Summer Workshop

August 2014
What are characteristics of a
highly effective classroom?



Use words and pictures to show your thoughts
3 Priority Standards for SY 2014-2015
1. Academic Discourse

2. Questioning and Tasks

3. Tailoring Instruction
PD Summer Schedule
Monday: Academic Discourse

Tuesday: Questioning and Tasks

Wednesday: Tailoring Instruction

Objective: I can plan and tailor a lesson from CK, EL
and MIF that will move all students towards mastery.

Day 1: Agenda
Collaborative Norms
Academic Discourse
8 Mathematical Practices
Math Planning Session
The Norms for Collaboration
Promoting a Spirit of Inquiry-Exploring others ideas with curiosity and with a goal of
understanding rather than judging

Pausing-Pausing to allow time and space for ideas to develop

Paraphrasing-Being an active listener by restating others contributions

Probing-Asking questions to go deeper in thinking

Paying Attention to Self & Others-Keeping a good balance between speaking and listening

Presuming Positive Intentions-Assuming others intentions are positive creates a good
atmosphere for collaboration
Which norm do you strongly value and why.
Which norm do you struggle to uphold and why.

Accountable Talk
Three Levels of Text Protocol
Process
1. Read article, Good Conversational Behavior: Starting the School Year With
Accountable Talk and identify places in the text that you feel have the most
important implications for your work
2. Engage in one or more rounds of conversation (Allow 5 minutes per person)
Each round consists of:
One person at a time using 3 minutes to address all three levels:
Level 1: Read aloud the passage selected
Level 2: State what you think about the passage make interpretations and/or
connections to personal or organizational work, etc
Level 3: Describe what you see as the implications for your work
Anchor Chart
Good Conversational Behavior
Looks like Sounds like
*eye contact *focused/on topic
*groups/pairs *agree/disagree
*listening *defending with
*being mindful of others evidence
*speak loud

Dialogue Ball
Procedure
Set clear expectations for student participation in discussion sessions
Control and use classroom space strategically
Avoid open questions; call on individual students
Ask good questions
Resist responding to student comments yourself

Self-Assessment
8 Mathematical Practices
The Standards for Mathematical Practice provide teachers
and students with a web of mathematical habits of mind
that can be used to bring coherence to the ways in which
students meet the content standards in the Common
Core
#1 Make sense of problems and persevere in solving them
What it means: Understand the problem, find a way to attack it, and work until it is done. Basically,
you will find practice standard #1 in every math problem, every day. The hardest part is pushing
students to solve tough problems by applying what they already know and to monitor themselves
when problem-solving.

Own it: Give students tough tasks and let them work through them. Allow wait time for yourself and
your students. Work for progress and aha moments. The math becomes about the process and
not about the one right answer. Lead with questions, but dont pick up a pencil. Have students
make headway in the task themselves.

Useful resources: The Georgia Department of Education has created critical-thinking math tasks for
every standard. The New York City Department of Education has a set of aligned tasks as well.

#2 Reason abstractly and quantitatively
What it means: Get ready for the words contextualize and decontextualize. If students have a
problem, they should be able to break it apart and show it symbolically, with pictures, or in any
way other than the standard algorithm. Conversely, if students are working a problem, they should
be able to apply the math work to the situation.

Own It: Have students draw representations of problems. Break out the manipulatives. Let students
figure out what to do with data themselves instead of boxing them into one type of organization.
Ask questions that lead students to understanding. Have students draw their thinking, with and
without traditional number sentences.

Useful Resources: Inside Mathematics breaks down each practice standard with video segments, as
does Illustrative Mathematics. The Mathematics Assessment Project provides sample tasks for
each standard.







#3 Construct viable arguments and critique the reasoning of
others
What it means: Be able to talk about math, using mathematical language, to support or oppose the
work of others.

Own it: Post mathematical vocabulary and make your students use it not just in math class, either!
Use "talk moves" to encourage discourse. Work on your classroom environment from day one so
that it is a safe place to discuss ideas.

Resources: Talk moves are a prerequisite to being able to achieve the practice standards. Download
some of the talk moves and read How to Get Students Talking! from Math Solutions to
understand the importance of talk moves

#4 Model with mathematics

What it means: Use math to solve real-world problems, organize data, and understand the world
around you.

