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Gloucester Township Public SchoolsMath Curriculum – updated Summer 2017

Grade 4

OverviewMathematics is a universal language enmeshed in both the everyday experiences of human society and the natural world

around us. The Gloucester Township Public School District recognizes that mathematics is a fluid and intricately connected web of conceptual understandings, as opposed to segmented isolated skills and arbitrary units of study.

A nation that trains and prepares students to become mathematically literate problem solvers is an entity that sends citizens into the workforce ready to compete in a global economy laden with technology and problem solving opportunities. A school district that intends to have an accomplished field of mathematicians, engineers, medical professionals, scientists, and innovative entrepreneurs must plan and prepare standards-based curriculum that adheres to the Common Core Standards, includes 21st Century technology skills, and explores the variety of careers steeped in mathematics.

In consideration of the rigor and depth of mastery needed by students in our Nation's public school system, we have constructed the following curriculum guide and supporting documentation for Gloucester Township Public Schools through adoption of the New Jersey Department of Education Model Curriculum for Mathematics. Every student in our schools shall have the opportunity to become engaged in an enriching, real world approach to mathematics instruction that is based on solid educational research and data-driven instruction.

Benchmark and Cross Curricular Key

__Red: ELA

__ Blue: Math

__ Green: Science

__ Orange: Social Studies

__ Purple: Related Arts

__ Yellow: Benchmark Assessment

Math – Grade FourUnit 1 - Use the four operations with whole numbers to solve problems.

Standards Topics Activities Resources Assessments4.NBT.1 - Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

1-1, 4-1, 6-1 -Lesson Presentations from ConnectEd-Problem of the Day-Common Core Quick Check-Investigate the Math-My Homework-Reteach & Enrich Worksheets-Guided Practice-Independent Practice

--Virtual Manipulatives -Am I Ready?-My Vocabulary Cards-My Foldable-Manipulative Masters & Manipulative Kit-Real World Problem Solving Readers-My Learning Stations

-STAR Math-Am I Ready Assessments-Pretest-Check My Progress Quiz-Vocabulary Test-Chapter Test 1A & 1B*-Chapter Test 2A & 2B

*Resource Rooms4.NBT.2 - Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

1-2, 1-3, 1-4, 1-6 -Lesson Presentations from ConnectEd-Problem of the Day-Common Core Quick Check-Investigate the Math-My Homework-Reteach & Enrich Worksheets-Guided Practice-Independent Practice

-Virtual Manipulatives -Am I Ready?-My Vocabulary Cards-My Foldable-Manipulative Masters & Manipulative Kit-Real World Problem Solving Readers-My Learning Stations


*Resource Rooms4.NBT.3 - Use place value understanding to round multi-digit whole numbers to any place.

1-5, 1-6, 2-4, 4-2, 4-10, 5-2, 6-2 -Lesson Presentations from ConnectEd-Problem of the Day-Common Core Quick Check-Investigate the Math-My Homework-Reteach & Enrich Worksheets-Guided Practice-Independent Practice



*Resource Rooms4.OA.1 - Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

3-3 -Lesson Presentations from ConnectEd-Problem of the Day-Common Core Quick Check-Investigate the Math-My Homework-Reteach & Enrich Worksheets-Guided Practice-Independent Practice



*Resource Rooms4.OA.2 - Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison




*Resource Rooms

Math – Grade FourUnit 2 - Compute with multi-digit whole numbers. Generate equivalent fractions.

Standards Topics Activities Resources Assessments4.OA.4 - Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.

3-7, 4-1, 6-1, 8-1, 8-2 -Lesson Presentations from ConnectEd-Problem of the Day-Common Core Quick Check-Investigate the Math-My Homework-Reteach & Enrich Worksheets-Guided Practice-Independent Practice



*Resource Rooms

4.NBT.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm.

