1. Prepared for the Professional Learning Network of the R ICHMOND P UBLIC S CHOOLS by Dan Mulligan, Ed. D., flexiblecreativity.com February 2014 Essential Vocabulary Essential Skills Essential Knowledge LEARNING TARGET H IGH E XPECTATIONS Focus Area: MATH Kindergarten through Grade 3

2. Premise of the Workshop As the United States continues to compete in a global economy that demands innovation, the U.S. education system must equip students with the four Cs: 1. 1.critical thinking and problem solving, 2. 2.communication, 3. 3.collaboration, and 4. 4.creativity and innovation.

3. Essential Knowledge, Skills, and Processes Curriculum Framework…modified…

4. a. The number of cavities the sixth graders have? b. The number of people in the sixth graders’ families? c. The ages of the sixth graders’ mothers? d. The heights of the sixth graders in inches?

5. Good Instruction (Keep it Simple…Keep it Real) “We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.” ~Ron Edmonds

6. Essential Elements of a Vertically Articulated Curriculum (Attained Curriculum) Essential Skills & Processes Essential Knowledge Essential Vocabulary LEARNING TARGET (attained curriculum)

7. page 31

9. pages 6 – 14

10. Find a NEW friend in the room from a different school/grade-level. Find 2 comfortable seats and relax. *Please bring the handout and a pen(cil)! Find a NEW friend in the room from a different school/grade-level. Find 2 comfortable seats and relax. *Please bring the handout and a pen(cil)!

11. page 5

12. “A positive attitude may not solve all of your problems, but it will annoy enough people to make it worth it.” “A positive attitude may not solve all of your problems, but it will annoy enough people to make it worth it.” - Maya Angelou

14. Three types of curricula exist in any classroom: The Intended Curriculum: content/skill specified by the state, division, or school at a particular grade level. The Implemented Curriculum: content/skill actually delivered by the teacher. The Attained Curriculum: content/skill actually learned by the students. Intended Curriculum Implemented Curriculum Attained Curriculum Effective Instruction: focus Effective Instruction: focus on essential knowledge, skills, processes, & vocabulary

15. Work collaboratively (e.g., construct viable arguments, critique, agree) to identify key words that capture the essential elements of instructional strategies with fidelity. Enjoy working with your new best friend. instructional strategies Please send a table representative to pick-up a resource for each team member.

16. page 45

18. 18 Identifying Similarities and Differences

21. If you want a learner to truly understand and own essential knowledge, expand your exploration from ‘what it is’ to also ‘what it is NOT’.

22. Work with your partner to prepare a conceptual example that can be shared with your staff. page 46

23. WHAT’S MY RULE? Theme: Sports YESNo StrikeStick SplitPuck PinHoop GutterGoal Rule: Bowling Terms

24. WHAT’S MY RULE? Theme: Geometry YESNo TriangleCube RectanglePyramid SquarePentagon QuadrilateralOctagon Rule: Plane figures with less than 5 sides.

25. page 48

26. ? ? ? ? How can you use the Where do I belong? structure to support your role as teacher/administrator? A = bh Opposite sides equal 1 right angle Right Triangle 4 sides 3 sides 4 right angles A = ½ bh Rectangle One side is the longest

27. O PEN T ASK AND C ONSTRUCTED R ESPONSE page 48

29. Kinds of Evidence – Continuum of Evidence Informal Check for Understanding

31. page 49

32. Select a partner at your table – NOT currently seated next to you and sit together. On a notepad, write the numbers 1 to 7 in a vertical list.

34. Who owns this? 1. 1. Count the value of collections of coins and bills up to $5.00. 2. 2. Compare the volumes of two containers to determine if the volume of one is more, less, or equivalent to the other by pouring the contents of one container into the other. 3. 3. Display gathered data in tables, either in rows or columns. 4. 4. Identify examples of points, line segments, rays, angles, and lines 5. 5. Recognize and demonstrate appropriate use of the equals sign in an equation. 6. 6. Extend a given pattern, using numbers, geometric figures, symbols, pictures, or objects. 7. 7. Identify which numbers are even or odd. 3.8a 1.10b K.14b 3.15a 4.16c 2.20c 5.3d The K – 5 Edition

35. page 23 - 24

38. Advanced Organizers Use Visuals Advanced organizers help students organize the information and retain 5 times more of the information.

