program xx © 20xxassets.pearsonschool.com/.../current/201328/env2012_p… · web viewitem isbn...

enVisionMATH® Common Core © 2012Product Implementation Essentials

Professional Development Facilitator Handbook

®

Browse the sample material that follows to learn more about this professional development session.

enVisionMATH® Common Core © 2012, Product Implementation Essentials, Facilitator Handbook

Pearson School Achievement ServicesenVisionMATH® Common Core © 2012Product Implementation EssentialsFacilitator HandbookPublished by Pearson School Achievement Services, a division of Pearson, Inc. 1900 E. Lake Ave., Glenview, IL 60025© 2011 Pearson, Inc.All rights reserved.Printed in the United States of America.

ISBN 115191

© 2011 Pearson, Inc. All rights reserved. 1


ContentsMaterials Checklist..................................................................................................................................... 3Facilitator Agenda.....................................................................................................................................7 Preparation and Background....................................................................................................................10Section 1: Introduction..............................................................................................................................14Section 2: enVisionMATH and the Common Core State Standards for Mathematics..............................16Section 3: enVisionMATH Common Core Program Components............................................................23Section 4: Sample Lesson........................................................................................................................27Section 5: A Closer Look at the Teacher’s Edition...................................................................................33Section 6: Resources in Each Topic.........................................................................................................43Section 7: Interactive Centers across the Grades....................................................................................48Section 8: Assessment in enVisionMATH Common Core........................................................................51Section 9: A Closer Look: The Math Diagnosis and Intervention System.................................................55Section 10: Assessment: Classroom Application.....................................................................................57Section 11: Putting the Pieces Together..................................................................................................60Section 12: Wrap-up and Closing.............................................................................................................63References...............................................................................................................................................66



Materials ChecklistItem ISBN Special

InstructionsParticipant Trainer Quantity Consumable

Computer N/A Note 1 X X 1 each NoProjector N/A X X 1 total NoLive Internet connection N/A X 1 total NoSpeakers N/A X 1 total NoPowerPoint N/A X 1 total NoParticipant Workbook 115191 X X 1 each YesChart paper N/A X 1 each Yes

Markers N/A X 1 box per table No

Sticky notepads (size 3” × 3”) N/A X 2 or 3 pads

per table Yes

Tape N/A X 1 roll Yes

Teacher’s Edition and Resource Package

Grade K: 0328679097Grade 1: 0328679100Grade 2: 0328679119Grade 3: 0328679127Grade 4: 0328679135Grade 5: 0328679143Grade 6: 0328679151

Use at least one grade level. X 1 per grade

level No

Math Diagnosis and Intervention System Parts 1 and 2

Part 1: 0328697915Part 2: 0328697923 X 1 per table No

Personal paper copy of the Common Core State Standards for Mathematics (CCSSM) N/A Note2 X 1 total No

CCSSM Yes and No chart template N/A Note3 X 1 total No

Sample lesson manipulatives

Grade K: 0328348570Grades 1–2: 0328348589Grades 3–4: 0328348597Grades 5–6: 0328348600

Note4 8 of each

Sample lesson materials N/A Note5

Center Activity Manipulative Kits 0328348430Dry-erase boards N/A Note6

Dry-erase markers N/ADomain Progression Activity Masters N/A Note7

Topic Tests for each grade level N/A Note8



*Product materials must be ordered by consultant and used for on-site training purposes. Participants must be notified prior to training that they must bring suggested materials.Note1 The school district needs to provide a training room with a computer for the facilitator. Prior to the workshop, the facilitator should obtain information about how to log on to the system. The facilitator should also confirm that PowerPoint is installed on the computer, and that the computer has Internet access. If the facilitator wishes to use his or her personal computer during the workshop, he or she needs to obtain permission from the district’s Technology Department. Note2 The Common Core State Standards (CCSS) are in the warehouse and will be shipped to the workshop site prior to the training. Please check with [email protected] to ensure materials have been shipped. Please contact the school to ensure materials have arrived.Note3 There is an electronic copy of this chart in the Additional Resources folder. The title of the document is CCSSM_IS_and_IS_NOT_Chart.doc. If the presentation computer has Microsoft Word, this template can be used in place of chart paper. Note4 Depending on the grade level in attendance, have one to two student manipulative kits available at each table. If there are mixed grades, have a mixture of different grade-level kits available. Note5 Depending on the grade level(s) of participants in attendance, choose one grade to use to present a sample lesson. Participants will need the resource masters and Student Edition pages from that lesson. Everything can be found in the Additional Resources folder under Sample Lesson Materials. The chart below highlights the materials needed for each lesson.

