1 / 38

A Story of Units

A Story of Units. Module Focus- Grade 5. Session Objectives. Identify key components of the module structure and of each lesson within A Story of Units .

tuvya
Download Presentation

A Story of Units

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. A Story of Units Module Focus- Grade 5

  2. Session Objectives • Identify key components of the module structure and of each lesson within A Story of Units. • Articulate the instructional focus of Module 1, thereby preparing participants to teach and/or prepare their colleagues to teach this module. • Examine lesson components including Fluency Practice, Application Problems, Concept Development with Problem Sets, and Student Debrief with Exit Tickets.

  3. AGENDA • Review of Module Structure • Examination of Module Overview, Assessments, and Topic Openers • Lesson Study • Coherence Across the Module

  4. Review of Module Structure

  5. AGENDA • Review of Module Structure • Examination of Module Overview, Assessments, and Topic Openers • Lesson Study • Coherence Across the Module

  6. Module Overview

  7. Module Overview • How does this Module compare to your past experiences with this content? • How does each component of the Module Overview prepare you to implement this material in your classroom? • Turn and talk with others at your table about your observations.

  8. Module Assessments • Take 5 minutes to examine the Mid-Module Assessment. • Consider each item and decide which standards are being addressed and how. • How does this assessment measure the skills and understanding addressed in the first half of Module 1? • What growth do you see between this mid-module assessment and the final assessment you took earlier?

  9. Topic Openers • Read the descriptive narrative. • Make note of important information that will help educators implement these lessons.

  10. Topic Openers • How does each topic contribute to the overall instructional goal of the module? • How are the Topic Openers useful as a planning tool? • What is the relationship between the Topic Opener and the other components of the module?

  11. AGENDA Review of Module Structure Examination of Module Overview, Assessments, and Topic Openers Lesson Study Coherence Across the Module

  12. Lesson Study • Examine the development and function of each lesson component. • Fluency Practice • Application Problems • Concept Development • Student Debrief • How do the lesson components work together to achieve rigor and lead toward the culminating assessment?

  13. Lesson Study: Fluency Practice • Daily, substantial, sustained, and supported by the lesson structure • 8-12 minutes of easy-to-administer activities • Energetic activities that allow students to see measureable progress • Promotes automaticity – allows students to reserve their cognitive energy for higher-level thinking • Support conceptual understanding and application as well as the mathematical practices

  14. Lesson Study: Fluency Practice • Fluency activities serve a variety of purposes: • Maintenance: Staying sharp on previously learned skills • Preparation: Targeted practice for the current lesson • Anticipation: Building skills to prepare students for the in-depth work of future lessons • In fluency work, all students are actively engaged with familiar content. This provides a daily opportunity for continuous improvement and individual success.

  15. Lesson Study: Fluency Practice Rename the units Renaming decimals using various units strengthens student understanding of place value and provides an anticipatory set for rounding decimals in Lessons 7 and 8.

  16. Lesson Study: Fluency Practice • In what skills should students be fluent in order to achieve success in this module? • At your table, examine the Fluency Practices in this lesson, considering their specific function within the lesson.

  17. Lesson Study: Application Problems • In Grade 5 Module 1 lessons, application problems are after the fluency exercises and before the conceptual development • Application problems are commonly 7-12 minutes • The Read, Draw, Write (RDW) process is modeled and encouraged through daily problem solving • Application problems can be powerful formative assessments • Students problem solve independently, choosing appropriate strategies and skills, even when not prompted by their teacher

  18. Lesson Study: Application Problems Application Problem (8 minutes) Craig, Randy, Charlie, and Sam ran in a 5K race on Saturday. They were the top 4 finishers. Here are their race times: Craig: 25.9 minutes, Randy: 32.2 minutes, Charlie: 32.28 minutes, Sam: 25.85 minutes Who won first place? Who won second place? Third? Fourth?

  19. Lesson Study: Concept Development • Constitutes the major portion of instruction and generally comprises at least 20 minutes of the total lesson time.  • Builds toward new learning through intentional sequencing within the lesson and across the module. • Often utilizes the deliberate progression from concrete to pictorial to abstract, whichcompliments and supports an increasingly complex understanding of concepts. • Accompanied by thoughtfully sequenced problem sets and reproducible student sheets.

  20. Lesson Study: Concept Development Welcome to Ms. Golden’s 5th grade class Get out your personal board and marker

  21. Lesson Study: Concept Development PROBLEM SET • Complete the problem set. • What do you notice about the sequence of problems?

  22. Lesson Study: Student Debrief

  23. Debrief Problem Set Exit Ticket Concept Development Application Fluency Homework

  24. Lesson Study: Student Debrief • Includes sample dialogue or suggested lists of questions to invite the reflection and active processing of the totality of the lesson experience. • Encourages students to articulate the focus of the lesson and the learning that has occurred. • Promotes mathematical conversation with and among students. • Allows student work to be shared and analyzed. • Closes the lesson with daily informal assessment known as Exit Tickets.

  25. Balanced, Rigorous Instruction

  26. Biggest Takeaways • What is your biggest takeaway from this session? • Be ready to share.

  27. Key Points • Modules Overviews and Topic Openers provide essential information about the instructional path of the module and are key tools in planning for successful implementation. • Each of the lesson components are necessary in order to achieve balanced, rigorous instruction and to bring the Standards to life. • The Exit Ticket is an essential piece of the Student Debrief and provides daily formative assessment. • Opportunities to nurture the Standards for Mathematical Practice are embedded throughout the lesson.

  28. AGENDA Review of Module Structure Examination of Module Overview, Assessments, and Topic Openers Lesson Study Coherence Across the Module

  29. Progression Study: 10 minutesNUMBERS & OPERATIONS in BASE 10 • PLEASE stay silent so everyone may focus & read. • NBT progression in your binder, 3rd orange tab. • OVERVIEW pp. 1-4 • GRADES 4 & 5 pp. 12-19 • GRADES K-3 pp. 5-11 (if time permits) • As you read, jot down 2 examples of how this module implements the expectations described in the progression.

  30. Progression Study • How does this module implement the expectations described in the Progression?

  31. Coherence Within the Module • Analyze the progression of each lesson component across the sample of lessons provided in your blue folder. • What does the sequence of Fluency Practicesaccomplish as a whole? • How does the sequence of Application Problems connect to topic/module? • How does the sequence of Concept Development and Student Debrief build toward mastery of the topic/module?

  32. Coherence Within the Module • Analyze the progression of your assigned lesson component across the sample of lessons provided. • What does the sequence of Fluency Practicesaccomplish as a whole? • How does the sequence of Application Problems connect to topic/module? • How does the sequence of Concept Development and Student Debrief build toward mastery of the topic/module?

  33. Coherence Within the Module • Analyze the selected Problem Sets. • In what ways were the writers intentional in the design of this Problem Set? • How do the Problem Sets build toward the Assessment? Review the problem sets of these lessons: • Lesson 1 (Big Binder) • Lesson 6 • Lesson 9 • Lesson 11 • Lesson 12

  34. Coherence Within the Module • Analyze the selected Problem Sets. • In what ways were the writers intentional in the design of this Problem Set? • How do the Problem Sets build toward the Assessment?

  35. Biggest Takeaways • Turn and talk with a partner at your table about your biggest takeaways from this session. • Lightning Share • One phrase each

  36. Key Points • This module is a decimal study. Be prepared to scaffold! • Students use visual models (place value mats & number disks, vertical number lines, and area models) to support their place value understanding. • Review, extend, recognize, generate, apply

  37. 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 this module with other administrators/teachers? • What is your plan for redelivery of this session?

More Related