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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

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)
slide7
Pages 4-9

In the How To Document

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
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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