1. District PLC Meeting Grade One April 16, 2014 2:30 – 3:45pm

2. Agenda 2:30pmWelcome, Reminders, and Logistics 2:35pmFramework for Teaching Elementary Math 3:15pmSocial Studies 3:45pmExit Slip & Dismissal

3. REMINDERS AND LOGISTICS

4. The Purpose of the District PLCs Support the implementation of our common district initiatives Provide teachers with an opportunity to share ideas and collaborate with colleagues from around the district

5. Questions? We want to make an effort to deliver deep, meaningful professional development to you each and every session. We will be providing an overview of the Framework for Teaching Math at your grade level. Any further questions then what is presented – please write on a notecard. We try to be responsive to your questions and requests.

6. Norms Be on time – every time Be prepared – bring back requested materials Be present – No side conversations – Avoid using your computer or cell phone – Avoid working on other tasks – stay focused on the topic at hand Be respectful of your peers and the facilitator Participate!

7. GO MATH!

8. + Feedback: 3.5.14 District PLC The lesson planning looks great! I love that we’ll have curriculum to use! I am excited about easy lesson planning! I am excited that each chapter is structured to help you teach the lesson. I am excited for the quick checks for easy assessment. I am excited about the centers. I am excited about the cross curricular material with Go Math! I am excited about getting to use this new math program and integrating technology and manipulatives. I am glad to know as much as I know at this time. I enjoyed the new curriculum resource and the workbooks (20). I like the layout for each lesson and the problem solving. I like that the core is the focal point and it is easy to follow. I am excited about learning more about Go Math (16). I am excited about the technology. I am excited about the problem solving application that is required by the students. There is more thinking involved.

9. Go Math: District PLC 3.5.14 District PLC Last Time we … Became familiar with the set-up of Chapter One in the Teacher’s Edition of Go Math. Reviewed the new Curriculum Guide format. Used the Planning Guide to identify the components in a Go Math lesson. 4.16.14 District PLC Today we will…  Walk through the Framework for Teaching Elementary Math with Go Math.  Discuss differentiation and small group instruction supports. 5.14.14 District PLC Next time…  Technology Plan + SMART  Summer PD  Science and Social Studies Summer Training (June + August Half-Days) Looking forward…  Teacher and Student Edition Exploration and Collaboration  Framework for Teaching and Critical Success Factors  Go Math Technology Components  Problem Solving Classroom Situations  Assessment and Pacing

10. GO MATH: FRAMEWORK FOR TEACHING

11. Go Math: Framework for Teaching K K 1 1 2 2 3 3 4 4 5 5 Kindergarten, Grade 1, and Grade 2 are set up very similar. Grade 3, Grade 4, and Grade 5 are set up very similar. Kindergarten and Grade 5 have some unique pieces. 1 1

12. Go Math: Framework for Teaching http://elementarymath.dmschools.org

13. Go Math: Framework for Teaching

15. A Framework for Beginning our Implementation of the Go Math Materials This instructional sequence to serve as a support for weekly planning when it feels as though “we can’t get it all in!” Adjustments in regards to pacing and timing may be needed to meet the needs of students. This should be considered a starting point as we work to become more efficient with the Go Math materials.

16. FRAMEWORK FOR TEACHING: DAILY MATH REVIEW + MENTAL MATH (15 MINUTES MAX)

17. Go Math: Framework for Teaching Math Block: 75 – 90 minutes/day Daily Math Review + Mental Math (15 min maximum) Daily Math Review + Mental Math (15 min maximum) We will be providing DMR modification suggestions for teachers in order to adjust the time to fit 15 minutes without changing the purpose and integrity of DMR.

18. Go Math: Common Questions from 3.5.14 Daily Math Review + Mental Math Does Daily Math Review have to be part of the math block of time? No. Daily Math Review and Mental Math can be a stand alone – similar to this year. When does Kindergarten start DMR? Kindergarten does not need to start DMR until the beginning of 2 nd semester. Will the purpose and expectations of Daily Math Review be the same as this year? The purpose remains the same – which is to review prerequisite skills or skills that were not mastered in a previous Chapter.

19. Go Math: Common Questions

20. http://elementarymath.dmschools.org/

21. FRAMEWORK FOR TEACHING: DAILY MATH REVIEW REFLECTION Turn to a partner or small group and process the changes within Daily Math Review (2-3 minutes). Feel free to write questions down on notecards if you would like further information!

22. FRAMEWORK FOR TEACHING: WHOLE GROUP CONCEPT DEVELOPMENT (20 MINUTES)

23. Go Math: Framework for Teaching Math Block: 75 – 90 minutes/day Daily Math Review + Mental Math (15 min maximum) Daily Math Review + Mental Math (15 min maximum) Whole Group Concept Development (20 min) Whole Group Concept Development (20 min) ENGAGE EXPLORE EXPLAIN

24. Go Math: Framework for Teaching Math Block: 75 – 90 minutes/day Daily Math Review + Mental Math (15 min maximum) Daily Math Review + Mental Math (15 min maximum) Whole Group Concept Development (20 min) Whole Group Concept Development (20 min) Differentiated Instruction (20 - 35 min) Differentiated Instruction (20 - 35 min) EXPLAIN EXPLAIN – has two Quick Check Problems that can help teachers identify groups for differentiated instruction.

