move education forwardA K–5 Instructional System of Services, Tools, and Curriculum

Written for Common Core State Standards

PearsonSchool.com/forward

a forward-thinking storyan unprecedented partnershipAny effort to reform education must begin with teachers and school leaders,

and that’s where our story begins. Pearson Forward has been developed with

the Montgomery County Public Schools (MCPS) in Maryland. This unique

partnership puts educators front and center. With Forward, teachers play a

vital role in shaping the curriculum to move education forward.

DISTRICT FACTSMontgomery County Public Schools (MCPS)Rockville, MarylandForward is based on the highly rigorous curriculum implemented by MCPS.

Critical and creative thinking are emphasized, as well as academic success

skills across all disciplines.

• 17th Largest school system in the United States

• Recipient, 2010 Malcolm Baldrige National Quality Award

Forward transforms the way teaching and learning take place. It incorporates the best practices of MCPS, while balancing the needs of schools nationwide.

Drives teacher effectiveness

move teaching forward

Fosters critical thinking through subject matter integration

move thinking forward

Prepares students for college, careers, and civic life

move learning forward

learn more at PearsonSchool.com/forward

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partnership for sustainability

CLIENTENGAGEMENT PLANNING IMPLEMENTATION

PROGRESSMONITORING

SUPPORT

Complete the Vision

Self-Assessment at

PearsonSchool.com/forward

to find out if Forward aligns

with your school or district’s

vision for student success in

the 21st century.

• A Forward expert will

conduct a multi-day

collaborative planning

conference with the

district and schools to

measure readiness to

implement Forward.

• Schools will be

provided with key

Communication

Resources to support

the roll out and

implementation of

Forward.

• A Forward expert will

nurture the development of

strong connections among

all schools implementing

Forward to ensure district-

wide cohesiveness.

• Schools will gain

access to an online

Leadership Institute to

assist administrators,

instructional coaches,

and teacher leaders with

successful implementation

of Forward.

• School leadership and staff

will receive:

- Job-embedded coaching and mentoring

- Team support and guidance

- Progress monitoring and reporting

• Teachers will gain access to

the Reflect-Forward Journal,

which will allow them to

self-reflect, collaborate with

peers, and share key data

points with district leadership.

a long-term planForward is built on a foundation of sustainability

and includes a three-year implementation

plan. As part of this multi-year partnership,

a Forward expert will help you move from a

stage where detailed support and scaffolding

drive the implementation to a stage where

school leaders are given tools and resources to

collaborate in self-managed ways.

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move teaching forward

plan and pace your teaching Forward provides a week-by-week pacing strategy, so you teach the right skills at the right time.

Weekly Planner with sample learning tasks

At-a-Glance Planner

be flexible Weekly Planners for every subject provide a strong foundation for tailoring your curriculum. Forward empowers teachers to select from a range of Sample Learning Tasks, resources and activities based on their students’ needs. It provides direction for instruction that promotes equity in schools, but it is not scripted. Each Sample Learning Task:

• Aligns to a unifying question

• Supports a thinking or academic success skill

• Focuses on a specific standard or objectivedrives teacher effectiveness How do teachers balance it all? What if it were easier?

Forward helps teachers balance curriculum planning,

classroom management, and student assessment.

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take assessment beyond the right answer Forward helps teachers evaluate students’ critical thinking and reasoning with two types of assessments:

• Content-area Formative Assessments measure student understanding of core content, and can be tracked online.

• Success Skills Assessments nurture and measure attainment of key thinking and academic success skills. These observational assessments engage students in classroom activities that are consistent with the Common Core State Standards.

The Task Distribution Chart identifies the topic and success skill that each assessment focuses on and the time in which it should be administered.

The Observation Tool for Analysis helps determine what you might see when activating the critical thinking skill of Analysis.

Use the Analysis Rubric to gauge student performance around the skill of Analysis

Grade 1 | Part 3

Copyright © Pearson Education, Inc. or its affiliates. All Rights Reserved.

