers should be prepared to address any gaps that may exist in these foundational understandings.
Which Mathematical Practices are addressed in this module? (MP.2, 4, 7, and 8) While it is certainly hoped that teachers will continue to promote all practices on a regular basis as opportunities arise, these practices listed in the Overview are particularly appropriate for the lessons in this module. In addition to the information provided in this list, activity-specific suggestions are provided in the lessons themselves.
How does the Terminology provided inform instruction for this module? (A ten: students work with this unit for the first time, to help them understand teen numbers. It also helps them use ten to their advantage when adding and subtracting.)
How do these Tools and Representations support instruction in this module? (5-groups, 5-group columns, Hide Zero cards and number bonds all support students’ attainment of Level 2 and Level 3 strategies within 20.)
What do you know about the assessments included in this module? (There are two of them, one in the middle of the module (end of Topic A), and one at the end of the module.)
NOTE FOR TEAM: You are welcome to modify the way this is presented… adjust the slide and notes accordingly. The point is to engage participants in examining the math of the module, not simply the structure.

12. Module Assessments Read the mid-module and end-of-module assessments.
Module Focus
July 2013
Network Team Institute
TIME ALLOTTED FOR THIS SLIDE:
10 minutes
MATERIALS NEEDED:
Mid-module assessment
End-of-module assessment
Module Assessments
Read the mid-module and end-of-module assessments.
For each question, determine which standard(s) are being addressed and how.
How do these questions allow for students to demonstrate their skills and understanding of this module?
Now that you know the focus of the module, let’s examine how students will be assessed on their mastery of these skills and concepts. At this time, take about 5 minutes to look at each item on the mid-module and the end-of-module assessments. Turn to the first page of the assessment. For each question, determine which standard(s) are being addressed and how. Stop after you get to the last problem. We will discuss the rubric in just a moment.
Allow participants 5 minutes to complete this standards-alignment. Then, for the remainder of the time, facilitate a discussion of the ways in which this assessment task measures the skills and understanding that are addressed in this module. Have participants identify the ways in which a strong understanding of the assessment prepares educators to implement the lessons in this module.
Ask:
What did you notice about how the standards were addressed in these questions?
How do these questions allow for students to demonstrate their skills and understanding of this module?

13. Module Assessments: Rubrics
Module Focus
July 2013
Network Team Institute
TIME ALLOTTED FOR THIS SLIDE:
18 minutes
MATERIALS NEEDED:
Mid-module assessment
End-of-module assessment
Student samples
Module Assessments: Rubrics
What is the purpose of the rubric?
As you look through the student samples, think about:
What skills or understanding has the student mastered?
Where do the student’s misunderstandings lie?
What can you do to support this student?
We will now take a look at the rubric created for these assessments. But first, what is the purpose of a rubric?
Possible answers:
To assess the student understanding of the standards
To provide context and language to discuss student work
To plan next steps for future instruction
To grade (This is not the intention of the writers.)
Take a look at the student samples using the rubric. Consider the following questions as you study them:
What skills or understanding has the student mastered?
Where do the student’s misunderstandings lie?
What can you do to support this student towards reaching mastery of this concept/standard?
Allow 8 minutes for participants to examine the rubric and student samples. Have them hold a discussion at their tables and invite 1 or 2 participants share their observations for the whole group during the remainder of the allotted time.

14. Module Assessments: Reflection
Module Focus
July 2013
Network Team Institute
TIME ALLOTTED FOR THIS SLIDE:
5 minutes
MATERIALS NEEDED: X
Module Assessments: Reflection
How do these assessment and rubrics compare to your past experiences with assessing student understanding?
What are some things you might consider before and after administering these assessments?
Now that you have had a chance to examine the mid and end-of-module assessments and their accompanying rubrics, think about how these assessments and rubrics compare to your experiences with assessing student understanding? Think about your class and/or school. How will you implement these assessments? What are some things you might consider before and after administering assessments? (Obstacles, logistics, next steps, etc.)
Allow 2 minutes to turn and talk at their tables. Ask 1 or 2 volunteers to share their thoughts.

15. Module Focus
July 2013
Network Team Institute
Lunch Break

16. Module Focus
July 2013
Network Team Institute
TIME ALLOTTED FOR THIS SLIDE:
1 minute
MATERIALS NEEDED: X
AGENDA
Study of the Progression Document Examination of Module Overview and Assessments Exploration of Selected Lessons Bringing the Module to Life
Welcome back! Now that we are familiar with the module overview and assessments, let’s begin our examination of the topics and lessons.

