Adapting: Using Progressions of Learning
Grades 6-12
Summer 2017
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ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6-12)
This Week
Day
Ideas
Monday
ALIGN
Tuesday
Wednesday
Is my unit aligned to the standards and shifts?
ADAPT
How do I adapt my unit for students who are
behind?
Three days
of
“Practicum”
TEACH
How do I prepare to teach an aligned lesson?
Thursday
FOCUS ON ENGLISH LANGUAGE LEARNERS
Friday
ELECTIVES
How do I support ELLs using my curriculum?
What’s next?
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ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6-12)
Thank You for Your Feedback
+
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ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6-12)
Norms That Support Our Learning
• Take responsibility for yourself as a learner
• Honor timeframes (start, end, activity)
• Be an active and hands-on learner
• Use technology to enhance learning
• Strive for equity of voice
• Contribute to a learning environment in which it is “safe to not know”
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ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6-12)
Objectives
Morning Session:
Afternoon Session: Adapting
Progressions in Grades 6-12
Materials in Grades 6-12
Learn a method for intentionally planning for gaps in your
students’ learning.
Use Part 3 of the Content
Decide assessment approaches
Guides to identify prerequisite
to determine knowledge of
skills.
prerequisite skills for your unit of
study.
Use Part 3 of the Content
Guides to plan learning of
prerequisite skills.
Complete pre-planning process
to address gaps in learning in
your unit of study.
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ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6-12)
I. Review Yesterday and Icebreaker
What did we do?
• Alignment!
• Use the Content Guides to help us focus on how to improve our
materials.
• To-do list (like we need another one, right?!)
At your table groups, share…
• one example of something on your to-do list and how it got there.
• one problem you’re still thinking about how to solve regarding
alignment.
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ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6-12)
Today’s Agenda
AM Session
PM Session
I - Connect to Day 1
I - Connect w/AM
Session
II - Modeling Planning
for Gaps
II - Expand on Planning
w/Progressions
III - Practice in Planning
for Gaps
III - Practice
IV - Reflect
IV - Reflect
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ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6-12)
II. Modeling Planning for Gaps:
The Problem
Lesson Objective: “Students model integer addition on the number line by
using horizontal arrows; for example, an arrow for −2 is a horizontal arrow of
length 2 pointing in the negative direction.” (7.NS.A.1)
Opening Problem: How does this problem relate to the expectations of
7.NS.A.1?
a)
Suppose you received $10 from your grandmother for your birthday.
You spent $4 on snacks. Using addition, how would you write an
equation to represent this situation?
b) How would you model your equation on a number line to show your
answer?
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ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6-12)
Modeling Planning for Gaps: The Problem
• Turn and Talk: What are some
of the prerequisite standards
students need to be successful
on the opening problem? How
did you track them down?
• Discuss in your group; table
leaders will share out big
ideas.
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ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6-12)
Modeling Planning for Gaps: Prerequisites
5.NF.A.1
Add and subtract fractions with unlike denominators (including mixed numbers) by replacing
given fractions with equivalent fractions in such a way as to produce an equivalent sum or
difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12.
(In general, a/b + c/d = (ad + bc)/bd.)
6.NS.C.5
Understand that positive and negative numbers are used together to describe quantities having
opposite directions or values (e.g., temperature above/below zero, elevation above/below sea
level, credits/debits, positive/negative electric charge); use positive and negative numbers to
represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
6.NS.C.6
Understand a rational number as a point on the number line. Extend number line diagrams and
coordinate axes familiar from previous grades to represent points on the line and in the plane
with negative number coordinates.
6.NS.C.6.A
Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the
number line; recognize that the opposite of the opposite of a number is the number itself, e.g.,
-(-3) = 3, and that 0 is its own opposite.
6.NS.C.6.B
Understand signs of numbers in ordered pairs as indicating locations in quadrants of the
coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of
the points are related by reflections across one or both axes.