2-1, 2-2, 2-3, 2-4, 2-5, 2-6, 2-7, 2-8, 2-9, 5-5

-Lesson Presentations from ConnectEd-Problem of the Day-Common Core Quick Check-Investigate the Math-My Homework-Reteach & Enrich Worksheets-Guided Practice-Independent Practice



*Resource Rooms

4.NBT.5 - Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

3-1, 3-5, 3-6, 4-1, 4-2, 4-3, 4-4, 4-5, 4-6, 4-7, 4-8, 4-9, 4-10, 4-11, 5-1, 5-2, 5-3, 5-4, 5-5, 5-6


-Virtual Manipulatives -Am I Ready?-My Vocabulary Cards-My Foldable-Manipulative Masters & Manipulative Kit-Real World Problem Solving


*Resource Rooms

Readers-My Learning Stations

4.NBT.6 - Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

3-1, 3-2, 6-1, 6-2, 6-3, 6-4, 6-5, 6-6, 6-7, 6-8, 6-9, 6-10




*Resource Rooms

4.NF.1 - Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.




*Resource Rooms

4.OA.3 - Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

2-5, 2-6, 2-9, 4-8, 5-5, 6-11, 7-7, 7-9

-Lesson Presentations from ConnectEd-Problem of the Day-Common Core Quick Check-Investigate the Math-My Homework-Reteach & Enrich Worksheets-Guided Practice

-Virtual Manipulatives -Am I Ready?-My Vocabulary Cards-My Foldable-Manipulative Masters & Manipulative Kit


*Resource Rooms

-Independent Practice -Real World Problem Solving Readers-My Learning Stations

Math – Grade FourUnit 3 - Properties of operations with multi-digit arithmetic and addition/subtraction with fractions.

Standards Topics Activities Resources Assessments4.OA.5 - Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

2-2, 7-1, 7-2, 7-3, 7-4, 7-5, 7-6, 7-8, 7-9




*Resource Rooms

4.NF.2 - Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.




*Resource Rooms

4.NF.3 - Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

8-9, 8-10, 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-7




*Resource Rooms

4.MD.1 - Know relative sizes of measurement units within one system of units including km, m, cm, mm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. For example, know

11-1, 11-2, 11-3, 11-4, 11-5, 11-6, 11-7, 12-1, 12-2, 12-3, 12-5, 12-6

-Lesson Presentations from ConnectEd-Problem of the Day-Common Core Quick Check-Investigate the Math

-Virtual Manipulatives -Am I Ready?-My Vocabulary Cards-My Foldable-Manipulative Masters & Manipulative Kit

-STAR Math-Am I Ready Assessments-Pretest-Check My Progress Quiz-Vocabulary Test-Chapter Test 1A & 1B*

that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...

-My Homework-Reteach & Enrich Worksheets-Guided Practice-Independent Practice

-Real World Problem Solving Readers-My Learning Stations

-Chapter Test 2A & 2B

*Resource Rooms


2-5, 2-6, 2-9, 4-8, 5-5, 6-11, 7-7, 7-9




*Resource Rooms

4.NBT.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm.

2-1, 2-2, 2-3, 2-4, 2-5, 2-6, 2-7, 2-8, 2-9, 5-5




*Resource Rooms

Math – Grade FourUnit 4 - Extend understanding of fractions and solve word problems. Introduction to decimals.

Standards Topics Activities Resources Assessments

4.NF.4 - Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).

b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

c. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

9-8, 9-9 -Lesson Presentations from ConnectEd-Problem of the Day-Common Core Quick Check-Investigate the Math-My Homework-Reteach & Enrich Worksheets-Guided Practice-Independent Practice



*Resource Rooms

4.MD.2 - Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

11-1, 11-2, 11-3, 11-4, 11-5, 11-6, 11-7, 11-9, 11-10, 12-4, 12-5, 12-6




*Resource Rooms

4.NF.5 - Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.




*Resource Rooms

4.NF.6 - Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

10-1, 10-2, 10-3, 10-4, 10-5, 10-6, 10-7, 10-8




*Resource Rooms

4.MD.3 - Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.




*Resource Rooms

4.MD.4 - Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.

For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.




*Resource Rooms


2-5, 2-6, 2-9, 4-8, 5-5, 6-11, 7-7, 7-9




*Resource Rooms

Math – Grade Four

Unit 5 - Compare decimals and measure/classify geometric figures

Standards Topics Activities Resources Assessments4.NF.7 - Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.




*Resource Rooms

4.MD.5 - Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:

a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.

b. An angle that turns through n one-degree angles is said to have an angle measure of n degrees.




