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MORNING MINGLE 1.During the “Morning Mingle” (8:00-8:15) form teams of 5 or 6 to compete in the challenge. 2.Choose 1 person to collect the necessary supplies for the team (see below) 3.Wait for further instructions…

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Build the Tallest Freestanding Structure: The winning team is the one that has the tallest structure measured from the table top surface to the top of the marshmallow. That means the structure cannot be suspended from a higher structure, like a chair, ceiling or chandelier. The Entire Marshmallow Must be on Top: The entire marshmallow needs to be on the top of the structure. Cutting or eating part of the marshmallow disqualifies the team. Use as Much or as Little of the Kit: The team can use as many or as few of the 20 spaghetti sticks, as much or as little of the string or tape. The team cannot use the paper bag as part of their structure. Break up the Spaghetti, String or Tape: Teams are free to break the spaghetti, cut up the tape and string to create new structures. The Challenge Lasts 18 minutes: Teams cannot hold on to the structure when the time runs out. Those touching or supporting the structure at the end of the exercise will be disqualified. 18

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At your table discuss the following: 1.How did you form your team? Would you allow your students to follow the same process? How might you change the process in the classroom? 2.What roles within your team emerged during the challenge? How was responsibility divided? Was it balanced? Were there roles that were more important than others? How would you deal with various roles in the classroom? 3. What approach did your team take? Did you discuss a team goal? Establish norms? Did you discuss possible failure? Did you create a plan prior to action? If so, did the plan ever need revision? 4.Were you successful? What defined success for your group? Is winning the challenge only success? How did your team feel about the end result? PCMac

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1.How do the above slides relate to your Interdisciplinary PLCs? 2.How the do the above slides relate to the Common Core transition in the classroom? Please utilize your chart paper to represent your team’s thoughts about questions 1 and 2 Be as creative as you see fit! Be prepared to share

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Jigsaw the 4 C’s (15 minutes) Meet in PLC team from your site Use the excerpt from the NEA.org: “An Educator’s Guide to the 4 C’s” Jigsaw the article so each team member becomes an expert on one of the 4 C’s Experts teach your team what you have learned 15

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“5 Things Every Teacher Should be Doing to Meet the Common Core State Standards” Read the Article, “5 Things every Teacher Should be Doing to Meet the Common Core Standards”

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Apply your Knowledge In your PLC Team, use the 4 C’s /5 Things Matrix to plan 10 activities 5 activities for your students Be sure to include at least 1 communication activity 5 activities for your PLC Team Be sure to include at least 1 communication activity

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Goals : To explore the connection between Standards for Content and Practice. To consider how mathematical thinking must be developed within lessons and activities. To design lessons/activities incorporating both types of standards To organize time for required fluency practice.

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“Seizing the Moment for Mathematics” “In debating the utility of the Common Core, it is very important to recognize that standards are not self- executing…the key ingredient in the implementation of standards is whether districts, schools, and, most importantly, teachers, deliver the content to students in a way that is consistent with those standards.” (Schmidt, 2012)

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Two Types of Standards 8 Mathematical PRACTICE Standards (the same at every grade level) Mathematical CONTENT Standards (different at each grade level) These two types, used together, should be used to plan and develop students’ understanding and expertise. Both types were informed by research on children's cognitive development and by the logical structure of mathematics (CCSSM, Introduction, pg. ii).

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Standards for Mathematical Practice (MP) Process and proficiency are equally important. The practices should be integrated into the content instruction and practice. “Ideally, several MP standards will be evident in each lesson as they interact and overlap with each other. The MP standards are not a checklist; they are the basis for mathematics instruction and learning.” (CCSSM, Introduction, pg. iii)

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Structuring the Standards for Mathematical Practice 1.Make sense of problems and persevere in solving them. 6. Attend to precision. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Reasoning and explaining Modeling and using tools Seeing structure and generalizing CCSSM, Introduction, pg. iii

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Mathematical Reasoning: a Refrain in the Content Standards (Zimba and Lovanio, 2012)

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Math Practices and the Common Core Webinar, Education Week Practice standards combine easily and a single student behavior could be thought of as exhibiting multiple practice standards at once. They are not a checklist. Practice standards change through the grades as students grow in mathematical maturity and in the sophistication with which they apply mathematics. We need to ensure grade-level appropriate expectations. (Zimba and Lovanio, 2012)

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SBAC Math CCSS Assessment Standards for Mathematical Practices will be assessed in conjunction with content standards 3 out of 4 math claims on SBAC assessments include practices Proposed Reporting Categories for Summative Mathematics Assessment Total Mathematics Composite Score : Claim #1: Concepts and Procedures Score Claim #2: Problem Solving Score Claim #3: Communicating Reasoning Score Claim #4: Modeling and Data Analysis Score

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How will you develop mathematical thinking? Content Standards for grade level Toolkit, Part 2, Section A “Questions to Develop Mathematical Thinking” Handout (can be used as a guide to develop questions) Toolkit, Part 2, Section B (last two pages in this section)

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Applying the Practice Standards Activity Steps 1. Choose and study a content standard at your grade level. 2. Using the blank chart, write that content standard at the top and decide which 1-2 practice standards would best be combined in an activity or lesson with your chosen standard. 3. Outline an activity or lesson idea that will support these standards in the large box. 4. Include questions that might be asked.