Own it: Math limited to math class is worthless. Have students use math in science, art, music, and
even reading. Use real graphics, articles, and data from the newspaper or other sources to make
math relevant and real. Have students create real-world problems using their mathematical
knowledge.

Resources: Mathalicious.com is a paid service, but just browse the free sample lessons and youll
see the creativity. Teaching Children Mathematics features articles, lessons, and ideas every
month that model mathematics across curriculums.

#5 Use appropriate tools strategically

What it means: Students can select the appropriate math tool to use and use it correctly to solve
problems. In the real world, no one tells you that it is time to use the meter stick instead of the
protractor.

Own it: Dont tell students what tool to use. Try to leave the decision open ended and then discuss
what worked best and why. Leave math tools accessible and resist the urge to tell students what
must be used for the task. Let them decide; they might surprise you!

Resources: Set your manipulative ground rules early to ensure classroom management. The National
Library of Virtual Manipulatives gives you every tool you could ever want. A host of videos on the
Teaching Channel show great math lessons with valuable incorporation of tools.

#6 Attend to precision

What it means: Students speak and solve mathematics with exactness and meticulousness.

Own it: Push students to use precise and exact language in math. Measurements should be exact,
numbers should be precise, and explanations must be detailed. Students have to explain exactly
what they do and do not understand and where their understanding falls apart.

Resources: NCTMs Never Say Anything a Kid Can Say offers some tough advice for getting
students to be precise while working through tasks. All Things Common Core details what
precision looks like in a classroom.

#7 Look for and make use of structure

What it means: Find patterns and repeated reasoning that can help solve more complex problems.
For young students this might be recognizing fact families, inverses, or the distributive property.
As students get older, they can break apart problems and numbers into familiar relationships.

Own It: Help students identify multiple strategies and then select the best one. Repeatedly break apart
numbers and problems into different parts. Use what you know is true to solve a new problem.
Prove solutions without relying on the algorithm. For example, when students are changing mixed
numbers into improper fractions, they have to prove that they have the right answer without using
the steps.

Resources: Greg Tangs strategy of breaking numbers into the appropriate pieces to make math easy
is really what repeated reasoning is all about. Mathlanding uses videos and examples that show
that even the youngest mathematicians make use of structure.

#8 Look for and express regularity in repeated reasoning

What it means: Keep an eye on the big picture while working out the details of the problem. You dont
want kids that can solve the one problem youve given them; you want students who can
generalize their thinking.

Own it: Show students how the problem works. As soon as they get it, start making them generalize
to a variety of problems. Dont work fifty of the same problem; take your mathematical reasoning
and apply it to other situations.

Resources: Learner Express has video lessons showing repeated reasoning. Greg Tang offers
several resources for finding regularity through math games. NCTM offers tasks aligned to each
of the practice standards.

How are the practice
standards enhancing the
way you teach in your
classroom?
Lesson Planning
Chapter overview
Planning guide
Assessment
Opener
o Add questions and time for student talk
Pretest
Lessons
o Add questions and time for student talk
Put on your Thinking Cap!
Chapter Review
Chapter Assessment
Kindergarten
Chapter 1: Numbers to 5
Overview: p. 1A
Planning Guide: p. 1D
Assessment:Chapter 1 Assessment
Plan Lessons
Determine where/when students will talk to eachother
Prepare questions
Decide when and how you will tailor instruction


Kindergarten
Lessons: Review objectives
Investigate
Discover
Explore
Apply
Lesson 1: Finding a Match: All about 1 and 2 (2 days)
Lesson 2: Finding More Matches (3 days)
Lesson 3: Not the Same, But Different: All about 3 (2 days)
Lesson 4: Why is this Different? All about 4 (4 days)
Lesson 5: Spotting Differences: All about 5 (3 days)
Lesson 6: A Few Differences (1 day)
Calendar
Kindergarten September




4 5

8
Lesson 1
9 10
Lesson 2
11 12

15
Lesson 3
16 17
Lesson 4
18 19

22 23
Lesson 5
24 25 26
Lesson 6
29 30
Chapter 1
Assessment
1st Grade
Chapter 1: Numbers to 10
Chapter Overview: p. 1A
Planning Guide: p. 1D
Assessment: Chapter 1 Assessment
Plan Lessons
Determine where/when students will talk to eachother
Prepare questions
Decide when and how you will tailor instruction