ELL Teaching Support (continued)

Reading Writing Mathematics Science Social Studies

Discuss real-life connections between words and their use

Explain how asking and answering questions about a poem help to understand it

Discuss how improving vocabulary helps one to become a better reader

Explain the process of selecting and researching a topic

Revise writing based on peer conferencing

Write one’s own author biography

Explain how the length of two objects can be compared by using a third object

Share strategies used in measuring furniture

Discuss strategies for solving addition and subtraction compare problems

Share strategies for identifying bodies of water

Describe the process of using maps and an atlas

Provide positive feedback about classmates’ drawings of the sun’s effects on Earth

Discuss the goals, jobs, and other details involved in creating a group proposal

Discuss how one’s life impacts the environment and is impacted by it

Discuss how weather affects the choices one makes

ElEMEntARy IntEgRAtED CuRRICuluM COnCEPtS AnD tOPICSACADEMIC lAnguAgE FunCtIOnS

StAnDARD 1 Social & instructional Language

ElEMEntARy IntEgRAtED CuRRICuluM COnCEPtS AnD tOPICSACADEMIC lAnguAgE FunCtIOnS

StAnDARD 2 Language of Language arts: reading, writing

week 1 Ask and answer questions to determine or clarify the meaning of words Synthesize the information in two texts to clarify word meaning Compare and contrast different texts on the same topic Recall facts about a special place Write a topic sentence and short paragraph about a special place

week 2 Identify information provided by pictures and by text Ask and answer questions about key details in a text Contribute information and detailed questions to a KWL chart Write captions for photographs of natural features

5

professional development on-demand Watch a mentor teacher. Take a refresher course. Refine practices.

• Product Tutorials

• Leadership Courses

• Skills Courses

• Just-in-Time PDF’s, Videos, and Interactions

• Foundational Courses

• PD for Assessment

© 2012 Pearson, Inc.Professional Development

Professional DevelopmentObservation Tool for Analysis

Observation Tool for Analysis

What might you see and hear?

How can I increase implementation?

Work with colleagues in a peer collaboration lesson study cycle to develop analysis activities in instruction.

Read Critical Thinking Handbook: K–3rd Grades or Critical Thinking Handbook: 4th–6th Grades, by Richard Paul, A. J. A. Binker, and Daniel Weil.

Develop critical and creative thinking techniques as explained in Chapter 16 of The Skillful Teacher by Jon Saphier, Mary Ann Haley-Speca, and Robert Grower.

Critical thinking skills involve being objective and open-minded while thinking carefully about what to do or what to believe, based on evidence and reason.

What is analysis? Analysis is breaking down a whole into parts that may not be immediately obvious and examining the parts so that the structure of the whole is understood.

1.0 Analysis1.1 Identify and describe attributes.1.2 Compare by identifying similarities and

differences.1.3 Sort and classify into categories.1.4 Identify and describe patterns and the

relationships within patterns. 1.5 Identify relationships among parts of a whole.1.6 Infer and explain meaning to make sense of parts.

If the teacher is activating the critical thinking skill of analysis, then you may see . . .

students identifying and describing attributes.

students identifying similarities and differences.

students sorting and classifying into categories.

students identifying and describing patterns and the relationships within patterns.

students identifying relationships among parts of a whole.

students inferring and explaining meaning to make sense of parts.

If the students are using the skill of analysis, then you may hear the following vocabulary . . .

critical thinking parts attributes

patterns similarities differences

observations comparisons connections

details relationships analysis

If the teacher is providing effective instruction in analysis, then you may see them using . . .

Venn diagrams webs

comparison charts story comparison charts

sorting boxes/circles steps-in-a-process charts

T-charts sequencing charts

1Copyright © Pearson Education, Inc. or its affiliates. All Rights Reserved.

