1. Module Focus Grade K—Module 5
February 2013
Network Team Institute
A Story of Units
Module Focus for
Grade K—Module 5
NOTE THAT THIS SESSION IS DESIGNED TO BE 50 MINUTES IN LENGTH;
5 MINUTES ARE ALLOTTED FOR THE SESSION OPENING (SLIDES 1-3).
Turnkey Materials Provided in Addition to PowerPoint:
Grade K—Module 5
A Story of Units Curriculum Map
Video Clip: GK—M5
Additional Suggested Resources:
A Story of Units: A Curriculum Overview for Grades P-5
How to Implement A Story of Units
This Module Focus is the first session and will be followed by a session on the coherent development of fraction understandings across the grades, as described in the NF Progressions. The content of this module plays a key part in that coherence, preparing students for their experiences with fractions.
There will then be a three-part series on each of the components of rigor: conceptual understanding, procedural skill and fluency, and application. Each of these sessions will provide examples of rigor specific to GK—M5, as well as guidance for extending the ideas to grades 1 and 2 coherently.

2. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Session Objectives
Explore the GK—M5 or G3—M5 module including the focus of the module, the instructional path, and the student outcomes.
Our objective for this session is to explore the GK—M5 module including the focus of the module, the instructional path, and the student outcomes.

3. Module Focus Grade K—Module 5
February 2013
Network Team Institute
AGENDA
Walk Through and Analyze Module Components
Walk Through and Analyze Module Components Watch Video Clip
40 MINUTES ARE ALLOTTED FOR THE MODULE WALK THROUGH (SLIDES 4-18).
We will walk through the module and analyze each of the module components, paying close attention to the content focus and instructional design. Then we will end with a video clip of students engaging in some of the math of the module.

4. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Let’s start by looking at the curriculum map, found on page 3 of A Story of Units: A Curriculum Overview for Grades P-5.
What information do you already know from this map? (Encourage participants to share their observations. Before moving on, make sure the following points are addressed, even if you need to state them directly.)
This is the fifth module of the kindergarten curriculum.
The title of the module is, “Numbers 10—20; Count to 100 by Ones and Tens.”
The module is designed for 30 instructional days.
This module is very close to the end of the year; all that remains is a 10-day module on geometry.
At this point in the curriculum, Kindergarten students have already had lots of experience with numbers to 10.

5. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Look at the Table of Contents on the first page of Grade K—Module 5.
What information do you know from the Table of Contents? (Encourage participants to share their observations. Before moving on, make sure the following points are addressed, even if you need to state them directly.)
Again, we can see that this is the fifth module for Kindergarten.
The module is titled “Numbers 10—20; Count to 100 by Ones and Tens.”
The module begins with a module overview and ends with the module assessments.
The module is comprised of five topics, A through E; the page numbering system restarts at 1 for each topic.

6. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Following the Table of Contents is a narrative describing the math of the module. You may remember that a brief version of this was included in the Rationale for Module Sequence in the grade-level description of the Curriculum Overview document. This narrative is intended to provide teachers with any background information they might need prior to beginning instruction.
Take two minutes to read the section individually. As you read the module, write down at least three key points from your reading. After two minutes, I’ll ask you to share your key points with others at your table, and combine your ideas into five main points. (Allow 2 minutes for participants to read the narrative.)
Turn and talk with others at your table, sharing your ideas and combining them into five main points. (Allow 2 minutes for participants to turn and talk, and then facilitate a discussion. Encourage participants to share their observations. Before moving on, make sure the following points are addressed, even if you need to state them directly.)
This module builds on students’ understanding of the numbers to 10.
Understanding of 10 ones is a crucial foundation for developing understanding of 1 ten.
Students will explore teen numbers as 10 ones and some more ones using concrete objects, pictures, number bonds, and Hide Zero cards.
Students will decompose teen numbers.
Students will solve “how many” questions involving teen numbers.

7. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Following the Overview narrative, is a diagram illustrating the Distribution of Instructional Minutes to clearly communicate the carefully balanced and rigorous instruction of the module. Study the diagram.
How many lessons are in this module? (Twenty-four.)
How are the lessons structured? (Most of the lessons, though not all of them, are comprised of four lesson components: Fluency Work, Conceptual Development, Application Problems, and Student Debrief. The amount of time spent on each of these components varies by lesson. Lessons 23 and 24 do not include Application Problems.) In any given lesson the amount of time spent on each of the lesson components is driven by the rigor emphasized in the standard(s) addressed in any given lesson. Additionally, the order of the components may vary. We will examine that in greater detail when we get to the lessons.
Which Mathematical Practices are addressed in this module? (MP.2, 3, 4, and 7 are emphasized in various lessons throughout this module.) We will also talk more about the Mathematical Practices as we progress through the module.
Following the Distribution of Instructional Minutes diagram, are the Standards associated with this module.

8. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Take a minute to read this section and review the Standards, and then I’ll ask you to tell me about these standards and how they relate to the overview narrative that we’ve already read and discussed. (Allow 1 minute for participants to read individually.)
Which standards are the focus of this module? (This module focuses on the first two clusters of standards in the Counting and Cardinality domain, as well as the first standard from the Number and Operations in Base Ten domain.) These CC standards are addressed in GK—M1 with numbers up to 10; this module is an extension of that work. K.CC4 also has a 4th part which is addressed in the final module. This is the only module in which K.NBT.1 is a focus.
Which Mathematical Practices are addressed in this module? (MP.2, 3, 4, and 7. This corresponds with the information we saw in the Distribution of Instructional Minutes diagram.) While it is certainly hoped that teachers will continue to promote all practices on a regular basis as opportunities arise, these four practices 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.

9. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Turn the page and refer to the Overview of Module Topics and Lesson Focus chart. What can you tell about the module from this chart? At your table, take turns sharing observations. Select someone to start, and then continue clockwise until everyone has shared at least once. (Allow 2 minutes for participants to share at their tables.)
I’ll share a few things about this chart. As I share each point, show me a thumbs-up if it was already shared by someone at your table.
The module is comprised of five topics, A through E, which we also saw in the Table of Contents.
The lesson titles are included by topic. For example, five lessons are listed under Topic A, and Lesson 6 is the beginning of Topic B.
The left-hand column identifies the standard(s) per topic. Focus standards are bold.
The number of instructional days is included per topic in the right-hand column.
Instructional days are also allotted for the mid-module and end-of-module assessments.
The final line of the chart, at the bottom of the second page, gives the total number of instructional days intended for this module. This matches the map and grade-level description in the Curriculum Overview document.

10. Module Focus Grade K—Module 5
February 2013
Network Team Institute
After the overview chart, you will find Terminology and Suggested Tools and Representations. Read through these two sections and then answer, “How does the information in these sections inform instruction / how do you envision teachers using this information?” (Facilitate a discussion. If not brought up, suggest that teachers can use this section as a quick review of what students already know coming in to this module (Familiar Terms and Symbols) and what they will be learning for the first time in this module. Before moving on, look for evidence that participants understand these three aspects of how the information is presented.)
The terminology is listed in two parts: New or Recently Introduced Terms, and Familiar Terms and Symbols.
Examples are provided for each term. This lets teachers know what terms will be used in the module. It is also a resource for them to ensure appropriate/accurate use of vocabulary.
The list of Suggested Tools and Representations gives teachers an idea of how the content will be communicated as well as what materials will be needed during the module.
How does this information inform instruction? (Facilitate a discussion.)

11. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Following the Suggested Tools and Representations, there is a statement regarding Scaffolds. You might remember that the How to Implement A Story of Units document includes scaffolds for English language learners, students with disabilities, students performing above grade level, and students performing below grade level. In addition to that information, strategically-placed margin notes within each lesson elaborate and demonstrate the use of specific scaffolds at specific times. We will have an opportunity to look more closely at these when we examine the lessons.
The last component of the Module Overview is an Assessment Summary chart, indicating which standards are addressed in each of the assessments. This information corresponds with the information provided in the overview chart. Further details are provided in the assessments themselves.
This is the end of the Module Overview; Topic A begins on the next page.

12. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Who can recall from the overview chart how many topics comprise this module? (Five topics, A through E.) This is the topic opener for Topic A. Take one minute to read the topic opener including the concept chart, and then I’ll ask you to share your observations. While you are reading identify 3 pieces of information contained herein. (Allow 1 minute for participants to read the topic description.)
Share with your table what 3 pieces of information you found to be key? Consolidate the findings of your table into 5 key pieces. (Encourage participants to share their observations. Before moving on, make sure the following points are addressed, even if you need to state them directly.)
The relevant standards (K.NBT.1, K.CC.1, K.CC.2, K.CC.4abc, K.CC.5) are included under the topic title; the focus standards (K.NBT.1, K.CC.1) are bold.
The language of the focus standard, as it appears in the CCLS, is also provided.
The number of instructional days (5) is provided.
Coherence links from/to are provided to help teachers understand how this module fits in the scope of the curriculum. We can see that this instruction is building on GPK—M5 and prepares students for G1—M2.
The five lessons in this topic are sequenced toward mastery of counting 10 ones and some ones.
Note the page number in the bottom, right corner. The pages of the module overview are numbered using roman numerals. This page number, 5.A.1, indicates that this is the first page of Topic A in Module 5. The next page will be numbered 5.A.2, and this format will continue with all pages for the four lessons in Topic A numbered sequentially. The topic opener for Topic B will restart at one, 5.B.1. This will continue for all topics throughout the module.

13. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Lesson 1 begins on the next page.
Following the lesson title, each lesson provides a Suggested Lesson Structure including a pie chart to show the information at a glance. It reiterates the information, lesson by lesson, that was provided in the Distribution of Instructional Minutes diagram in the module overview. Note that this lesson includes all four lesson components, and so each lesson component will be described in the order in which they appear in the Suggested Lesson Structure. (Allow 3 minutes for participants to read and discuss the lesson.)
“NOTES ON” boxes are included down the right-hand margin. In various lessons, notes are provided for teachers on scaffolding English language learners, students with disabilities, students performing above grade level, and students performing below grade level.
Following the lesson plan, are the reproducible student pages: Lesson 1 Worksheet(s), Lesson 1 Exit Ticket, and Lesson 1 Homework. Note that the student pages are provided in the order in which they are intended to be used.

14. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Module 5 Lessons
Select one lesson from this module, so that each person at your table is reading a different lesson.
Read and digest your lesson.
How does this lesson compare to your past experiences with counting and cardinality lessons?
Talk with others at your table – you each need to select a different lesson. Don’t select Lesson 24, the last lesson of the module, as you’ll have an opportunity to examine it later. (Allow 1 minute to talk with their table-mates so that each person selects a different lesson to read and digest.)
Read and analyze your lesson so that you can then share your understanding of it with others at your table. While you read, reflect on how the lesson compares to your past experiences with lessons on counting and cardinality. You will have three minutes to read on your own, and then you’ll have time to share with others. (Allow 3 minutes for silent, independent reading and reflection.)

15. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Module 5 Lessons
How does this lesson compare to your past experiences with counting and cardinality lessons?
Turn and talk with others at your table about the lessons you read.
Turn and talk with others at your table. Share your observations and ask them to do the same. (Allow 5 minutes for participants to turn and talk about the lessons they read and their responses to the lessons. Then facilitate a discussion.)

16. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Turn to the module assessments, which begin on page 5.S.1. Read the information on this page and, while reading, identify key information contained herein. (Allow 2 minutes for participants to read independently.) What assessments are provided with this module?
The Mid-Module Assessment includes interview-style assessments for Topics A, B, and C.
The End-of-Module Assessment includes interview-style assessments for Topics D and E.
The final lesson, in this case Lesson 24, is a performance task.
This passage provides details about the teacher’s role in the interview, how to score the interview, and management tips for keeping track of students’ progress. Let’s examine the assessments themselves in more detail

17. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Module 5 Assessments
Determine whether you will examine Lesson 24 or one of the topic assessments.
How does this assessment relate to the learning experiences that lead up to the assessments?
How does this assessment compare to your past experiences with kindergarten assessments?
Talk with others at your table, so that you can each focus on different assessments.
Then examine your selected assessment. While you do this, be reflecting on how this assessment relates to the learning experiences that lead up to the assessment. For example, if you are examining one of the topic assessments, refer back to the topic lessons. You will have four minutes to do this. Afterwards, you will have time to share your observations with each other so that you have a better idea of the assessments as a whole.
(Allow 4 minutes for participants to explore the assessments independently.)

18. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Module 5 Assessments
How does this assessment relate to the learning experiences that lead up to the assessments?
How does this assessment compare to your past experiences with kindergarten assessments?
Turn and talk with others at your table. Share your observations and ask them to do the same. (Allow 2 minutes for participants to turn and talk about the assessments. Then facilitate a discussion.)

19. Module Focus Grade K—Module 5
February 2013
Network Team Institute
AGENDA
Walk Through and Analyze Module Components Watch Video Clip
10 MINUTES ARE ALLOTTED FOR THE VIDEO CLIP (SLIDES 19-22).
Now let’s watch a video clip that gives us a glimpse at the math of this module in action.

20. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Video Clip: GK—M5
Reflections
What do you notice about the students’ experiences in this lesson?
How does it compare to your past experiences with counting and cardinality lessons?
Melanie Gutierrez, a writer for A Story of Units, is a Kindergarten teacher at Folk Arts Cultural Treasures School in Philadelphia, PA. In the video clip you will see her students engaging in one of the lessons from the beginning of this module.
While you watch the video, reflect on the students’ experiences. How does this lesson compare to other lessons on counting and cardinality that you have seen or taught in the past? After the video clip, you will have a chance to share your thoughts with a partner at your table.

21. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Video Clip: GK—M5
(Play Video Clip: GK—M5.)

22. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Video Clip: GK—M5
Reflections
What do you notice about the students’ experiences in this lesson?
How does it compare to your past experiences with counting and cardinality lessons?
Turn and talk with a partner at your table about the video and your thoughts about the experience for the students involved. You’ll have two minutes and then I’ll ask you to share your thoughts with the group. (Allow 2 minutes for participants to turn and talk with table-mates, and then facilitate a discussion.)

23. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Biggest Takeaways
Turn and talk with a partner at your table about your biggest takeaways from this session.
5 MINUTES ARE ALLOTTED FOR THE SESSION CLOSING (SLIDES 23-25).
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.)

24. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Key Points
A Story of Units: A Curriculum Overview for Grades P-5 provides a curriculum map and grade-level overview.
Modules contain topics, topics break into concepts, and concepts become lessons.
The Standards come to life through the lessons.
Rigorous problems are embedded throughout the module.
The lesson format supports all Instructional Shifts.
GK—M5 exemplifies the key components of each module in the curriculum.
Let’s review key points of this session:
A Story of Units: A Curriculum Overview for Grades P-5 provides a curriculum map and grade level overview. The curriculum map provides an at-a-glance view of the entire story, making clear the coherence of the curriculum and the role that GK—M5 plays in that progression.
Each grade contains 5-7 modules. Modules contain topics, topics break into concepts, and concepts become lessons.
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.
The lesson format supports all Instructional Shifts. The Distribution of Instructional Minutes diagram displays the three components of rigor. The Suggested Lesson Structure shows the breakdown of a lesson based upon a 60 minute class period.
The key components of GK—M5 exemplify the key components that will comprise each module in the curriculum.

25. Module Focus Grade K—Module 5
February 2013
Network Team Institute
Next Steps
How can you transfer what you know about the structure of a module and its key components to next steps in the planning process?
What is your plan for sharing Grade K—Module 5 with other administrators/teachers?
What is your plan for redelivery of this session?
As we end this session, take a moment to reflect, either privately or with your colleagues, on these next steps:
How can you transfer what you know about the structure of a module and its key components to next steps in the planning process?
What is your plan for sharing GK—M5 with the administrators/teachers at your school(s)/districts(s)?
What is your plan for redelivery of this session?