1st Grade
Lessons: Review objectives
Teach/Learn
Guided Practice
Lets Practice
Independent Practice
Lesson 1: Counting to 10 (2 days)
Lesson 2: Comparing Numbers (2 days)
Lesson 3: Making Number Patterns (1 day)
Put on your Thinking Cap! (1 day)
Chapter Wrap-up (1 day)
Chapter Assessment (1 day)

1st Grade
Chapter 2: Number Bonds
Chapter Overview: p. 28A
Planning Guide: p. 28D
Assessment: Chapter 2 Assessment
Plan Lessons
Determine where/when students will talk to eachother
Prepare questions
Decide when and how you will tailor instruction
Calendar
1
st
Grade September

4 5
8
Chapter Opener
and Pretest
9
Lesson 1
10 11
Lesson 2
12
15
Lesson 3
16
Thinking Cap!
17
Chapter Wrap-up
18
Chapter 1
Assessment
19
22
Chapter 2 Opener
and Pretest
23
Lesson 1
24 25 26
Thinking Cap!
29
Chapter Wrap up
30
Chapter 2
Assessment
2nd Grade
Chapter 1: Numbers to 1000
Chapter Overview: p. 1A
Planning Guide: p. 1D
Assessment: Chapter 1 Assessment
Plan Lessons
Determine where/when students will talk to eachother
Prepare questions
Decide when and how you will tailor instruction

2nd Grade
Chapter 1: Numbers to 1,000
Lessons: Review objectives
Teach/Learn
Guided Practice
Lets Practice
Independent Practice
Lesson 1: Counting (2 days)
Lesson 2: Place Value (2 days)
Lesson 3: Comparing Numbers (2 days)
Lesson 4: Order and Pattern
Put on your Thinking Cap! (1 day)
Chapter Wrap-up (1 day)
Chapter Assessment (1 day)

2nd Grade
Chapter 2: Addition up to 1,000
Chapter Overview: p. 34A
Planning Guide: p. 34D
Assessment: Chapter 2 Assessment
Plan Lessons
Determine where/when students will talk to eachother
Prepare questions
Decide when and how you will tailor instruction

2nd Grade
Chapter 2: Addition up to 1,000
Lessons: Review objectives
Teach/Learn
Guided Practice
Lets Practice
Independent Practice
Lesson 1: Additional without regrouping (1 day)
Lesson 2: Additional with regrouping in the ones (2 days)
Lesson 3: Additional with regrouping in tens (2 days)
Lesson 4: Addition with regrouping in ones and tens (2 days)
Put on your Thinking Cap! (1 day)
Chapter Wrap-up (1 day)
Chapter Assessment (1 day)
Calendar
September
4 5
8
Chapter 1 Opener and
pretest
9
Lesson 1
10 11
Lesson 2
12
15
Lesson 3
16 17
Lesson 4
18
Thinking Cap!
19
Chapter Wrap Up
22
Chapter 1 Assessment
23
Chapter 2 Opener
and Pretest
24
Lesson 1
25
Lesson 2
26
29
Lesson 3
30

Oct. 1
Staff development
day
Oct. 2
Lesson 4
Oct. 3
Oct. 6
Thinking Cap!
Oct. 7
Chapter Wrap Up
Oct. 8
Chapter 2
Assessment
Oct. 9 Oct. 10

2
nd
Grade
3rd Grade
Chapter 1: Numbers to 10,000
Chapter Overview: p. 1A
Planning Guide: p. 1D
Assessment: Chapter 1 Assessment
Plan Lessons
Determine where/when students will talk to eachother
Prepare questions
Decide when and how you will tailor instruction

3rd Grade
Chapter 1: Numbers to 10,000
Lessons: Review objectives
Teach/Learn
Guided Practice
Lets Practice
Independent Practice
Lesson 1: Counting (2 days)
Lesson 2: Place Value (2 days)
Lesson 3: Comparing and Ordering Numbers (2 days)
Put on your Thinking Cap! (1 day)
Chapter Wrap-up (1 day)
Chapter Assessment (1 day)