Grade 1 | Part 1 Performance-Based Assessment Grade 1 Analysis Rubric

Grade 1 Analysis Rubric

Analysis: Breaking down a whole into parts that may not be immediately obvious and examining the parts so that the structure of the whole is understood.

Grade 1 Analysis skills include: • identify and describe attributes (1.1);• comparebyidentifyingsimilaritiesanddifferences(1.2);• sortandclassifyintocategories(1.3);• identifyanddescribepatternsandtherelationshipswithinpatterns(1.4);and• identifyrelationshipsamongpartsofawhole(1.5).

Measuring the extent of teacher support:

No or only minimal teacher support indicates receiving no assistance except on procedural aspects of the task, such as how to record responses.

Moderate teacher support indicates receiving infrequent or minor assistance or coaching on substantive aspects of the task. This might include helping the student in a limited way to perform the assessed Analysis skill(s).

PERFORMANCE LABEL PERFORMANCE DESCRIPTOR

DEMONSTRATING

DEVELOPING

EMERGING

NOT YET EVIDENT

Teacher Support: The student performs the task with no or only minimal teacher support.

Student Performance: Student performance on the relevant skill(s) is complete and/or use of the skill(s) is consistent.

Teacher Support: The student performs the task with a moderate amount of teacher support.

Student Performance: Student performance on the relevant skill(s) is mostly complete and/or use of the skill(s) is mostly consistent.

Teacher Support: The student performs the task, but requires extensive teacher support.

Student Performance: Student performance on the relevant skill(s) is mostly incomplete and/or use of the skill(s) is mostly inconsistent.

Teacher Support: The student does not perform the task, despite receiving appropriate teacher support.

Student Performance: The student does not demonstrate the relevant skill(s).

technology at the classroom level Forward provides hundreds of animations, videos, interactive games, student lesson pages, and notes to support teaching. Everything is in one place.

CREATIVE THINKINGElaborationFlexibilityFluencyOriginality

CRITICALTHINKING

AnalysisEvaluationSynthesis

ACADEMIC SUCCESSEffort/Motivation/Persistence

Intellectual Risk TakingMetacognitionCollaboration

Mat

hematics Reading

Wri

tin

g

Social Studies

Science

Copyright © by Pearson Education, Inc., or its affiliates. All Rights Reserved. Analysis: KP1, 1P1, 2P2, 3P1

How do YOU think?

I analyze. I notice what’s alike and what’s different.

I describe what parts make up a whole.

I see how things fit together.

I look for patterns.

I sort objects.

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PearsonSchool.com/forward

move learning forwardprepares students for college, careers, and civic life Forward is focused on the rigors of the Common Core State

Standards. It encourages students to read earlier and help

them achieve a better understanding of mathematical practices.

Students using Forward also receive a more robust education

with an increased focus on science and civic engagement.

in-depth and integrated learning Forward integrates reading, writing, math, science, and social studies for more effective learning.

CREATIVE THINKINGElaborationFlexibilityFluencyOriginality

CRITICALTHINKING

AnalysisEvaluationSynthesis

ACADEMIC SUCCESSEffort/Motivation/Persistence

Intellectual Risk TakingMetacognitionCollaboration

Mat

hematics Reading

Wri

tin

g

Social Studies

Science

a learning hub with thousands of select assetsForward’s integrated content includes thousands of select assets from Pearson’s market-leading and classroom-tested programs. They’re all in one single place.

UNIT

7Investigations

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learning focused on unifying questionsForward is organized around big ideas that develop deep conceptual understanding.

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Grade 1 | Part 2 | Week 2

Copyright © Pearson Education, Inc. or its affiliates. All Rights Reserved.

CCSS Correlation

COMMON CORE STATE STANDARDS USED IN GRADE 1, PART 2, WEEK 2: MATHEMATICS

Operations and Algebraic Thinking

1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and

subtraction are true or false. For example, which of the following equations are true and which are

false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

Number and Operations in Base Ten

1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.

Understand the following as special cases:

1.NBT.2.a 10 can be thought of as a bundle of ten ones—called a “ten.”