17. Topic Openers Read the descriptive narrative. With your table:
Module Focus
July 2013
Network Team Institute
TIME ALLOTTED FOR THIS SLIDE:
12 minutes
MATERIALS NEEDED:
Chart paper and markers
Topic Openers
Read the descriptive narrative.
With your table:
Make note of important information that will help educators implement these lessons.
Create a poster to convey your information to share.
Within a given topic, the lessons work together to build strong understanding of a set of related concepts. I’ll quickly assign one Topic to each table in our group.
(CLICK TO ADVANCE FIRST BULLET) Take 3 minutes to review your Topic Opener. Be prepared to report to the group about the topic opener that you read/discussed.
(CLICK TO ADVANCE SECOND BULLET) As you read, mark important information that will help educators implement these lessons. With your group, create a poster that conveys the topic to the rest of the room. Please consider:
How does it fit with the Progressions Document
What do you think is the important information to help implement the lessons?
Allow 4 minutes for participant to discuss and create their poster on their assigned topic openers. Then have volunteers from each table report to the group on each of the topic openers sequentially, so that a clear picture of the progression of the module unfolds.
NOTE TO FACILITATOR: Consider assigning topics to the tables ahead of time in order to simplify this process. You might do this just by putting a sticky note with the letter assignment on each table basket. Specify whether participants should work independently, with a partner, or as a table.

18. Module Focus
July 2013
Network Team Institute
TIME ALLOTTED FOR THIS SLIDE:
3 minutes
MATERIALS NEEDED: X
Topic Openers
How does each topic contribute to the overall instructional goal of the module?
How are the Topic Openers useful as a planning tool for this module?
Turn and talk with others at your table about the collection of topic openers. Share your observations and ask them to do the same.
Allow 3 minutes for participants to turn and talk about the topic openers. Then facilitate a whole-group discussion about the following questions:
How does each topic contribute to the overall instructional goal of the module? (Topic A focuses on initial Level 3 strategies focusing on moving from counting on to making ten when adding within 20. Topic B focuses on using similar strategies with subtraction, taking from ten. Topic C focuses on the RDW process for solving problem types. Students consider more precise ways to represent and solve word problems within 20. Topic D introduces the concept of ten as a unit- 1 ten and some ones- and revisits earlier strategies in this context.)
How are the Topic Openers useful as a planning tool for this module? (Teachers can assess student’s current strategy use and anticipate where they may need to make accommodations for specific learning needs. The openers help teachers think in blocks of objectives, considering the connections from day to day within each given topic, and ultimately the entire module.)

19. Lesson Study Fluency Practice Application Problems Concept Development
Module Focus
July 2013
Network Team Institute
TIME ALLOTTED FOR THIS SLIDE:
1 minute
MATERIALS NEEDED: X
Lesson Study
Fluency Practice
Application Problems
Concept Development
Student Debrief
Now that we’ve used the Topic Openers to gain more specific understanding of this module, let’s move on to examine some selected lessons from the module. For those of you may not be familiar with A Story of Units, I’d like to point out that most lessons are comprised of four components: Fluency Practice, Application Problem, Concept Development, and the Student Debrief. These components work together to achieve rigor and lead toward the culminating assessment.

20. Module Focus
July 2013
Network Team Institute
TIME ALLOTTED FOR THIS SLIDE:
66 minutes
MATERIALS NEEDED:
Lessons 7, 14, 22, and 27
Materials listed within lessons
Video Clip for L22
Lessons 7, 14, 22, and 27
Read the entire lesson and work on demonstrating and explaining the highlights of your lesson components.
Think about:
What is the key learning component in the lesson that supports students learning this concept?
For the next portion of our session, we will be taking a close look at 5 lessons from this module. These lessons were selected because they provide snapshots of how Level 3 strategies will be introduced and used by students to solve addition and subtraction more efficiently.
Each table will be responsible for reading 1 lesson in its entirety. Because we anticipate 8 tables, they will be demonstrate and explain the highlights of their lesson as follows:
Table 1: Lesson 7, fluency
Table 2: Lesson 7, application problem
Table 3:Lesson 7, concept development & student debrief
Table 4: Lesson 14, fluency
Table 5: Lesson 14, application problem
Table 6: Lesson 14, concept development & student debrief
Table 7: Lesson 27, fluency
Table 8: Lesson 27, application problem
Table 9: Lesson 27, concept development & student debrief
If you have any questions or need assistance, let us know. We will be coming around to provide help.
Allow 12 minutes for participants read and plan as a group.
Groups present Lesson 7 (approximately 10 minutes)
Groups present Lesson 14 (approximately 10 minutes)
Session leaders present Lesson 22 (approximately 10 minutes, video clip to view and discuss)
Groups present Lesson 27 (approximately 10 minutes)
Groups focusing on fluency and application problem will have 3 minutes each to present. Group focusing on concept development will have 5 minutes to present their lesson components.