*Resource Rooms

4.G.1 - Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

14-1, 14-2, 14-3, 14-4, 14-5, 14-6, 14-7, 14-8, 14-9, 14-11

-Lesson Presentations from ConnectEd-Problem of the Day-Common Core Quick Check-Investigate the Math-My Homework-Reteach & Enrich

-Virtual Manipulatives -Am I Ready?-My Vocabulary Cards-My Foldable-Manipulative

-STAR Math-Am I Ready Assessments-Pretest-Check My Progress Quiz-Vocabulary Test

Worksheets-Guided Practice-Independent Practice

Masters & Manipulative Kit-Real World Problem Solving Readers-My Learning Stations

-Chapter Test 1A & 1B*-Chapter Test 2A & 2B

*Resource Rooms

4.G.2 - Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.




*Resource Rooms

4.MD.6 - Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.




*Resource Rooms

4.MD.7 - Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.




*Resource Rooms

4.G.3 - Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.




*Resource Rooms

Appendix A Adaptations for Special Education Students, English Language Learners, and Gifted and Talented Students

Making Instructional Adaptations

Instructional Adaptations include both accommodations and modifications.

An accommodation is a change that helps a student overcome or work around a disability or removes a barrier to learning for any student.

Usually a modification means a change in what is being taught to or expected from a student.

-Adapted from the National Dissemination Center for Children with Disabilities

ACCOMMODATIONS MODIFICATIONSRequired when on an IEP or 504 plan, but can be implemented for any student to support their learning.

Only when written in an IEP.

Special Education Instructional Accommodations

Teachers will use Approaching Level Tier 2: Strategic Intervention in RtI Differentiated Instruction section of My Math lessons.

Teachers will use the Targeted Strategic Intervention from the My Math Online Support. Teachers shall implement any instructional adaptations written in student IEPs. Teachers will implement strategies for all Learning Styles (Appendix B) Teacher will implement appropriate UDL instructional adaptations (Appendix C )

Gifted and Talented Instructional Accommodations

Teachers will use Beyond Level in RtI Differentiated Instruction section of My Math lessons Teachers will use the Enrichment Masters from the My Math Online Support Teacher will implement Adaptations for Learning Styles (Appendix B) Teacher will implement appropriate UDL instructional adaptations (Appendix C)

English Language Learner Instructional Accommodations

Teachers will use the ELL Differentiated English Language Learner Support section of My Math lessons. Teachers will use the Differentiated ELL Support from the My Math Online Support. Teachers will implement the appropriate Teachers will implement the appropriate instructional adaptions for English Language Leaners (Appendix E)

APPENDIX BLearning Styles

Aadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming, 1987)

Accommodating Different Learning Styles in the Classroom:All learners have a unique blend of sequential, precise, technical, and confluent learning styles. Additionally, all learners

have a preferred mode of processing information- visual, audio, or kinesthetic.It is important to consider these differences when lesson planning, providing instruction, and when differentiating

learning activities. The following recommendations are accommodations for learning styles that can be utilized for all students in your class.

Since all learning styles may be represented in your class, it is effective to use multiple means of presenting information, allow students to interact with information in multiple ways, and allow multiple ways for students to show what they have learned when applicable.

Visual Utilize Charts, graphs, concept maps/webs, pictures, and cartoons

Watch videos to learn information and concepts

Encourage students to visualize events as they read math word problems

Use flash cards to practice basic math facts

Model by demonstrating tasks or showing a finished product

Have written directions available for student

Use power point presentations

Color code and highlight operation symbols (+, -, x, ÷)

Color code and highlight key words in math word problems

Audio Allow students to give oral presentations or explain concepts verbally

Present information and directions verbally or encourage students to read directions aloud to themselves.