1.NBT.2.b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight,

or nine ones.

1.NBT.2.c The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or

nine tens (and 0 ones).

MATHEMATICS

Sample Learning Task Common Core State Standard Code

Understand the meaning of the equal sign in equations

with multiple representations of the same number

1.OA.7

Understand the meaning of the equal sign and write

equations

1.OA.7

Solve a place-value logic problem with groups of

base-ten blocks

1.NBT.2, 1.NBT.2.a, 1.NBT.2.b, 1.NBT.2.c

Determine multiple ways to represent two-digit

numbers

1.NBT.2, 1.NBT.2.a, 1.NBT.2.b, 1.NBT.2.c, 1.OA.7

Describe a two-digit number as representing amounts

of tens and ones in multiple ways using pictorial

representations

1.NBT.2, 1.NBT.2.a, 1.NBT.2.b, 1.NBT.2.c

Compose, represent, and compare two-digit numbers

in multiple ways

1.NBT.2, 1.NBT.2.a, 1.NBT.2.b, 1.NBT.2.c

1

Grade 1, Part 2 Correlation to the Common Core State Standards

Each sample learning task for math is written to encompass the Mathematical Practices.

take a comprehensive and balanced literacy approach Forward is committed to addressing the Common Core State Standards in terms of developing students who are thoughtful, active, and engaged learners.

Forward offers both a Leveled Reader Library and a set of Trade Books for each grade*. These collections of books complement the Forward curriculum and other resources that are delivered digitally.

The Forward Leveled Reader Library provides on-level reading materials for use with the Forward instructional system.

The Forward Trade Book Library is a diverse, cross-curricular collection of books that support and enrich the Forward integrated learning experience.

From fiction by award-winning authors and illustrators, to poetry, to informational texts, the titles in the Trade Book Library have been carefully selected to help integrate reading with topics in mathematics, science, social studies, and writing.

Visit PearsonSchool.com/forward to learn more about the Forward Leveled Reader and Trade Book Libraries.

focus on mathematical practices Forward helps teachers strongly focus on the Common Core State Standards for mathematics, deepening students’ conceptual understanding and procedural skills. It brings coherence to teaching math both within and across grade levels by connecting practice standards with content. An emphasis on mathematical reasoning develops depth of understanding and college and career readiness. By encouraging students to think mathematically when solving problems, deep understandings and connections are made within mathematical relationships.

common core is forward thinking

*sold separately

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move thinking forwardfosters critical thinking through subject matter integration Forward prepares students for the world of tomorrow and

encourages them to be lifelong learners, with a focus on

critical thinking, creativity, and academic success skills.

The power of making connections across content areas will

help unleash the habits that mark the academic mind—such

as analysis, metacognition, and collaboration. In Forward,

these skills are developed beginning in Kindergarten.focus on thinking, creating, and learningA detailed Scope & Sequence within the program describes how the thinking and academic success skills should be taught across grade levels. Eight skills are explicitly connected to the integrated curriculum at each grade.

Analysis

Synthesis

Evaluation

Fluency

Flexibility

Originality

Elaboration

Collaboration

Effort/Motivation/Persistence

Intellectual Risk Taking

Metacognition

CR

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KIN

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CA

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SU

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Part 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

KINDERGARTEN GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5

CREATIVE THINKINGElaborationFlexibilityFluencyOriginality

CRITICALTHINKING

AnalysisEvaluationSynthesis

ACADEMIC SUCCESSEffort/Motivation/Persistence

Intellectual Risk TakingMetacognitionCollaboration

thinking and academic successForward seeks to unleash the natural curiosity of young learners with a focus on key 21st Century Skills.

The goal is to teac

h children to

think critically and

develop key

habits of mind for college an

d

career-readiness

.

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are you ready to move education forward? Visit PearsonSchool.com/forward to find out if Forward aligns with your school or district’s vision for student success in the 21st century.