Grade Lesson Materials CopiesKindergarten 6-5 Patterns on a

Hundred Chart(Teacher’s Edition pages 117A–118C)

Red, yellow, and blue crayons Hundreds Chart (Teaching Tool

18)

Student Edition pages 117–118 Daily Common Core Review Quick Check Master Center Activities Reteaching, Practice, and Enrichment Masters

Grade 1 4-4 Facts with 5 on a Ten Frame (Teacher’s Edition pages 129A–132B)

Counters (or Teaching Tool 14)—10 per pair


Grade 2 4-2 Building Arrays (Teacher’s Edition pages 105A–108B)

Counters (or Teaching Tool 10) Student Edition pages 105–108 Daily Common Core Review Quick Check Master Center Activities Reteaching, Practice, and Enrichment Masters

Grade 3 4-2 Arrays and Multiplication (Teacher’s Edition pages 102A–103B)

Two-color counters (or Teaching Tool 17)

Centimeter grid paper (Teaching Tool 11)


Grade 4 7-1 Arrays and Multiplying 2-Digit Numbers by

Place Value Blocks—20 tens, 80 ones per pair (or Teaching Tool 8)

Colored pencils or crayons

Teaching Tool 19: ¼-inch grid paper Student Edition pages 166–169 Daily Common Core Review



Multiples of 10 (Teacher’s Edition pages 166A–169B)

¼-inch grid paper transparency (or interactive whiteboard)

Colored markers

Quick Check Master Center Activities Reteaching, Practice, and Enrichment Masters

Grade 5 4-4 Connecting Models and Symbols (Teacher’s Edition pages 98A–101B)

Bills and Coins (or Teaching Tool 18)—two $100 bills, fifteen $10 bills, thirty $1 bills per pair


Grade 6 2-5 Mental Math (Teacher’s Edition pages 42A–45B)

None needed Student Edition pages 42–45 Daily Common Core Review Quick Check Master Center Activities Reteaching, Practice, and Enrichment Masters

Note6 Dry-erase boards are a great way to model strategies for engaging students throughout the lesson. If you do not have access to enough dry-erase boards for all participants, put a piece of cardstock in a page protector. Participants can use in lieu of a dry-erase board.Note7 The masters for the Domain Progression Activity are in the Additional Resources folder. One way to organize the masters is to copy them and put each one in a separate page protector. Staple one of each grade level together, so that they are organized in a way that is easy to distribute, collect and reuse. The Center Activity masters for each grade are listed below:

Grade LessonKindergarten 16-3 More Making Shapes from other ShapesGrade 1 16-2 Describing Equal Parts or Whole ObjectsGrade 2 12-7 Wholes and Equal PartsGrade 3 9-4 Fractional Parts of a SetGrade 4 11-4 Equivalent FractionsGrade 5 9-9 More Adding and Subtracting FractionsGrade 6 8-3 Multiplying Fractions

Note8 The masters for the Topic Tests are in the Additional Resources folder. Copy the appropriate grade-level Topic Test for each participant. Another alternative is to make a copy of each grade-level Topic Test for each table and have participants share.



District- and Teacher-Provided MaterialsAsk the district to provide the following materials:

Training room with a computer for the facilitator (if necessary). If participants use electronic copies of the CCSSM, the district needs to provide laptops and/or a computer for each participant. It is ideal if there is ample table space away from the computers.

Ask participants to bring the following materials: Grade-level Teacher’s Edition and Resource Package, which includes all Topic Teacher’s Editions and the Teacher’s Program Overview



Facilitator AgendaenVisionMATH® Common Core © 2012 Product Implementation Essentials

Section Time Agenda Items1: Introduction 20 minutes Slides 1–4

Introduction and Welcome Agenda Workshop Outcomes

2: enVisionMATH and the Common Core State Standards for Mathematics

35 minutes Slides 5–15 Section 2 Big Questions What are the CCSSM?

o Activity: The CCSSM Are/The CCSSM Are Not enVisionMATH Teacher’s Program Overview Overview of the CCSSM The Standards for Mathematical Content Standards Overview

o Connecting the CCSSM and enVisionMATH enVisionMATH Common Core Contents The Standards for Mathematical Practice

o Randall Charles Video o Activity: Reflecting on the Standards for Mathematical Practice