3rd Grade
Chapter 2: Mental Math and Estimation
Chapter Overview: p. 36A
Planning Guide: p. 36D
Assessment: Chapter 2 Assessment
Plan Lessons
Determine where/when students will talk to eachother
Prepare questions
Decide when and how you will tailor instruction

3rd Grade
Chapter 2: Mental Math and Estimation
Lessons: Review objectives
Teach/Learn
Guided Practice
Lets Practice
Independent Practice
Lesson 1: Mental Addition (1 day)
Lesson 2: Mental Subtraction (2 days)
Lesson 3: More Mental Addition (2 days)
Lesson 4: Rounding Numbers to Estimate (2 days)
Lesson 5: Front-End Estimation
Put on your Thinking Cap! (1 day)
Chapter Wrap-up (1 day)
Chapter Assessment (1 day)



Calendar
3
rd
Grade September
4 5
8
Chapter 1 Opener
and pretest
9
Lesson 1
10 11
Lesson 2
12
15
Thinking Cap
16
Chapter Wrap up
17
Chapter 1
Assessment
18
Chapter 2 opener
and pretest
19
Lesson 1
22 23 24
Lesson 2
25 26
29
Lesson 3
30 Oct. 1
Staff development
day
Oct. 2

Oct. 3
Thinking Cap!
Oct. 6
Chapter wrap up
Oct. 7
Chapter 2
Assessment
Oct. 8
Chapter 3 Opener
and Pretest
Oct. 9
Lesson 1
Oct. 10
4th Grade
Chapter 1: Numbers to 100,000
Chapter Overview: p. 1A
Planning Guide: p. 1D
Assessment: Chapter 1 Assessment
Plan Lessons
Determine where/when students will talk to eachother
Prepare questions
Decide when and how you will tailor instruction

4th Grade
Chapter 1: Numbers to 100,000
Lessons: Review objectives
Teach/Learn
Guided Practice
Lets Practice
Independent Practice
Lesson 1: Numbers to 100,000 (2 days)
Lesson 2: Comparing Numbers to 100,000 (2 days)
Put on your Thinking Cap! (1 day)
Chapter Wrap-up (1 day)
Chapter Assessment (1 day)

4th Grade
Chapter 2: Estimation and Number Theory
Chapter Overview: p. 27A
Planning Guide: p. 27D
Assessment: Chapter 2 Assessment
Plan Lessons
Determine where/when students will talk to eachother
Prepare questions
Decide when and how you will tailor instruction

4th Grade
Chapter 2: Estimation and Number Theory
Lessons: Review objectives
Teach/Learn
Guided Practice
Lets Practice
Independent Practice
Lesson 1: Estimation (3 days)
Lesson 2: Factors (3 days)
Lesson 3: Multiples (2 days)
Put on your Thinking Cap! (1 day)
Chapter Wrap-up (1 day)
Chapter Assessment (1 day)
Calendar
4
th
Grade September

4 5
8
Chapter 1 opener
and pretest
9
Lesson 1
10 11
Lesson 2
12
15
Lesson 3
16 17
Thinking Cap
18
Chapter Wrap up
19
Chapter 1
Assessment
22
Chapter 2 opener
and pretest
23
Lesson 1
24
Lesson 2
25 26
Lesson 3
29 30
Lesson 4
Oct. 1
Staff development
Day
Oct. 2

Oct. 3
Lesson 5
Oct. 6
Thinking Cap
Oct. 7
Chapter Wrap Up
Oct. 8
Chapter 2
Assessment
Oct. 9 Oct. 10

Looking at Your Lessons
Where can you provide opportunities for
academic discourse?
How will you ensure that there are
opportunities for students who are struggling?
On level? Above level?
Day 2: Agenda
Collaborative Norms
Questioning and Tasks
ELA Planning session
The Norms for Collaboration
Promoting a Spirit of Inquiry-Exploring others ideas with curiosity and with a goal of
understanding rather than judging

Pausing-Pausing to allow time and space for ideas to develop

Paraphrasing-Being an active listener by restating others contributions

Probing-Asking questions to go deeper in thinking

Paying Attention to Self & Others-Keeping a good balance between speaking and listening

Presuming Positive Intentions-Assuming others intentions are positive creates a good
atmosphere for collaboration
Which norm do you strongly value and why.
Which norm do you struggle to uphold and why.