25. Go Math: Framework for Teaching Thoughts to consider on Differentiated Instruction… It will take 1 – 3 weeks to establish an effective small group instruction structure and routine. The small group instruction format will vary by school/classroom depending on the support staff available.

26. Go Math: Framework for Teaching Differentiated Instruction 20 – 35 minutes Small Group Instruction Independent / Collaborative Personalized Learning What resources are available for the 20-35 minute small group and differentiated instruction part of the math block? 10 minute activities for small group instruction are available on Think Central. On Your Own – Independent Practice in SE. Ready-made differentiated centers.. Personal Math Trainer provides individualized learning opportunities. Push in/Pull Out Support

27. Go Math: Common Questions from 3.5.14 Differentiated Instruction What do the Centers look like? Activity Cards (A): Ready- made, easy- to-follow activities help students reinforce or extend concepts and skills. *Includes cards for Challenge/Enrichment. Literature (L): Integrate math skills into real world situations and cross-curricular subject matter to engage student interest. Interactive questions focus on key concepts and support comprehension. Games (G): Practice skills and apply concepts with these ready-to-use interactive math adventures. Students can play these games in pairs or small groups.

28. FRAMEWORK FOR TEACHING: DIFFERENTIATED INSTRUCTION Turn to a partner or small group and process the small group instruction piece (5 minutes). Feel free to write questions down on notecards if you would like further information! *More slides about Special Education Intervention to come!

29. FRAMEWORK FOR TEACHING: PROBLEM SOLVING (15 MINUTES MINIMUM)

30. Go Math: Framework for Teaching Math Block: 75 – 90 minutes/day Daily Math Review + Mental Math (15 min maximum) Daily Math Review + Mental Math (15 min maximum) Whole Group Concept Development (20 min) Whole Group Concept Development (20 min) Differentiated Instruction (20-35 min) Differentiated Instruction (20-35 min) Problem Solving (15 min) Problem Solving (15 min)

31. Go Math: Framework for Teaching Math Block: 75 – 90 minutes/day Daily Math Review + Mental Math (15 min maximum) Daily Math Review + Mental Math (15 min maximum) Whole Group Concept Development (20 min) Whole Group Concept Development (20 min) Differentiated Instruction (20-35 min) Differentiated Instruction (20-35 min) Problem Solving (15 min) Problem Solving (15 min) ENGAGE EXPLAIN EXPLORE Small Group Instruction Independent / Collaborative Personalized Learning

32. FRAMEWORK FOR TEACHING: SPECIAL EDUCATION + INTERVENTION

33. Special Education + Intervention Daily Math Review + Mental Math (15 min maximum) Daily Math Review + Mental Math (15 min maximum) Whole Group Concept Development (20 min) Whole Group Concept Development (20 min) Differentiated Instruction (20-35 min) Differentiated Instruction (20-35 min) Problem Solving (15 min) Problem Solving (15 min) ENGAGE EXPLAIN EXPLORE Small Group Instruction Independent / Collaborative Personalized Learning Core Whole Group Instruction Whole Group Concept Development (20 min) Whole Group Concept Development (20 min) Problem Solving (15 min) Problem Solving (15 min) What if a Special Education student is out of the room during whole group? SPED students will be in the classroom for Core Whole Group Instruction. What if a Special Education student is Can a SPED student miss Daily Math Review in order to receive SPED services? Maybe. It depends on the students and their needs and ability levels. Go Math: Common Questions from 3.5.14

34. Math Block: 75 – 90 minutes/day Daily Math Review + Mental Math (15 min maximum) Daily Math Review + Mental Math (15 min maximum) Whole Group Concept Development (20 min) Whole Group Concept Development (20 min) Differentiated Instruction (20 min) Differentiated Instruction (20 min) Problem Solving (15 min) Problem Solving (15 min) Math Intervention: 15-20 minutes/day (**only for students in need of intensive support) Where do Special Education minutes fit into The Math Framework? Students may receive in-class or pull out support during the 20 minutes of Differentiated Instruction time. What might the classroom look like during the additional 15-20 minutes of Intervention? What are Tier 3 SPED students missing during intervention? One option would be to add 15-20 minutes to the Differentiated Instruction time for Math Intervention. The teacher would be working in small groups and students would be in centers. Differentiated Instruction (20 min) Differentiated Instruction (20 min) Differentiated Instruction (35-40 min) Differentiated Instruction (35-40 min) Math Block: 75 – 90 minutes/day Go Math: Common Questions from 3.5.14

35. Go Math: Framework for Teaching Math Intervention: 15-20 minutes/day (**only for students in need of intensive support) Tier 3 Small Group What materials will an interventionist or SPED support use when providing push-in or pull-out support?