Allow students to work in pairs

Utilize songs and rhymes

Ask for choral responses in instruction, example have the entire class chant in unison multiples, evens/odds, or skip counting by 2s, 5,s or 10s

Repeat, clarify, or reword directions

Verbally guide students through task steps

Kinesthetic Act out concepts and dramatize events

Use flash cards

Use manipulatives

Allow students to deepen knowledge through hands on projects

Sequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan work carefully, and complete the assignment from beginning to end without interruptions.Accommodations:Repeat/rephrase directionsProvide a checklist or step by step written directionsBreak assignments in to chunks

Provide samples of desired productsHelp the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing and improving a plan, spending too much time on directions and neatness and overlooking concepts

Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed notes, asks questions to find out more information, seeks and responds with exact answers, and reads and writes in a highly specific manner.Accommodations:Provide detailed directions for assignmentsProvide checklistsProvide frequent feedback and encouragementHelp precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on details only and not concepts

Technical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The learner uses technical reasoning to figure out how to do things, works alone without interference, displays knowledge by physically demonstrating skills, and learns from real-world experiencesAccommodations:Allow to work independently or as a leader of a groupGive opportunities to solve problems and not memorize informationPlan hands-on tasksExplain relevance and real world application of the learningWill be likely to respond to intrinsic motivators, and may not be motivated by gradesHelp technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while seated, does not see the relevance of many assignments, difficulty paying attention to lengthy directions or lectures

Confluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The learner often starts before all directions are given; takes a risk, fails, and starts again; uses imaginative ideas and unusual approaches; and improvises.Accommodations:Allow choice in assignmentsEncourage creative solutions to problemsAllow students to experiment or use trial and error approachWill likely be motivated by autonomy within a task and creative assignments

Help confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to detail

APPENDIX CUniversal Design for Learning Adaptations

Adapted from Universal Design For Learning

Teachers will utilize the examples below as a menu of adaptation ideas.

Provide Multiple Means of Representation

Strategy #1: Options for perception

Goal/Purpose ExamplesTo present information through different modalities such as vision, hearing, or touch.

Use visual demonstrations, illustrations, and models

Present a power point presentation.

Use appropriate manipulatives, such as base 10 block, counters, or pattern blocks

Differentiate operation symbols by color coding

Draw pictures when possible

Use interactive websites and apps

Use modeling to help students solve problems

Provide examples of a correctly solved problem at the beginning of each lesson

Have students work each step in a different color

Use songs and rhymes to help remember information

Use mnemonics like “Please Excuse My Dear Aunt Sally” (order of operations) to remember sequenced steps

Simplify and rephrase vocabulary in word problems

Strategy #2: Options for language, mathematical expressions and symbols

Goal/Purpose ExamplesTo make words, symbols, pictures, and mathematical notation clear for all students.

Use larger font size and/or magnifiers

Highlight important parts of problems, example: key words or operation signs

Use place value charts, number grids, and operation tables (addition/subtraction and multiplication/division tables)

Allow students to trace important visual patterns

Use graph paper to keep numbers aligned

Put boxes around each problem to visually separate them

Simplify and rephrase vocabulary in word problem

Turn lined paper vertically so the student has ready made columns

Color code and highlight keywords in math word problems

Strategy #3: Options for Comprehension

Purpose ExamplesTo provide scaffolding so students can access and understand information needed to construct useable knowledge.

Use diagrams.

Use semantic maps and diagrams

Chunk pieces of information together, example: learn facts in sets of 3

Review previous lessons

Use a buddy system to clarify

Use mnemonic aids to signal steps, example “Does McDonalds Sell Cheese Burgers” (long division: divide, multiply, subtract, check, bring down)

Provide students with a strategy to use for solving word problems

Use graph paper to keep numbers aligned

Use modeling to help students solve problems

Introduce concepts using real life examples whenever possible

Teach fact families and build fluency with games and understanding

When teaching number lines use tape or draw a number line on the floor for students to walk on

Provide Multiple Means of Action and Expression

Strategy #4: Options for physical action

Purpose ExamplesTo provide materials that all learners can physically utilize

Use of computers when available

Preferential or alternate seating

Provide assistance with organization

Provide graph paper to organize place value

Provide appropriate manipulatives

Use flash cards

Provide highlighters for students when solving

problems

Allow students to use desk top copies of fact sheets, multiplication/division tables etc.