Questioning and Tasks
Read article, Asking Effective Questions

Process
Read the article, Asking Effective Questions.

Select 3 specific ideas to include on the note-catcher, What..So WhatNow What?

What: specific idea captured from article
So What: what the idea means to me
Now What: how might my practice change?







Literacy Block
K-2
nd
Grade
150 minutes:
Listening and
Learning: 60
minutes
Skills Strand:60
minutes
Small group: 30
minutes
Time Grouping CKLA Component
120 Minutes Whole Group Listening and Learning Strand
(60 minutes)
Skills Strand (60 minutes)
30 minutes Small Group
Group A: Teacher led Group
(Guided Literacy, Guided
Reading /Close Reading)
Writing: Interactive Writing/
Modeled Writing
Other Groups: Literacy
Centers
Independent Reading, Word
Works, Poetry, Writing, Pocket
Chart, Overhead Projector,
Smart Table
5 minutes WHOLE
GROUP
Sharing





Literacy Block
3
rd
-4
th
Grade
100 minutes:
Whole Group:
60 minutes
Small Group:
40 minutes
Time Grouping CKLA Component
8:45-9:45 Whole
Group
Expeditionary Learning
9:45-
10:20
Small
Groups
Teacher-Led Group: (rereading
selection (CAR), building fuency,
employing reading strategies,
vocabulary development)
Core Work Station: Complete tasks
from whole group time.
Vocabulary/Languag: Skill work i.e.
Vocabulary/grammar (Individually or
in pairs)
Independent Reading: (students
selected books from the classroom
library (document pages read daily;
complete weekly reading logs;
complete end of reading tasks)
10:20-
10:25
WHOLE
GROUP
Community Meeting:
(sharing, preparing for transition)



Look-fors in Core Knowledge Classrooms
Schedule60 minutes devoted to Skills, 60 minutes devoted to Listening and Learning.
PacingAligned with NPS district pacing.
Routines and ProceduresRoutines are followed and students are familiar with the procedures for daily instruction.
Word WallsTricky words are imbedded in high frequency Word Wall or on a separate tricky word WordWall.
VocabularyCurrent domain vocabulary is on display for students to see and reference.
Listening and Learning Strand VisualsEvidence in classroom of domain currently being taught (teacher and student
created anchor charts, image cards, student work).
Skills Strand VisualsUse of phoneme posters, large cards for chaining in pocket chart, code flip books, big books.
All components of the program being followed
Listening and Learning: Introducing the Read-Aloud, Presenting the Read-Aloud, Discussing the Read-Aloud, Extension.
Skills: See At a Glance Box for components specific to the daily lesson.

Look-fors in Expeditionary Learning Classrooms
Lesson Planning-CK
Listening and Learning Strand
The Domain Anthology contains:
background information and resources
needed
alignment chart for the domain to the
CCSS
an introduction to the domain with
necessary background information
a list of domain components
a core vocabulary list
what students have learned in previous
grades
Student Performance Tasks including:
Pausing Points, Domain Assessments
and Culminating Projects


Skills Strand
The Unit Teacher Guide contains:
an alignment chart between the unit
and the CCSS
an introduction including planning
tools, a list of strand components,
goals and objectives, and an
explanation of lesson format,
components, and assessment
planning charts
Pausing Points and Skills
Assessments

Lesson Planning-EL
Key Document: The Module Overview
The purpose of this document is to provide an overview of the entire
Module (8 weeks of instruction). It helps you understand how the
texts and activities progress toward the final performance task.
Module overviews describe what students will read and write and
the assessments that teachers will use to measure their
progress.
It lists the central texts that lessons are specifically designed
around.
Alignment to CC Standards is described in the English
Language Arts Outcomes table.
The Calendared Curriculum Map, provides a sense of pace


Looking at Your Lessons
Where can you add rigorous questions and
tasks?
What rigorous questions and tasks will you
include for students who are struggling? On
level? Above level?