Revisit Section 2 Big Questions3: enVisionMATH Common Core Program Components

15 minutes Slides 16–18 Section 3 Big Question enVisionMATH Common Core Program Components Revisit Section 3 Big Question

4: Sample Lesson 40 minutes Slides 19–22 Section 4 Big Question enVisionMATH Common Core Program Philosophy enVisionMATH Common Core Sample Lesson

o Activity: Explore an enVisionMATH Common Core Lesson Lesson Reflection

o Activity: Lesson Reflection Revisit Section 4 Big Question



Break 15 minutes5: A Closer Look at the Teacher’s Edition

50 minutes Slides 23–30 Section 5 Big Question Instructional Plan Quick and Easy Lesson Overview Part 1: Daily Common Core Review

o Optional Activity: Common Core Review Concept Search Part 2: Develop the Concept: Interactive

o Optional Activity: Teaching Strategies Part 3: Develop the Concept: Visual

o Optional Activity: Error Intervention and Reteaching Options Part 4: Close/Assess and Differentiate

o Optional Activity: Center Activity Formats Revisit Section 5 Big Question

6: Resources in Each Topic 20 minutes Slides 31–41 Section 6 Big Question Teacher Resources

o Optional Activity: Interactive Math Story Animation (Grades K–2) and/or Topic Video (Grades 3–6)

o Optional Activity: Examining the Interactive Learning Page (Grades 3–5)

Revisit Section 6 Big QuestionLunch 30 minutes7: Interactive Centers across the Grades

20 minutes Slides 42–44 Section 7 Big Question Interactive Centers across the Grades

o Activity: Domain ProgressionRevisit Section 7 Big Question

8: Assessment in enVisionMATH Common Core

40 minutes Slides 45–48 Section 8 Big Question Assessment Scavenger Hunt

o Activity: Assessment in enVisionMATH Common Core Assessment in enVisionMATH Common Core

o Optional Activity: Diagnostic Test versus the Placement Test Revisit Section 8 Big Question

9: A Closer Look: The Math Diagnosis 15 minutes Slides 49–51



and Intervention System Section 9 Big Question The Math Diagnosis and Intervention System

o Activity: Examining the Math Diagnostic and Intervention System Revisit Section 9 Big Question

10: Assessment: Classroom Application 35 minutes Slides 52–55 Section 10 Big Question Assessment: Classroom Application

o Activity: Topic Assessment and Corresponding MDIS Activities Assessment Plan

o Activity: Creating an Assessment PlanRevisit Section 10 Big Question

Break 15 minutes11: Putting the Pieces Together 50 minutes Slides 56–59

Section 11 Big Questions Seven Keys to Success with enVisionMATH Common Core

o Video: Randall Charles Lesson Planning

o Activity: Lesson PlanningRevisit Section 11 Big Questions

12: Wrap-up and Closing 20 minutes Slides 60–64 Review Key Questions Summary

o Activity: Action PlanTotal 6 hours



Preparation and Background

Program Information

Key Selling Points/Program DifferentiatorsWritten specifically to address the Common Core State Standards (CCSS), enVisionMATH Common Core is based on critical foundational research and proven classroom results.

The program develops conceptual understanding through daily Problem-Based Interactive Learning and step-by-step Visual Learning. It is organized and color-coded by the CCSS domains, so teaching is highly focused, manageable, and coherent. It uses bar diagrams to help students understand number and operation meanings in order to be better problem solvers. It provides solid and effective intervention that makes it easy for teachers to respond to students’ individual needs.

Program Overview enVisionMATH Common Core teaches all of the Standards for Mathematical Content within a powerful concept-development skeleton that

is grounded on the big ideas of mathematics and its related essential understandings; the program communicates daily to teachers both the Standards for Mathematical Content and the Standards for Mathematical Practice that need to be developed with students and the conceptual underpinnings that need to be understood.

enVisionMATH Common Core provides significantly better conceptual development by making Problem-Based Interactive Learning a core part of instruction every day and connecting interactive learning with visual learning.

The enVisionMATH Common Core Student Edition is a great resource for students, teachers, and parents because content is presented in more visual ways. The page layouts are clean, open, predictable, and easy-to-use. All art is functional, not just decorative.

The program art promotes understanding or provides needed data for problems. The visual models are consistent and, whenever possible, the visual and physical models remain the same across lessons to make teaching and learning easier.

