1. SEPTEMBER 3, 2013 Core Curriculum Professional Development 1

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3. Activity #1  Read and discuss your group’s mathematical practice.  Share out a summary of the mathematical practice and how you would incorporate this practice in your classroom. 3

4. Activity #2  Work in your group to solve this word problem.  Chart your answer. SHOW ALL WORK If 4 cookies are shared among 5 people, how much of a cookie would each person receive? Now, if 5 people shared 4 cookies, but the first 3 cookies are cut in half and each person took half, how much of a cookie would each person receive? 4

5. Instructional Shifts in Mathematics  Focus Focus greatly where standards focus  Coherence Think across grades, link to major topics within grades  Fluency  Deep Understanding  Application  Dual Intensity Rigor: Requires fluency, application and deep understanding 5

6. Critical Areas  In Kindergarten, instructional time should focus on two critical areas:  (1) representing and comparing whole numbers, initially with sets of objects;  (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics.  In Grade 1, instructional time should focus on four critical areas:  (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20;  (2) developing understanding of whole number relationships and place value, including grouping in tens and ones;  (3) developing understanding of linear measurement and measuring lengths as iterating length units; and  (4) reasoning about attributes of, and composing and decomposing geometric shapes. 6

7. Critical Areas  In Grade 2, instructional time should focus on four critical areas:  (1) extending understanding of base-ten notation;  (2) building fluency with addition and subtraction;  (3) using standard units of measure; and  (4) describing and analyzing shapes.  In Grade 3, instructional time should focus on four critical areas:  (1) developing understanding of multiplication and division and strategies for multiplication and division within 100;  (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1);  (3) developing understanding of the structure of rectangular arrays and of area; and  (4) describing and analyzing two-dimensional shapes. 7

8. Critical Areas  In Grade 4, instructional time should focus on three critical areas :  (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends;  (2) developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers;  (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry. 8

9. Critical Areas  In Grade 5, instructional time should focus on three critical areas:  (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions);  (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and  (3) developing understanding of volume. 9

10. Critical Areas- By Grades 10

11. Instructional Resources  Consumable textbook  Standard Practice book  Teacher’s Edition broken up into Critical Areas (3-4)  Grab and Go  Math Boards  Assessment books  RTI books  City Enhancements (Podcasts, PBA’s and Enhanced TE) 11

12. Teacher’s Edition  Not Scripted  Table of Contents  Chapter at a Glance  Teaching for Depth  Daily Classroom Management  Review Prerequisite Skills  Developing Math Language  Show What you Know 12

13. Lesson Overview  1 intro day built into unit  2 days for assessment for every unit  50 minute blocks  Lesson At a Glance  Differentiated Activities  Different from the RTI book – additional options  B= Buffet 13

14. Parts of Lesson  Engage (hook)  Teach and Talk  Practice  Problem Solving and Test Prep  HOT problems  Quick Check (If then statements)  Sum It UP 14

15. Assessments  2 baseline options: WE USE BEGINNING OF THE YEAR TEST  Middle of the Year and End of Year Tests  Chapter Assessments  Form A and Form B- Push for Form B  In consumable Text Book-Pre, Mid, Review, and Test  PBA- with rubric  One for each chapter and one for each critical area  Student samples with rubric for each level 15

16. Technology – Plan/Engage/Learn  ePlanner – quick glance of lesson (objective CCLS, MP, scope and seq., view/print online resources)  Whiteboard Lessons: interactive; select elements; teacher notes  Animated Math Models: Learn, Do, Practice, Quiz G1-2 Curious George, G3-5 Carmen Sandiego  Games: G1-2 Curious George, G3-5 Carmen Sandiego 16

17. Technology – Plan/Engage/Learn  Online Readers: 3 levels  iTools: virtual manipulatives with feedback  Online Assessment  Mega Math: animated activities with feedback  PD Podcasts: 4 – 7 video segments per strand 17

