EDM4 PLC

Getting Started

Please click here. If you are just getting started with EDM or need a refresher, this is the perfect place to start.

Go to ConnectEd and login. Select your Teacher's Manual. Click on the Menu - you can find this on the top left corner of your screen. Scroll down until you see Routines. Click on Routines. Read the information. (You can find this same information in the beginning pages of your EDM manual - the hard copy.
Check out the Routines for your grade level. Consult with K-2 teachers in your school regarding ideas for bridging these Routines with those used in previous and future grades. Make sure the Routines selected for your grade level are reinforcing PA Core Standards. In addition, you shouldn't repeat the same Routines each year . Do you build in complexity and add rigor in grades K-2 at your building? You also want to be sure that the Routines are not taking a lot of time out of your Math block.

Grades K-6, remember to check out the documents in RLASD Tools >Curriculum Maps and Resources > Math > K-6 .
Grades 3-6: Have you checked or added to the Standards Crosswalk? Check it out here.

Please click here to access the PACC and CCSS Crosswalk.
Then, grab your EDM, Volume 1 manual. Go to the very front of your manual. Turn a few pages until you find the Correlation to the Common Core State Standards section of your manual. Read the information right under the title to find out what the bold lesson numbers mean and what the lesson numbers in parentheses mean.
How are you or will you be using these two documents (the crosswalk and the pages in your manual)?
Why is it helpful to know when and how often the standard is being addressed?

Mar 13, 2019 11:08 PM.webm

Locate the pages at the beginning of a unit titled Spiral Trace: Skills, Concepts, and Applications. (Tip: Look for the lime-colored bordered pages - this indicates the beginning of a unit.)
The Spiral Trace is a tool that provides a view of how the KEY standards, in the unit, spiral across lessons and activities through the curriculum.
The orange/gold colored "banners" show how the standard spirals through the current unit.
The blue colored "banners" show how the standard spirals in the units before and after the current unit.
The gold star indicates mastery expectations for the unit and what is on the end-of-unit assessment. These items should be locked down and solid!
You also want to use these pages to note during which part of the lesson the standard shows up (written on the banners). Is it the focus of the lesson or reinforced during practice and when is it assessed?
Use these pages to know when the checks for understanding are built in for each standard. The red check mark indicates informal check ins. The sunburst with a red check mark indicates formal check ins. At each check mark, are you noting the degree of mastery for each student? What do you do with this information?

The Spiral Snapshot is located on the first page of each lesson.
This gives a snapshot of the spiral for the standard being addressed in that lesson.
Look to the left of the Spiral Snapshot. You will see GMC. (GMC = Goal for Mathematical Content) This is the target for that day's lesson. This should help you to create the LEQ and the summarizing strategy at the end of the lesson.

Check out the image on the left. Notice how this skill will not be addressed between lessons 1-6 and 4-14.
When you see a large spread like this, you may need to go beyond the manual to provide extra practice for some students. In this example, you have 3 units to make sure all of your students understand this particular skill. If you do nothing, it will be difficult for some students to recover.
If the skill is addressed frequently (shows up often on the Spiral Snapshot), it won't be as much of a problem if students did not "get it" the first time because it will be "hitting" again soon.

Have you noticed the purple box found in each lesson?
The purple boxes provide ideas on how to explicitly plan instruction to develop all students' academic language. If you do not like the activity ideas provided, feel free to use your own ideas. Explicit vocabulary instruction is a must! Review what we learned from our LFS training. Pull out your LFS resources for additional ideas.
Vocabulary terms are listed on the first page of most lessons. You should be focused on these vocabulary terms throughout your lesson and holding your students accountable for using the correct terms.

Click here.
Check out the resources and see how you can use them.
Email Libby Stambaugh if you have additional links that you would like to have added to the page.

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