Use individual dry-erase boards

Strategy #5: Options for expression and communication

Purpose ExamplesTo allow the learner to express their knowledge in different ways

Allow oral responses or presentations

Students show their knowledge with charts and graphs

Give students extra time to respond to oral questions

Have students verbally or visually explain how to solve a math problem

Strategy #6: Options for executive function

Purpose ExamplesTo scaffold student ability to set goals, plan, and monitor progress

Provide clear learning goals, scales, and rubrics

Model skills

Utilize checklists

Give examples of desired finished product

Chunk longer assignments into manageable parts

Teach and practice organizational skills

Use a problem solving strategy checklist so that students can monitor their progress

Teach students to use self-questioning techniques

Reduce the number of practice or test problems on a page

Provide Multiple Means of Engagement

Strategy #7: Options for recruiting interest

Purpose ExamplesTo make learning relevant, authentic, interesting, and engaging to the student.

Provide choice and autonomy on assignments

Use colorful and interesting designs, layouts, and graphics

Use games, challenges, or other motivating activities

Provide positive reinforcement for effort

Use manipulatives

Provide learning aids such as calculators and/or operation tables (addition/subtraction and multiplication/division tables)

Introduce concepts using real life examples whenever possible

Use individual dry-erase boardsUse magnetic manipulatives examples: numbers, operation signs, ten frames, base ten blocks, etc.

Strategy #8: Options for sustaining effort and persistence

Purpose ExamplesTo create extrinsic motivation for learners to stay focused and work hard on tasks.

Show real world applications of the lesson

Utilize collaborative learning

Assign a peer tutor

Incorporate student interests into lesson

Praise growth and effort

Recognition systems

Behavior plans

Repeat directions as needed

Provide immediate feedback

Strategy #9: Options for self-regulation

Purpose ExamplesTo develop intrinsic motivation to control behaviors and to develop self-control.

Give prompts or reminders about self-control

Self-monitored behavior plans using logs, records, journals, or checklists

Ask students to reflect on behavior and effort

Post class rules using pictures and words

Post daily schedule using pictures and words

Circulate around the room

Develop a signal for when a break is needed

Provide consistent praise to elevate self-esteem

Model and role play problem solving

Desensitize students to anxiety causing events

Appendix D Gifted and Talented Instructional Accommodations

How do the State of NJ regulations define gifted and talented students?

Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities.

What types of instructional accommodations must be made for students identified as gifted and talented?

The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process, products, and learning environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted Program Standards of the National Association for Gifted Children in developing programs..

What is differentiation?

Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics:

Prior knowledge Cognitive LevelLearning Rate Learning StyleMotivation Strength or Interest

And various curriculum components:Nature of the Objective Teaching ActivitiesLearning Activities ResourcesProducts

Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of appropriate classroom management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut).

Gifted & Talented Accommodations Chart

Adapted from Association for Supervision and Curriculum Development

Teachers will utilize the examples below as a menu of adaptation ideas.

Strategy Description Suggestions for AccommodationHigh Level Questions

Discussions and tests, ensure the highly able learner is presented with questions that draw on advanced level of information, deeper understanding, and challenging thinking.

Require students to defend answers Use open ended questions Use divergent thinking questions Ask student to extrapolate answers when given

incomplete informationTiered assignments

In a heterogeneous class, teacher uses varied levels of activities to build on prior knowledge and prompt continued growth. Students use varied approaches to exploration of essential ideas.

Use advanced materials Complex activities Transform ideas, not merely reproduce them Open ended activity

Flexible Skills Grouping

Students are matched to skills work by virtue of readiness, not with assumption that all need same spelling task, computation drill, writing assignment, etc. Movement among groups is common, based on readiness on a given skill and growth in that skill.

Exempt gifted learners from basic skills work in areas in which they demonstrate a high level of performance

Gifted learners develop advanced knowledge and skills in areas of talent

Independent Projects

Student and teacher identify problems or topics of interest to student. Both plan method of investigating topic/problem and identifying type of product student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topic

Primary Interest Inventory Allow student maximum freedom to plan, based

on student readiness for freedom Use preset timelines to zap procrastination Use process logs to document the process

involved throughout the study

Learning Centers

Centers are “Stations” or collections of materials students can use to explore, extend, or practice skills and content. For gifted students, centers should move beyond basic exploration of

Develop above level centers as part of classroom instruction

topics and practice of basic skills. Instead it should provide greater breadth and depth on interesting and important topics.