The enVisionMATH Common Core Teacher’s Edition provides an instructional plan for each lesson that reflects what highly effective teachers do in the classroom. The Teacher’s Edition is visually appealing, and it is easy to connect information (for example, questions) to its point of use in the text. Teaching is grounded on rich questions and classroom conversations.

Assessment is an integral part of instruction; it is not an interruption. Both students’ skills and understanding are assessed on a daily basis. Daily formative assessment is provided and connects to information for interpreting results (diagnosis) and intervention tasks.

Additional Information For additional information about enVisionMATH Common Core, view the tutorials on myPearsonTraining.com. In addition, program information

can be found in the Additional Resources folder in a subfolder titled Program Resources.



Content InformationThis workshop is intended for districts who are in their first year of implementing enVisionMATH Common Core or who would like to “restart” their implementation. If the district has used the program for a while or has already experienced a Product Orientation training, refer to the facilitator notes throughout this document for suggestions on activities and timing. Please check if the state or district in which you will be leading the workshop has created its own state documents. States such as Arizona and New York have already released state-specific versions of the CCSS. You should become familiar with the state-specific documents and adapt the workshop materials to use the state-specific CCSS. Tell participants that their work does not end here. Emphasize this especially for Hawaii. They should continue to look at each topic to determine which lessons and resources will help them meet the CCSS and where they may need to supplement instruction to achieve a standard. By doing this for all units, they will learn when each standard is met in the program and determine if more support is needed for a specific standard. A suggestion could be to divide the units up between grade level teams and use the correlations documents as a guide.“The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO)” (Common Core State Standards Initiative 2010c). These standards were developed for three reasons. One is to provide consistency across states. A set of common standards allows for consistent and quality education across all 50 states. Secondly, they align with International Standards. In order to compete in global markets, students in the United States cannot lag behind their peers in other countries. The CCSS are benchmarked against international standards so that students can compete in a global economy. Lastly, the standards help prepare students for college and work. Colleges and universities expect students to read complex texts independently, and employers look for workers who have the skill set to solve problems and the ability to integrate new knowledge. Elementary and secondary education need to prepare students for these challenges.The Common Core State Standards Initiative (2010c) states the following:

The standards were developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce. The NGA Center and CCSSO received initial feedback on the draft standards from national organizations representing, but not limited to, teachers, postsecondary educators (including community colleges), civil rights groups, English language learners, and students with disabilities. Following the initial round of feedback, the draft standards were opened for public comment, receiving nearly 10,000 responses.The standards are informed by the highest, most effective models from states across the country and countries around the world, and provide teachers and parents with a common understanding of what students are expected to learn. Consistent standards will provide appropriate benchmarks for all students, regardless of where they live.These standards define the knowledge and skills students should have within their K–12 education careers so that they will graduate from high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. The standards

are aligned with college and work expectations; are clear, understandable, and consistent; include rigorous content and application of knowledge through high-order skills; build upon strengths and lessons of current state standards; are informed by other top-performing countries, so that all students are prepared to succeed in our global economy and society; and are evidence-based.



Workshop Information

Essential Questionso What is the instructional philosophy of the enVisionMATH Common Core curriculum?o How is enVisionMATH Common Core organized? o What content does enVisionMATH Common Core present, and how does it align with the Common Core State Standards for

Mathematics?o What instructional strategies does enVisionMATH Common Core provide, and how do they help students develop mathematical

proficiency at each grade level?o What assessment features and intervention support are available in enVisionMATH Common Core, and which of these resources

should I use with my students? o What is the lesson structure in enVisionMATH Common Core, and how do teachers plan lessons?

Activities within the Workshopo Activity: Participants examine one mathematical practice and share with the rest of the group.o Activity: Participants reflect on the lesson using the page provided in their Participant Workbooks.o Optional Activity: Common Core Review Concept Search—Participants look through the Common Core review pages and tally the

concepts that are covered.o Optional Activity: Teaching Strategies—Participants find at least five teaching strategies included in the Problem-Based Interactive