6.NS.C.6.C
Find and position integers and other rational numbers on a horizontal or vertical number line
diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
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ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6-12)
Modeling Planning for Gaps: Curricular
Interventions Using Coherent Content in
Context
Coherent Content in Context
• Coherent in the progression
of grade-level learning
• Focused on current grade
level content
• Relatively quick
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ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6-12)
Modeling Planning for Gaps: Curricular
Interventions Using 3Cs
Turn and Talk:
• Do you like this plan, why?
• Is this always the best approach to this kind of problem?
• What are other options and what are benefits and risks to doing them?
• What other types of interventions you could plan for?
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7
7
7
7
7
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Modeling Planning
for Gaps: Curricular
Interventions Using
Coherent Content
in Context
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ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6-12)
Modeling Planning for Gaps: Using the
Content Guides
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ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6-12)
Modeling Planning for Gaps: Using the
Content Guides
Skim Part 3 to get a feel for it. How is it structured?
At your table:
• Divide up the progressions in your guide and create a poster for each
progression. We’ll use these as anchor charts.
• When you’re done, take a few minutes to explain the progressions to
your tablemates.
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ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6-12)
Modeling Planning for Gaps: Mapping It All
Out
How can we plan for this in a focused manner?
Assessment Approach
Prerequisite Skills
Curricular Intervention
X
[STANDARDS] /
[KNOWLEDGE] / [SKILLS]
[TYPE] + [RESOURCE]
X
6.NS.C.6: Structure of
the number line,
“opposite value” of
positive and negative
integers
X
?
Teach 2 full lessons on
the number line and
real-world integer
situations using
EngageNY G6 M3 L1-2
?
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Break
ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6-12)
Where Are We Now?
AM Session
PM Session
I - Connect to Day 1
I - Connect w/AM
Session
II - Modeling Planning
for Gaps
II - Expand on Planning
w/Progressions
III - Practice in Planning
for Gaps
III - Practice
IV - Reflect
IV - Reflect
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ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6-12)
III. Practice Planning for Gaps
Assessment
Approach
Prerequisite
Skills
?
?
Curricular
Intervention
?
?
For the following, fill out the pre-requisite skills and curricular intervention
columns with two rows for your grade level.
Be prepared to share out!
Grade 6: 6.RP.A.1
Algebra I: N-Q.A.1
Grade 7: 7.RP.A.2
Geometry: G.CO.C.10
Grade 8: 8.G.A.1
Algebra II: A.REI.11
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ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6-12)
Where Are We Now?
AM Session
PM Session
I - Connect to Day 1
I - Connect w/AM
Session
II - Modeling Planning
for Gaps
II - Expand on Planning
w/Progressions
III - Practice in Planning
for Gaps
III - Practice
IV - Reflect
IV - Reflect
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ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6-12)
IV. Reflection
1.
What are your takeaways
from this session?
2.
How do the content guides
affect your practice as a
teacher or a coach in
planning for students with
skill gaps? In particular,
consider the role the
progressions play in
intervention planning.
3.
What further questions do
you have? What further
resources do you want?
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Lunch Break!
ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6-12)
Reference List
Slide Source
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Grade 7, Module 2, Lesson 2 (teacher version) from EngageNY.org of the New York State Education Department is
licensed under CC BY-NC-SA 3.0.
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Grade 6, Module 3, Lesson 1 (teacher version) and Grade 6, Module 3, Lesson 2 (teacher version)
from EngageNY.org of the New York State Education Department are licensed under CC BY-NC-SA 3.0.
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UnboundEd Grade 7 Mathematics Guide: https://www.unbounded.org/content_guides/5
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ADAPTING: USING PROGRESSIONS OF LEARNING (GRADES 6-12)
Image References
Slide Source
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“Talk” by Matus Laslofi (Flickr)
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Untitled by OpenClipArtVectors (Pixabay).
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“Brain” by dierk Schafer (Flickr)
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“Aunty’s Almonds” by studio tdes (Flickr)
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“mirrors” by Chris (Flickr)
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Untitled by Kaboompics (Pixabay).
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