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Standards for Mathematical Practice (SMP) Content Standard(s): 1. Make sense of problems and persevere in solving them. Corresponding Practice Standards: 2. Reason abstractly and quantitatively. Activity/Lesson Idea incorporating CONTENT and PRACTICE standards: Questions (Remember to vary DOK levels in your questioning.): 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

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Standards for Mathematical Practice (SMP) Content Standard(s): CCSS.Math.Content.4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number, …. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. CCSS.Math.Content.4.NBT.B.5 1. Make sense of problems and persevere in solving them. Corresponding Practice Standards: #1 Make sense of problems and persevere in solving them. #4 Model with mathematics. 2. Reason abstractly and quantitatively. Activity/Lesson Idea incorporating CONTENT and PRACTICE standards: Michael’s Feed Store is determining the profit they will make on a truckload of hay. There are 64 bales in a block and four blocks per trailer. Michael’s store has a truck that pulls two trailers per truckload. They have already determined that each bale sold earns a profit of $2.00. Create a model of the problem and find the amount of profit the store will make on a truckload of hay. Be prepared to explain your thinking and prove your answer using mathematical evidence and language. (Students could work in small groups.) Questions (Remember to vary DOK levels in your questioning.): What mathematical language did you need to know to solve this problem? Describe how you and your partner arrived at your answer. (Some thinking questions are, and should be, embedded in the prompt above.) 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

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Applying the Practice Standards Activity Steps 1. Choose and study a content standard at your grade level. 2. Using the blank chart, write that content standard at the top and decide which 1-2 practice standards would best be combined in an activity or lesson with your chosen standard. 3. Outline an activity or lesson idea that will support these standards in the large box. 4. Include questions that might be asked. Repeat process with a new standard. Design as many as you have time for…

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Debrief: Find Someone Who 1. Review the content standard, practice standards you matched, and the activity or lesson idea you designed. Share this with someone who is in your grade level, but NOT at your site. (5 min.) 2. What are the implications of combining content standards and practice standards? Discuss this with someone who is new to you. (3 min.)

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Required Fluencies Fluency: fast and accurate Students are expected to have speed and accuracy with simple calculations so that they are able to understand and manipulate more complex concepts. (Math Shifts Presentation)

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Required Fluencies K: Add/subtract within 5 (answers not greater than 5) 1: Add/subtract within 10 2: Add/subtract within 20 from memory; Add/subtract within 100 (pencil and paper) 3: Multiply/divide within 100 from memory (answers not greater than 100); Add/subtract within 1,000 4: Add/subtract within 1,000,000 5: Multi-digit multiplication 6: Multi-digit division; Multi-digit decimal operations (Refer to Toolkit, Part 2, Section B)

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Discuss… How will you structure the 75 minutes of math? Discuss the ways you plan to organize math time to ensure students: Have practice and content standards incorporated Have fluency practice Are using oral and written language to express themselves

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1 hr

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PLT Block Scheduled in the afternoon 60 Minutes per day Three 20-minute rotations Teacher provides direct instruction to three different small groups. Students work on independent reading or writing tasks.

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PLT is NOT… Program specific A standard recipe Disconnected from core instruction Stagnant grouping Graded work Time for assessment

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PLT IS…. Standards-based small-group instruction (approximately 5 students) Adapted for classroom and student needs Ongoing, flexible grouping Connected to daily learning Targeted for student needs Practice work Time for the teacher to work with small- groups Instructive in nature

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Goals of PLT Students will: Become self-directed learners Effectively seek out and use resources Build a foundation for college and career readiness (according to CCSS)

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Goals of PLT (cont.) Teachers will: Provide targeted small-group instruction for ELA Establish and maintain effective routines for instructional rotations Provide ELD according to CELDT levels Address the needs of students according to the established SST process (research-based interventions) Preteach Reteach

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PLT Implementation Timeline

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PLT Block (August 15 th – 16 th ) 30 minutes =Teacher Led

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PLT Block (August 19 th – 23 rd ) 10 minutes20 minutes10 minutes =Independent ++ =40 minutes

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PLT Block (August 26 th – 30 th ) 10 minutes20 minutes10 minutes++ =40 minutes

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PLT Block (September 3 rd – 13 th ) 5 minutes 20 minutes +++ =50 minutes

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PLT Block (September 16 th – 27 th ) 20 minutes ++ =60 minutes 20 minutes

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PLT Block (September 30 th – June) 20 minutes ++ =60 minutes 20 minutes

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Daily 3 of PLT Read Write Re-teach

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ELD ELD Standards Unit Progression Select ELD standards focused on for each unit. ELD standards are taught in conjunction with the CCSS being taught during interdisciplinary units. Maintain connection to core instruction

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Differentiation Let’s take a closer look at differentiation… What it is. What it is NOT!

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How Teachers Differentiate Teachers can differentiate through: Content Process Product Affect (Addressing Emotion and Motivation) Learning Environment **(find one example of each from Daily 3 of PLT handout)

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Re-teaching Reteach the same standards you already taught using differentiation strategies. Some examples include: ○ Different modality (manipulatives, visuals, kinesthetic, etc.) ○ Text written at a lower lexile ○ Smaller section of text ○ Think Aloud ○ Conversations and Sentence Frames ○ Task Analysis (Break down into simpler steps and provide scaffolding) Frontload/Preteach: Pre-exposing students to standards that will be taught in the next day’s lessons.

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References Common Core State Standards for Math (CCSSM): Schmidt, W. (2012). Seizing the moment for mathematics. Education Week, 31 (36), html?tkn=WMWFJrkL4duYfzcXWnup7ySEKXBL2bKVSfFs &intc=es 1.html?tkn=WMWFJrkL4duYfzcXWnup7ySEKXBL2bKVSfFs &intc=es Zimba, J. (presenter), Lovanio, M. (presenter), and Robelen, K. (moderator). (2012, July 26). Math practices and the common core. (webinar). Hosted by Edweek.org and sponsored by Dreambox Learning.

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