Learning portion of the lesson and think about the purpose of the activity and what the student’s and teacher’s role is for each one.o Optional Activity: Error Intervention/Reteaching Options—Participants look through their Teacher’s Editions and find different

examples.o Optional Activity: Center Activity Formats—Participants find the different Center formats for their grade levels.o Optional Activity: Show participants the Interactive Math Story (Grades K–2) or the Topic Video (Grades 3–6).o Optional Activity: Have participants compare the information on the Interactive Learning page (Grades 3–5) with the information in

the Interactive Learning portion of each lesson.o Activity: Participants work through Centers from the same domain for Grades K–6.o Activity: Participants find all of the ways to assess students in enVisionMATH Common Core.o Optional Activity: Participants compare the diagnostic and placement test.o Activity: Participants find all of the places that reference the Math Diagnosis Intervention System (MDIS).o Activity: Participants take a Topic Assessment from their grade level, look at the correlating MDIS activities, and discuss them with

a partner.o Activity: Participants create an assessment plan that utilizes enVisionMATH Common Core’s resources.o Activity: Participants plan lessons using one or both of the planning templates provided in the Participant Workbook.o Activity: Participants develop an Action Plan for implementing enVisionMATH Common Core in their classrooms.



Assessments of Participants Learning during the Workshopo Throughout the workshop, participants will participate in activities, discussions and reflections. o At the end of each section, participants will add what they have learned to their K-W-L charts.o At the conclusion of the workshop, participants will complete at least one lesson plan for their grade level.

OutcomesAt the conclusion of this workshop, you will be able to

o identify organization and content of the curriculum and supporting resources;o discuss instructional strategies that enhance math instruction at each grade level;o demonstrate a deeper understanding of the instructional philosophy, mathematical content, lesson structure, and assessment

features of the enVisionMATH curriculum; ando develop a plan based on program familiarity for the first topics in the program.



Section 1: Introduction (Slides 1–4)Time: 20 minutesBig Question

What are the key ideas and expected outcomes for this workshop?

Training Objectives Allow participants to get to know each other and the facilitator. Provide an overview of workshop topics and the time dedicated to each. Provide logistical information, such as break times. Introduce participants to the expected outcomes.

Materials per Section Facilitator Handbook Participant Workbook (one for each participant) Copy of the Teacher’s Edition (one for each participant and the facilitator) Pieces of paper or sentence strips for each table

Topic Presentation Points Presentation Preview

Introduction and Welcome Display Slide 1. Welcome participants to the workshop.

Display the title slide and introduce yourself. Explain that today’s session will focus on learning more about enVisionMATH Common Core. Go over housekeeping items such as restroom locations, lunch time, and ending time.

Display Slide 2.

Walk through the day’s agenda. Point out that participants have a copy on page 6 of the Participant Workbook.




Agenda Agenda

Introduction enVisionMATH and the Common Core State Standards for Mathematics enVisionMATH Common Core Program ComponentsSample Lesson A Closer Look at the Teacher’s Edition Resources in Each TopicInteractive Centers Across the GradesAssessment in enVisionMATH Common CoreA Closer Look: The Math Diagnosis and Intervention SystemAssessment: Classroom ApplicationPutting the Pieces Together Wrap-up / Closing

PW: Page 6—Agenda

Display Slide 3. Have participants write three things they would like to learn during the

workshop about enVisionMATH Common Core on page 8 of their Participant Workbooks.

o Have participants discuss their three key ideas with others at their tables as they introduce themselves. Have them condense their key ideas into categories (or common themes) and write them on separate pieces of paper or on sentence strips.

o Have one person from each table introduce everyone and share three of their key ideas. As each table shares, post their key ideas (all of them) by category on chart paper.

Throughout the workshop, revisit the key ideas and check off the ones that have been addressed.

PW: Page 8—What do you want to learn about enVisionMATH Common Core?




Workshop Outcomes Display Slide 4. Have participants turn to page 5 of the Participant Workbook. Read the

outcomes addressed in the workshop. Look through the key ideas that each group came up with and point out which key ideas fall under the different outcomes.

Identify organization and content of the curriculum and supporting resources.

Discuss instructional strategies that enhance math instruction at each grade level.

Demonstrate a deeper understanding of the instructional philosophy, mathematical content, lesson structure, and assessment features of the enVisionMATH curriculum.

Develop a plan based on program familiarity for the first topics in the program.

NOTE TO FACILITATOR: Some of the participants’ key ideas might not be addressed during the workshop. It is important to focus on the outcomes of the workshop. If necessary, at the end of the workshop, follow up with other professional development opportunities that will cover the key ideas that were not addressed.

PW: Page 5—Outcomes

**End of Sample**


program xx © 20xxassets.pearsonschool.com/.../current/201328/env2012_p… · web viewitem isbn...

Documents