Module 1 Sums and Differences to 20 Standards: 2.OA.1, 2. OA.2, 2.NBT.5 Module 1 sets the foundation for students to master the sums and differences to 20 and to subsequently apply these skills to fluently add one-digit to two-digit numbers at least through 100 using place value understandings, properties of operations and the relationship between addition and subtraction. In Grade 1, students worked extensively with numbers to 10 and they developed Level 2 and Level 3 mental strategies to add and subtract within 20 and 100. Time Frame Skills, Practices or Expectations Specific Standards / Performance Indicators Resources Content Vocabulary Make ten Number bond Say ten counting Subtract ten Tens place Measurement of Student Learning 9/7-9/19 Foundations for Fluency with Sums and Differences within 100 Initiating Fluency with Addition and Subtraction within 100 2.OA.1 2. OA.2 2.NBT.5 NYS Grade 2, Math Module 1 Personal Boards Hide Zero cards Rekenrek 10 Frame Mid-Module Assessment End-of-Module Assessment Higher Order Questions ELL Enhancements Listening Build Background Knowledge Word Walls Audio Recasting of student Speaking Sentence Frames Conversation Starters Think-Pair-Share Recasting of student Reading Supplementary Texts Use of Realia (real life objects used to supplement teaching) Concrete and Visual Models (i.e. manipulatives, Writing Sentence Frames Graphic Organizers/ Foldables Standards-based sentence stems and/or sentence Accommodations Extended time Directions read 3x Oral interpretation Translated version of test (may
response Cueing- include a clear focus on stating the standards, objectives, and agenda for the day, communicated in language response Structured Opportunities to Speak With a Partner or Small Group illustrations or hands on experiences) Video, Media Standards-based questions Story Problem Think Aloud frames Word Banks- to encourage use of academic vocabulary have both English and other) Responses in home language For additional ELL and Special Education Scaffolds, please refer to “ The teacher should provide an accurate auditory imprint of the vocabulary term by pronouncing it clearly several times and having the students repeat it chorally and then to an assigned partner. Model and post good conversation starters: “I disagree because …” “Your solution is different from mine because . . .” “My error was …” “Your answer does not make sense to me because …” (Lesson 6). Vary choral response with written response on student boards to support English language learners. (Lesson 7). Have structured opportunities to use this key academic new terms and previously learned all four modalities (speaking, reading, writing, and listening) each day. Students also need opportunities to practice pronouncing key terms. RDW or Read, Draw, Write (a Number Sentence and a Statement) 1. Read. 2. Draw and label. 3. Write a number sentence. 4. Write a word sentence (statement). Connect numbers to concrete experiences by encouraging English language learners to show their answers with their fingers (Lesson 5). Provide the definition in student-friendly language and have students record it in some way, perhaps in a graphic organizer or in an individual glossary.