21. Balanced, Rigorous Instruction
Module Focus
July 2013
Network Team Institute
TIME ALLOTTED FOR THIS SLIDE:
1 minute
MATERIALS NEEDED: X
Balanced, Rigorous Instruction
All four lesson components provide opportunities to nurture the Standards of Mathematical Practice and are critical in maintaining the balance of rigor. Certainly educators will need to make instructional choices when implementing these lessons, but attention to each component is key.

22. Module Focus
July 2013
Network Team Institute
TIME ALLOTTED FOR THIS SLIDE:
4 minutes
MATERIALS NEEDED: X
Biggest Takeaways
How do these lessons compare to your past experiences with mathematics instruction?
What is key learning components in the lessons we examined that support student learning towards the module focus standards?
Turn and talk with a partner at your table about your biggest takeaways from this session.
Take one minute to reflect on this session. What, for you, is the biggest takeaway? Jot down your thoughts. Then you will have time to share your thoughts.
Give participants 1 minute for silent, independent reflection.
Turn and talk with a partner at your table about your reflections.
Allow 2 minutes for participants to turn and talk about their reflections. Then, facilitate a discussion that leads into the key points on the next slide.

23. Module Focus
July 2013
Network Team Institute
TIME ALLOTTED FOR THIS SLIDE:
1 minute
MATERIALS NEEDED: X
Key Points
Module 2 supports student development towards Level 3 strategies as described in the Progressions Document.
The module’s lessons progress in the following order:
Counting on or making ten
Counting on or taking from ten
Thinking through RDW for varied change/addend unknown problems
Revisiting all of the above recognizing ten as a unit
The student debrief can be the critical moment for students in solidifying their understanding of the day’s lesson objective.
Let’s review key points from our examination of these lessons:
The student debrief can be the critical moment for students in solidifying their understanding of the day’s lesson objective. By revisiting the strategies, tools, and math terms from the lesson through specific examples of students’ work from the problem sets and application problems, they can utilize their own concrete examples as avenues for understanding.
Helps students have flexibility in composing and decomposing numbers, computing addition and subtraction efficiently, and providing a strong foundation for more complex mathematics as they move through the grade levels.

24. Module Focus
July 2013
Network Team Institute
TIME ALLOTTED FOR THIS SLIDE:
1 minute
MATERIALS NEEDED: X
AGENDA
Study of the Progression Document Examination of Module Overview and Assessments Exploration of Selected Lessons Bringing the Module to Life
Now that we’ve examined all aspects of the module, let’s consider concerns regarding implementation and differentiation. For this discussion, we ask that you re-group yourselves so that you are sitting with colleagues who share similar roles.
NOTE TO FACILITATOR: Assist the participants in regrouping within the room by professional role.

25. Considering Student Needs
Module Focus
July 2013
Network Team Institute
TIME ALLOTTED FOR THIS SLIDE:
20 minute
MATERIALS NEEDED:
Chart paper & markers
Considering Student Needs
Based on student misunderstandings, how might we modify one of the shared lessons to support mastery of this concept?
Display student samples used during the assessment portion of today’s session.
Ask participants to consider the following question:
“Based on the student’s misunderstandings, how might we modify this lesson to support mastery of this concept?”
(Give participants 10 minutes to work at their table, reviewing and brainstorming specific modifications.)
Chart the suggestions, to be shared with the whole group and post on the wall for participants to review as desired after session.
Invite 2 – 3 participants to share ideas generated at their table.
(Give ten minutes for group sharing.)

26. Biggest Takeaways / Next Steps
Module Focus
July 2013
Network Team Institute
TIME ALLOTTED FOR THIS SLIDE:
4 minutes
MATERIALS NEEDED: X
Biggest Takeaways / Next Steps
Take a minute to reflect on your biggest takeaway from this session.
Turn and talk with a partner at your table.
Take one minute to reflect on this session. What, for you, is the biggest takeaway? Jot down your thoughts. Then you will have time to share your thoughts.
(Give participants 1 minute for silent, independent reflection.)
(CLICK TO ADVANCE ANIMATION ON SLIDE.)
Turn and talk with a partner at your table about your reflections.
(Allow 2 minutes for participants to turn and talk about their reflections. Then, facilitate a discussion that leads into the key points on the next slide.)

27. Module Focus
July 2013
Network Team Institute
TIME ALLOTTED FOR THIS SLIDE:
1 minute
MATERIALS NEEDED: X
Key Points
Assessments, both Mid-Module and End-of-Module, can be essential tools to identifying student misconceptions and areas of specific need.
Modifications can, and should be, made to support diverse and specific student needs.
Modifications should be intentional, maintaining close ties to the standards and the progression document.
Let’s summarize the key points that you have identified as a group during this session:
NOTE TO FACILITATOR: As you prepare the previous slides examining the Progression document and coherence within the module, articulate the key points from your study of Module 2 on this slide.