18. SEPTEMBER 4, 2013 Core Curriculum Professional Development 18

19. Reflection  What were some challenges you had in implementing the common core standards in ELA last year? 19

20. Instructional Shifts in ELA  Balancing Informational and Literary Texts  Knowledge in the Disciplines  Staircase of Complexity  Text-Based Answers  Writing from Sources  Academic Vocabulary 20

21. 4 Key Program Priorities  Quality Tests – 50/50  Quality Questions and Tasks  Foundational Reading Skills  Writing to Sources Key elements of lesson align well to FFT 21

22. Breakdown of Program  Units  K-2 6 units (2 modules in each unit)  3-5 4 units (2 modules in each unit)  Big Ideas supported in each unit  Aligned with Science and SS  Anchor Texts  Each unit has 2 anchor texts (one per module) 22

23. Breakdown of Program  Supporting Texts  These texts may come as trade books or be in the text collection book  Text Collection  Primary sources, articles, etc.  Sleuth  Whole/small group-close reading  Reading and Writing Journal  Follows lesson  Notebooks- Reading Response Journal & Writers Journal 23

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27. Structure of Lesson  2 period block  Gradual release of independence Whole Group (about 40 minutes) Small Group (about 20 minutes) Whole group (about 30 minutes) 27

28. ACTIVITY #1  Read your group’s section of the lesson  Take notes and record your observations 28

29. Structure of Lesson  Whole Group  Build Understanding Teaching Point/Focus  First Read of the Lesson Explore text Introduce text, essential questions, make predictions Read Aloud Reading to get the gist Ask these questions What did you read? What did you learn? What questions do you have? 29

30. Structure of Lesson  Whole Group  Second Read of the Lesson Close reading These questions are to be used to guide discussions  Focused Reading Instruction Text Based Vocabulary Vocabulary Routine (Daily) Context Clues Look it up Synonyms Compare and Contrast Discuss Word Use the word 30

31. Structure of Lesson  Whole Group  Text Based Conversations Student centered discussions Team Talk  Reading Analysis Teaching the skills Teacher models Graphic Organizer  Independent Practice  Wrap Up Students can give each other feedback 31

32. Structure of Lesson  Small Group  Scaffold Instruction Reading Analysis- On Level Close Reading Workshop- Below Level Extend Concepts- Enrichment  Conferencing Take anecdotal notes Meet with each group at least once a week 32

33. Structure of Lesson  Whole Group  Whole group writing component  Uses the same text from reading lesson through the lens of a writer How did the author?  Takes the reading skill and applies to writing EX: Character  Conventions Small Mini Grammar lesson Do before or after share- teacher discretion  Share 33

34. Writing Workshop  Thursday and Friday writing that focuses on the writing process  Drafts, conference notes, final drafts and bulletin board work  Monthly Writing  Plan as a Grade using Scope and Sequence 34

35. Assessments  Baseline Assessment  Progress Monitoring  happening daily- if then statements  Adjust groups  Next Generation Assessments  End of Unit test  Multiple choice, Short Response and Extended Response  PARCC Like tests  PBA’s 2 per unit 35

36. Sample Assessment – Monitor Progress 36

37. Sample Assessment – Monitor Progress 37

38. Sample Assessment – PBA / Next Steps 38

39. Technology Ready Gen website: http://www.pearsonschool.com/nycreadygen  Password protected materials: welcomenyc  Teacher Editions, scope sequence (save PDF) Project student materials Use PB tools for interactivity and optimal viewing  Sleuth and Text Collections  Student Workbooks 39

40. Extras  Homework  Independent Reading done for homework with leveled book  Responses should address same skill from lesson  DEAR Time  Last 20 min of day  Spelling  Spelling lists by grade  First 10 days 40

41. SEPTEMBER 4, 2013 Danielson Professional Development 41

42. Observation Choices Made by 10/9  1 Formal  22 competencies shown in lesson plan and artifacts  3 Informal  Cannot be rescheduled  6 Informal  All 22 competencies MUST be shown by the end of the year  If they are not, more informal observations can be done Option #1Option #2 42

43. Breakdown of Domains  22 Competencies  4 Domains  Domains 1 and 4 are “behind the scenes” Usually shown through artifacts  Domains 2 and 3 are what you hear/see in classroo 43