Interest Centers or Interest Groups

Interest Centers provide enrichment for students who can demonstrate mastery/competence with required work/content. Interest Centers can be used to provide students with meaningful learning when basic assignments are completed.

Plan interest based centers for use after students have mastered content

Contracts and Management Plans

Contracts are an agreement between the student and teacher where the teacher grants specific freedoms and choices about how a student will complete tasks. The student agrees to use the freedoms appropriately in designing and completing work according to specifications.

Allow gifted students to work independently using a contract for goal setting and accountability

Compacting A 3-step process that (1) assesses what a student knows about material “to be” studied and what the student still needs to master, (2) plans for learning what is not known and excuses student from what is known, and (3) plans for freed-up time to be spent in enriched or accelerated study.

Use pretesting and formative assessments Allow students who complete work or have

mastered skills to complete enrichment activities

Appendix E English Language Learner Instructional Accommodations

Adapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers of Other Languages guidelines, State of NJ Department of Education Bilingual Education and Haynes and Zacarian (2010).

K-2

Beginning Level: Preproduction (Newcomers)

Use visuals, manipulative, and real objects

Allow responses through physical movement or manipulation of objects

Allow student to listen and observe (don’t force speaking)

Group student with more advanced ELLs or cooperative peers

Provide simplified text and numerous pictures

Sight word cards

Alphabet Folder

Coloring Packet

Phonics

Vowel books

Word book to draw

Pictionary

Ask questions that require yes or no, or 1-3 word answers

Grade the progress

Early Production (ELLs who have been in the United States between 1-2 years)

Use simplified, abbreviated text material

Provide continued listening activities and visuals

Use photo albums

Allow role playing

Supply create ideas workbook

Use simple word to ask questions

At this stage assessment can be in the form of physical responses, manipulation of objects or simplified response

Allow extra time to complete tests

Modify number and length of the assignments

Use of word bank all the time to help them

Oral presentations

Projects instead of reports based on learning style of student

K-2

Intermediate Level:

Allow extra time to complete tests Use short written or verbal measures frequently

Prepare short answer questions

Use checklist observing academic behaviors based on unit

Assess participation indicating student mastery of content

Measure progress on class project in teacher narrative

Writing assignments scored holistically

Grades 3-5

Beginning Level: Preproduction (Newcomer)

Use visuals, manipulative, and real objects

Allow responses through physical movement or manipulation of objects

Allow student to listen and observe (don’t force speaking)

Group student with more advanced ELLs or cooperative peers

Provide simplified text and numerous pictures

Sight word cards

Alphabet Folder

Coloring Packet

Phonics

Vowel books

Word book to draw

Pictionary

Use short written or verbal measures frequently

Increase amount of time for test

Prepare short answer questions

Use checklist observing academic behaviors based on unit

Assess participation indicating student mastery of content

Measure progress on class project in teacher narrative

Grades 3-5

Early Production (ELLs who have been in the U.S.A. between 1-2 years)

Use simplified, abbreviated text material

Provide continued listening activities and visuals

Allow role playing

Supply create ideas workbook

Ask questions that require yes or no, or 1-3 word answers

Use simple word to ask questions

At this stage assessment can be in the form of physical responses, manipulation of objects or simplified response


Modify number and length of the assignments

Use of word bank all the time to help them

Oral presentations

Projects instead of reports based on learning style of student

Remind students to use other parts of test to help with answers

Define cue words: compare, contrast, list, etc.

Break content down into smaller parts

Check background knowledge

Modify tests when necessary. If some sections require language skills far above an Ells’ level, eliminate those questions

In the content areas, do not deduct points for grammar or spelling when possible

Grades 3-5

Intermediate Level: (ELLs who have been in the U.S.A. more than two years)

If they can: Allow students to use bilingual dictionary during class and tests


Writing assignments scored holistically

Check background knowledge

Modify tests when necessary. If some sections require language skills far above an ELL’s level, eliminate those questions

In the content areas, do not deduct points for grammar or spelling when possible

Allow to retake the tests

Grade progress