A story of units
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A Story of Units. Core Advancement Professional Development. Introductions . Presenters: Candice Hartley Laura Hill Jamie Carruth Emily Hand . A Story of Units vs. Engage NY. What is A Story of Units? The name of the PK-5 Math Curriculum What is EngageNY ?

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A Story of Units

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A story of units

A Story of Units

Core Advancement Professional Development


Introductions

Introductions

  • Presenters:

    • Candice Hartley

    • Laura Hill

    • Jamie Carruth

    • Emily Hand


A story of units vs engage ny

A Story of Units vs. Engage NY

  • What is A Story of Units?

    • The name of the PK-5 Math Curriculum

  • What is EngageNY?

    • New York State’s Department of Education’s Website

    • Equivalent to www.louisianabelives.com

  • What is Common Core, Inc.?

    • A team of mathematicians & educators who wrote the PK-12 curriculum with the guidance of the CCSS writers.


Session objectives

Session Objectives

  • Present an overview of how to implement A Story of Units:

    • Identify the Standards and their accompanying Progressions, as well as the Instructional Shifts as the foundation of A Story of Units.

    • Recognize the coherence within and across all grades K-5.

    • Describe how A Story of Units it builds on prior knowledge and supports future learning.

    • Develop a plan for immediate implementation, on-going support and continuous feedback.


Agenda

Agenda

What is A Story of Units

Lesson Structure

The CCSS Approach to Mathematical Models

Curriculum Overview

Implementation


What is a story of units

What is A Story of Units?

  • A PK-5 math curriculum developed in close consultation with the writers of the CCSS. (p.3)

  • Not only built entirely around the CCSS, but the progression documents as well.

  • Based on the principle that mathematics is most effectively taught as a logical engaging story with the main character being “the unit”.

  • Skills consistently build on prior knowledge and support future learning rather than being taught in isolation. (p.4)


A story of units

Pages 4-9

In the How To Document


Math practices

Math Practices


Assessments

Assessments

  • Formative Assessments

  • Problem Sets

  • Exit Tickets

  • Homework

  • Formative or Summative

  • Mid-Module Assessment Tasks

  • Summative

  • End of Module Assessment Tasks


Parcc type i ii iii tasks

PARCC Type I, II & III Tasks

  • Type I

    • Computational problems, fluency exercises, & applications including one-step and multi-step word problems.

  • Type II

    • Requires students to demonstrate reasoning skills, justify their arguments, and critique the reasoning of others.

  • Type III

    • Students model real-world situations using mathematics as they demonstrate more advanced problem solving skills.


Scaffolding

Pages 14-15

In the How To Document

Scaffolding

  • All students must have the opportunity to learn and meet the high standards if they are to access the knowledge and skills needed to be college and career ready.

  • Accommodations cannot be just an extra set of resources for a particular set of students.

  • Must be folded into the curriculum in such a way that it becomes part of its DNA.

  • Research provided by Universal Design for Learning


Scaffolding continued

Pages 14-15

In the How To Document

Scaffolding Continued

  • The scaffolds/accommodations integrated into A Story of Units do not alter the instructional level, content or performance criteria.

  • Provides students with choices with how they access content and demonstrate their knowledge and ability.

  • Basically, faithful adherence to the modules IS the primary scaffolding tool!!


What are the built in accommodations

What are the built in accommodations?

Pages 16-19

In the How To Document

  • Provide Multiple Means of Representation

    • Connect language with pictorial representation (ELL)

    • Allow creativity in expression & modeling solutions (Above Level)

  • Provide Multiple Means of Action & Expression

    • Accomplish within a time frame as opposed to a task frame (LD)

    • Get students up and moving “Show me an obtuse angle” (Below Level)

  • Provide Multiple Means of Engagement

    • Peer tutoring to provide opportunities for critiquing the reasoning of others & justifying solutions (Below Level)

    • Provide a variety of ways to respond (ie. Choral, oral, personal white board, fingers, pictorial models (ELL)


  • Lesson structure

    Lesson Structure

    Pages 21-26

    In the How To Document


    Grade 4 module 1

    Grade 4 Module 1

    • Module Overview

    • Lesson 1 & 2

    • Instructional Strategy Breakout Session


    Curriculum overview year at a glance

    Curriculum Overview “Year at a Glance”


    Philosophy and workflow of a story of units

    Philosophy and Workflow of A Story of Units


    Pk 12 coherence

    PK-12 Coherence


    A story of units1

    A Story of Units


    A story of ratios

    A Story of Ratios


    A story of functions

    A Story of Functions


    Materials list

    Materials List

    • Talk to your table and take inventory.

    • What do you have?

    • What do you need?

    • What materials can you move from one grade-level to another?

    • What materials can you modify, create or substitute?

    • What materials do you need to purchase?


    Next steps

    Next Steps

    • Round Table Discussions:

    • What questions were answered for you?

    • What does your redelivery plan look like?


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