# North Side News

## Instructional Planning - On the surface or below it?

It is time to collaborate with your team, you gather the needed math materials and sit down to start instructional planning for next week. Grade level standards are on the table, Ready math teacher edition is out and open for the next week's lesson, adding and subtracting fractions. You start flipping through the teacher edition pages, skim the pages for teaching, and share the focus for each day and put it into your lesson plans with page numbers. You decide your rotations - iReady, practice pages, teacher lesson and remediation time. The team discusses that students' are struggling with comparing fractions still so that will be the remediation with the aide or you realize according to the learning continuum that some kids struggle with comparing fractions and some struggle with creating fractions from visuals. So, you put the students into groups based off these two needs. The next day, you do this same thing for reading, just without a teacher's edition. Your standards guide you. And the next day, it is writing...........until all subjects are planned out.

Does this sound familiar?! This is "On the Surface Instructional Planning." Ask yourself, does this meet EACH child's needs? Probably not.

So, what is "Below the Surface Instructional Planning?"

You sit down with your team to plan, you have your Ready math edition in front of you. You start reading the objectives, and most importantly, the "Prerequisite skills" needed for this lesson, the vocabulary and lesson progression. You quickly skim through the different hands-on activities and real world connections for the week's lesson. Now, you start thinking about your individual students - who is going to need reteach or review of the prerequisite skills in order to be successful in this lesson. You group your kids based off of your provided data for these prerequisite skills. When you go to start the lesson, you review (with everyone) the anchor chart your class created on fractions - numerator, denominator, how whole numbers look as fractions, etc........ and relate to real world!

You start your own lesson with the highest group of students, you provide other children with iReady practice, assigned Moby Max lessons related to today's lesson (reteaching of composing and decomposing fractions), some will work with the IA to remediate skills needed, such as, understanding numerators and denominators, using visuals to compose fractions, etc.......

With your first group, you plan to teach the lesson as is, they should be able to work through the problems and understand the objective. They really don't need today's remediation, you will show them how to do/play one of the activities/games for this week. They will do the activity/game and you give them a challenge to create their own story problem using fractions and have a friend solve if they complete the practice assignment and activity/game.

Your next group will require quick review on composing and decomposing fractions using visuals and/or manipulatives and then you can work through the lesson with them. On the practice pages, they may work with a buddy to discuss and collaborate and complete the work, then check it.

Your final groups will require more background support first before you can get into the lesson for today. You will have the manipulatives ready, you plan to relate fractions to real life with pizza or cake or whatever......then, give a quick review on numerator and denominator, referring back to the anchor chart. You will work on composing fractions using visuals and decomposing as well. Now, with this background review/reteach, you can work on today's lesson with them. Yes, you are likely spending more time with them than the first few groups.

How is this type of instructional planning different than the first one?

When we instructional plan, we want to dig deeper into individual students needs, how can we target specific students in the right way so they can learn the material? All students benefit from review of previous needed skills. Some may require pre-lessons before the lesson of the day. Others may need additional supports like visuals, hands-on materials or collaborative learning. During planning, use your data to individualize pre-requisites for each child or challenges for those who will pick up on the concept and be finished early. This way of planning will help student's to achieve at higher levels and experience higher growth!

To support you with this deeper instructional planning, Deaneen and I will be joining you during collaboration for two days during the week of February 25th. We will supply you with some PD support the first day and then be there to support you in the process of digging deeper for individual students on the second visit.

Start small - focus on your students who have shown negative growth at MOY, these students will be the ones you focus on digging deeper to support.

Please start discussing this deeper planning with your colleagues now, but we will be in to provide professional development and support soon.

## Week of February 4th - 8th

Monday, February 4th:

PD: Trauma-Informed Classrooms with Lindy and Belinda

3 p.m. - ACR - M.S. (Keeley, Laura P., Stephanie)

Tuesday, February 5th:

12 p.m. - RTI - M.D. (Amanda H., Amanda W., Cory, Stephanie, Jamie)

1:45 p.m. - RTI - K.S. (Stephanie, Amanda W., Stephanie, Cory, Jamie, Angie)

3 p.m. - Safety Team Meeting

3 p.m. - Student Council Meeting

3:30 p.m. - ENEA Meeting for teachers (Jessica's room)

Wednesday, February 6th:

7:30 a.m. - ACR - K.M. (Cherri, Laura P., Stephanie)

10 a.m. - STATEWIDE READINESS TEST

12:25 p.m. - January Attendance Pizza Lunch (10 chosen students)- Cory's office

1:45 p.m. - Meeting (Stephanie, Andrea E., Laura P.)

3 p.m. - RTI - L.J. (Angie, Anita, Jen, Stephanie, Cory, Amanda W.)

3-4 p.m. - Math Bowl Practice

Thursday, February 7th:

7:30 a.m. - Speech CC_ K.B. (Cory, Kelly K., Jen)

12:50 p.m. - RTI/FBA/BIP - L.H. (Laura P., Anita, Jen, Jessica, Stephanie, Cory, Jamie)

3 p.m. - RTI Update - M.W. (Amanda H., Andrea, Cory, Stephanie)

3-4 p.m. - Math Bowl Practice

Friday, February 8th:

7:30 a.m. - Counselor's Meeting (Cory)

1:45 p.m. - RTI update - J.D. and L.W. (Erin, Amanda W., Stephanie, Cory, Laura S.)

3 p.m. - RTI update - D.J. (Keeley, Amanda W., Stephanie, Cory, Anita, Jen)

## February 11th - 15th

Monday, February 11th:

**Stephanie is out all day, can be reached by e-mail or text**

3-4 p.m. - Math Bowl Practice

Tuesday, February 12th:

SCIENCE FAIR JUDGING

12 p.m. - RTI Update - J.W. (Jordyn, Stephanie, Cory, Amanda W.)

1:45 p.m. - RTI/BIP Update - A.B. (Angie, Laura P., Anita, Cory, Stephanie, Amanda W., Jamie)

3 p.m. - RTI Update - N.W. and M.W. (Jen, Jessica, Stephanie, Cory, Amanda W.)

3-3:30 p.m. - Star Meeting

3:30 p.m. - PTO Meeting

Wednesday, February 13th:

3-4 p.m. - Math Bowl Practice

Thursday, February 14th:

**End of Trimester 2**

Student Gallery Walk Schedule:

1:50-2:20 - Kindergarten