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Curation decisions to make in this stage

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Curation decisions to make in this stage

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What instructional delivery method will I use? (Use 3 Phase Lesson for this Math course - Launch, Release, Return)

How will I create opportunities for strategic productive struggle?

What teacher moves will I use (e.g., explicit teacher talk, modeling, providing support based on specific student struggles)?

How will I provide opportunities for cooperative learning in my lesson?

Where will students be leading the work?

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Instructional delivery method means how will the lesson be taught?

Examples of instructional delivery methods (ways to categorize/group your resources for student learning experiences to occur):

Launch-Release-Return (Mike Flynn's Flipped Gradual Release)

Engineering Design Process (EDP)

5 E’s

GRRM (Gradual Release of Responsibility Model)

Student Inquiry

Academic Discussion/Discourse

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What resources in my curriculum are useful here? What is missing from my curriculum resources? Where can I find resources to support the curriculum I already have? Do I need to develop this lesson using resources outside of my curriculum guide? Where can I make connections to other subject areas and find the resources to do so?

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What will be my focus standard or standards? What cross-curricular connections could I make here? What is the objective or what are the objectives of my lesson? What do students need before coming into this lesson?

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Pacing guides

Curriculum guides

Student data from district assessments

Student data from teacher-created/classwork

Student data from teacher observations

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standards identified

essential question(s)

pacing guides/curriculum mapped

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V.A.2:  I can count and identify the number sequence "1 to 31".

V.A.3:  I can demonstrate one-to-one correspondence when counting objects placed in a row.

V.A.5:  I can construct and count sets of objects one to 10 and beyond.

V.A.7:  I can read and write some numerals one to ten using appropriate activities.

V.B.1:  I can explore quantity using objects, fingers and dramatic play.

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By the end of this week students will be able to count to 15, and understand what the numbers 1-15 represent (amounts). Students will understand that we count to tell how many.

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Students should be able to count to and recognize numbers up to 10.

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Onenote pacing guide for VPK

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Math data binder containing student achievement thus far.
STAR math assessment data and instructional guide.

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GSFS math curriculum book
Hands on math instructional book provided through INTERSECT
Office of Early Learning online strategies
Enchanted Little Learners PLC monthly curriculum guide and activities

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Clothesline Math activity to count to 10 and identify numbers

Use the clothesline math activity that has numbers of objects to place over the numbers

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Count to 20 and Workout | Fun Counting Song for Kids | Count by 1's to 20 | Jack Hartmann

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Jack Hartmann's Count to 20 and Workout will have you counting to 20 as you engage your body and brain and workout as you count. Do a new set of exercises for each time you count from 1 to 20. Count along with Jack and have fun exercising your body and brain while counting to 20.

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curation decisions to make in this stage:

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curation decisions to make in this stage:

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What will the students be doing with these resources?

How will I align these resources to my driving question?

What will students need to produce by the end of this lesson/lesson cycle?

What evidence of learning will be used, and how will I evaluate the final product or project?

How will I measure student progress toward understanding of the standard?

What criteria are needed for students to demonstrate understanding of the standards, content, and skills?

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Artifacts within this stage that might be produced:

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Artifacts within this stage that might be produced:

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determining which resources will be used and where within the lesson/ lesson sequence

plan student actions for each stage of the lesson

develop draft of possible teacher moves within each stage of the lesson

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Artifacts that might be produced in this stage:

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Artifacts that might be produced in this stage:

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driving question formalized

design/project criteria developed

draft of assessment ideas (see Ch. 3 in the Van de Walle's Teaching Student-Centered Mathematics resource text)

draft of formative assessment probes (see Page Keeley's Ch. 4 in Mathematics Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning resource text for 75 options)

rubrics begin to take shape

multiple modes of assessment created

Driver/Passenger alignment to assessment

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Curation decisions to make in this stage

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Curation decisions to make in this stage

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What am I going to use/not use?

What do I need to adjust?

What is my plan for implementation with the materials?

Are these materials and my instructional design meeting all students' needs?