36. FRAMEWORK FOR TEACHING: SPECIAL EDUCATION + INTERVENTION Turn to a partner or small group and process the special education and intervention component (5 minutes). Feel free to write questions down on notecards if you would like further information!

37. Go Math: Framework for Teaching

38. Go Math: Common Questions from 3.5.14 Expectations Will teachers be expected to teach the lesson word for word out of the books? No. The prompts are available for teachers to use in the planning process and are optional in teaching the lesson. Will teachers use additional outside resources to teach lessons? Go Math will be the primary resource for teaching elementary math in DMPS. If time and necessity allow – other resources may be utilized. Will we be following lessons and chapters in sequential order? Yes. We will follow the progression of the lessons and chapters to maintain the integrity of the program. We will be taking feedback throughout the first year to evaluate the flow and order of lessons.

39. Go Math: Common Questions from 3.5.14 Expectations Will we post the Essential Questions or the I Can Statements? The Essential Question is written in student-friendly language. The I Can Statement/Lesson Objective is for teacher use. It is not required by our district that teachers post either, although it is crucial that the teacher is communicating the learning goal with the students daily. School leadership may provide specific expectations at individual sites. What is the math journal? The math journal is tied directly to the essential question. This will not be a mandatory component in the lesson, but rather can be utilized in small groups, centers, or with the whole group.

40. Go Math: District PLC 3.5.14 District PLC Last Time we … Become familiar with the set-up of Chapter One in the Teacher’s Edition of Go Math. Review the new Curriculum Guide format. Use the Planning Guide to identify the components in a Go Math lesson. 4.16.14 District PLC Today we… Walked through the Framework for Teaching Elementary Math with Go Math. Discussed differentiation and small group instruction supports. 5.14.14 District PLC Next time…  Technology + SMART  Summer PD  Science and Social Studies Summer Training (June + August) Looking forward…  Teacher and Student Edition Exploration and Collaboration  Framework for Teaching and Critical Success Factors  Go Math Technology Components  Problem Solving Classroom Situations  Assessment and Pacing

41. SOCIAL STUDIES INSTRUCTION UNIT 6

42. Reminder: The “What” vs. the “How” The “what” of Social Studies is non-negotiable. – The learner objectives or “I can” statements The “how” of Social Studies is up to your team. – Teacher teams can get creative with the units they design and the instructional strategies they select.

43. http://subscriptions.teachtci.com/teacher /kpbxldf Reminder! If your grade level team hasn’t created your 2 demo accounts, use the link below:

44. *Suggested Unit Outline Social Studies Theme: “Responsibilities to Myself and Others” Week 1: Family Responsibilities (FR) Week 2: Family Responsibilities (FR) Week 3: Family Responsibilities (FR) Week 4: Being a Good Neighbor (GN) Week 5: Being a Good Neighbor (GN) Week 6: Being a Good Neighbor (GN)

45. I Can Statements – Family Responsibilities -Distinguish between needs as things we must have to live and wants as things it would be nice to have (FR) -Identify food, clothing, and shelter as needs each family has (FR) -Describe jobs that people do to earn money to meet their needs and wants (FR) -Identify items a family might need and want while away from home (FR)

46. I Can Statements – Being a Good Neighbor -Define the concepts of neighborhood and neighbors (GN) -Identify the types of behavior that characterize good neighbors (GN) -Evaluate behaviors and choose those that illustrate a particular way of being neighborly (GN) -Identify a local problem related to one’s neighborhood, and make a plan for solving the problem (GN)

47. Resources Early Social Studies Complete Program *Adopted materials 2007 Social Studies Alive! My School and Family TCI Lessons 11 and 14 www.teachtci.com www.teachtci.com Junior Achievement: Our Families This program emphasizes the roles people play in the local economy and engages students with activities about needs, wants, jobs, tools and skills, and interdependence. Five required, volunteer-led sessions. Money Instructor http://www.moneyinstructor.com/skills.asphttp://www.moneyinstructor.com/skills.asp *Early elementary economics lessons, ideas, and activities

48. Collaboration Time! Form small groups (3-4) and discuss how you plan to teach Unit 6: “Responsibilities to Myself and Others” with your students, and integrate social studies concepts with literacy and math. Send your lesson ideas to Amber Graeber to share on the elementary social studies weebly: socialstudies.dmschools.org

49. *Suggested Unit Outline Social Studies Theme: “Responsibilities to Myself and Others” Week 1: Family Responsibilities (FR) Week 2: Family Responsibilities (FR) Week 3: Family Responsibilities (FR) Week 4: Being a Good Neighbor (GN) Week 5: Being a Good Neighbor (GN) Week 6: Being a Good Neighbor (GN)

50. EXIT SLIP

51. Exit Slip Use a notecard on your table to complete one of the following sentence starters: I am excited about… Something I find challenging… I would like more information about… I really enjoyed…