40. VENN DIAGRAMS Plane Shapes Solid Shapes

41. page 50 That was the sound of rigor in mathematics… Driving Question: How does learning math sound in your class, school, or division?

42. page 32 – 35

45. Seth has 21 cents in his pocket. Seth told Jesse that he would give Jesse the 21 cents if he could correctly guess what coins they were. He would give Jesse 3 guesses. If Jesse did not guess correctly, Jesse would have to give Seth 21 cents. Should Jesse guess? Conduct an experimental probability experiment to help explain your math thinking.

47. Students OWN a Vertically Articulated Problem Solving Strategy

49. Seth has 21 cents in his pocket. Seth told Jesse that he would give Jesse the 21 cents if he could correctly guess what coins they were. He would give Jesse 3 guesses. If Jesse did not guess correctly, Jesse would have to give Seth 21 cents. Should Jesse guess? Conduct an experimental probability experiment to help explain your math thinking.

50. Does Jesse have a better than 50% chance of guessing the right coins in 3 guesses? Seth has 21¢ in his pocket. Jesse has up to three chances to find what kind of coins Seth has in his pocket. Jesse should accept the challenge if his chances are 50% or better. I can find how many different coin combinations make 21¢. There are 9 ways to make 21¢ and Jess has 3 guesses, the probability that Jess will guess correctly is 3/9 or 1/3.

52. Essential Vocabulary

53. Common Core and College and Career Words McREL researchers estimate 85% of achievement test scores are based on the vocabulary of the standards. Students from poverty, ELL students, and other at-risk students are particularly in need of learning these words in ways that meet their specific learning needs. CRITICAL VERBS Analyze Articulate Cite Compare Comprehend Contrast Delineate Demonstrate Describe Determine Develop Distinguish Draw Evaluate Explain Identify Infer Integrate Interpret Locate Organize Paraphrase Refer Retell Suggest Support Summarize Synthesize Trace page 2 CRITICAL NOUNS Alliteration AnalogyArgument Central Idea Conclusions Connections Connotative Language Details Evidence Figurative Language Illustrations Interaction Metaphor Mood Point of View Rhetoric Simile Stanza Structures Theme Tone Trace

54. Sample VA SOL Item Stems As many as thirteen of the critical words can be found in the VA SOL kindergarten standards.

55. Extra for Experts As many as thirteen of the critical words can be found in the ELA kindergarten standards. With a partner, create a set of five questions that involve the use of as many critical words as appropriate to the standard. 1. 2. 3. 4. 5.

56. Remove the cards from the bag. Place the deck of cards face down in the center of the table. Determine the order of playing by each person rolling the die. Each card contains: Math vocabulary word, and Method of giving clues Remember: Each person has a turn, Each person has a lifeline! Enjoy! VA SOL Essential Nouns and Verbs

57. Nouns and Verbs nouns

58. Click on the arrow to start and stop spinner.

59. Page 28

60. Talk to Me… Directions – –Form a team of EIGHT (8) people… – –Determine the person with the most sisters and then send them to pick-up your team ziplock bag… PLEASE DO NOT OPEN!!! – –Determine the person with the least sisters and send them to pick-up a grid sheet for each person. – –Distribute a grid sheet to each team member.

62. Follow-up Debriefing Each pair should share with your other team members the method you used to graph the figure. Discuss with your team: –Which method appeals to you? –Is there another method that you would prefer? Prepare for a “pairs choice of method” with a new graph.

64. Key Question Did your performance on the second attempt to complete the grid exercise improve after having an opportunity to self-assess your initial strategy?