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Artifacts in this stage that might be produced

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Artifacts in this stage that might be produced

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lesson plan

final adjustments

individual student needs reviewed

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Curation decisions to make during this stage:

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Curation decisions to make during this stage:

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Do I have all of my materials prepared?

Have I made a plan for the timing of instructional delivery?

Do students have the prerequisite knowledge I determined they would need to feel successful in this lesson?

What are some things that I need to prepare for that may interrupt this lesson?

Inquiring into your instructional practice (with Dr. Burns):

What do I want to intentionally study as I implement this lesson?

What do I need to learn about students?

What do I need to intentionally study about my pedagogy and planning/delivery?

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Artifacts within this stage that might be produced:

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Artifacts within this stage that might be produced:

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physical gathering of materials

management tools ready for use

teacher tools prepared for record keeping/documenting learning

charting/knowledge/resources displayed around room as needed

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Curation critiques to make throughout these stages

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Curation critiques to make throughout these stages

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What do I have?

What is missing?

How am I supporting diverse student needs?

How will I provide multiple access points for equitable student engagement?

Within each stage of curation, instructional designers critique for the following:

Equity
Access

Empowerment
Relevance
Rigor

Possible decisions made at this Stage:

How am I supporting diverse student needs (Learning Trajectory domain level resources)?

Are there multiple access points for engagement?

How can I increase students’ level of cognitive thinking? How can adapt the task to be at a higher cognitive demand level?

Does the learning experience provide for relevant and real-world experiences?

Whose experiences are being centered in this work?

Whose experiences may be being left out in this work?

How am I assigning competence? How is competence being assigned?

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Begin by reviewing rote counting up to 10

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Begin by reviewing rote counting up to 10

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Begin by counting chorally to 10.

Display ten objects on the board and review how to count those 10 objects.

Sing "1, 2, buckle my shoe" with students in order to review counting.

Remind students our objective: We count to tell how many.

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What will the students be doing with these resources?

How will I align these resources to my driving question?

What will students need to produce by the end of this lesson/lesson cycle?

Students will use the counting math center to stack chips on top of each number to show how many each number represents.

This activity aligns with our question: Why do we count? To tell how many.

The dice game will practice visualizing one-to-one correspondence

The active dance song will help provide "brain breaks" throughout the day that still contribute to our math goals.

By the end of this week students should be able to identify numbers 1-10 and how much each of those numbers represents. They will be able to answer our essential question: Why do we count?

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formative assessments to use throughout the lesson

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formative assessments to use throughout the lesson

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Students will work together at the beginning of the lesson.

Collaborative opportunities through pair and share will be used to allow students to review and learn from each other.

We will work together to review previously learned concepts.

when we launch the activities, students will be allowed opportunities to productively struggle by figuring out the activities on their own but with the influence of their peers to help guide them if they are struggling.

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Independent opportunities will be provided through center time. These will be activities such as the dice game and the counter center from Lakeshore.

During small group we will review with these students to assess how they are learning on their own

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Students will be assessed through teacher observation and recorded data throughout the week.

On Thursday a formative assessment will be given to see which students need enrichment or intervention.

Those students will be pulled in a one-on-one setting on Friday to meet their individual needs

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Powerpoint slides to be used to accomplish whole group lessons

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Powerpoint slides to be used to accomplish whole group lessons

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Powerpoint slides to be used to accomplish whole group lessons

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Powerpoint slides to be used to accomplish whole group lessons

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Provide students with counters to do this along with you. Put the number up first, then click after students have counted out their counters to reveal the circles. Allow students to check their own counters with their partner.

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Dice game

Powerpoint slides for whole group

copies of assessment materials made

small group lesson plans for enrichment and intervention after the formative assessment on Thursday

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Check in on Monday for students knowledge of previously taught lessons.

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Support individual needs through teacher observation and recorded data throughout the week.

Utilize small group time and center time for one on one focus with students

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Lessons provide opportunities for hands on learners, visual learners, and active learners

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Small group lesson plans for students who are struggling or need an extra push.