Transcript Slide 1

Building a Bridge:
Reading and Math Instruction
What do you think is
important when
teaching reading?
Yes, reading!
Please write some
important words and
phrases under the
first flap of your notes
foldable.
Building a Bridge:
Reading and Math Instruction
Do a Think-Share-Write-Share
•Read the article given
•Highlight anything that stands
out
•Share your ideas with a partner
•In the 2nd flap of your foldable,
write words/phrases that good
reading and math instruction
should have in common.
•Be ready to share
Guided
Math
Rebecca Radicchi
Better Together Workshop
Pickett’s Mill Elementary
November 4, 2008
Based on the resources provided by the
Cobb County District K-5 Math Coaches
What is Guided Math?
• One component of a
balanced mathematics
program
• Students learn in small
flexible groups based
on instructional level
• Students work in
appropriate standardsbased workstations
Guided Math vs. Compacting
vs. Whole Group
Whole Group
•One standard
•Not differentiated
•One lesson
•After lesson, teacher
must help 5-8 struggling
kids
•Advanced kids speed
through work and read
when finished
•Not all kids have same
understanding of
different concepts
•Minimal discussion of
thinking
•Not fully balanced
instruction
Compacting
•Possibly different
standards
•Differentiated
•Based on percentage
on IMI
•One lesson
•Even leveled kids have
different needs based on
different standards
•Kid stays with group
through nine weeks or
“unit”
•Minimal discussion of
thinking
•Not fully balanced
instruction
Guided Math
•One standard
•Differentiated
•Small group
•Based on need on
individual standards (IMI
and daily formative
assessment)
•One tiered lesson
•Groups are flexible,
change frequently
•No student is ever
“finished”
•Balanced instruction
Daily Math
Rap
15-20
Minutes
Review and Practice
of the GA
Performance
Standards
Hook/
Activator
10-15 Minutes
Whole group
standards-based lesson
Work
Time
35-45
Minutes
•Small group reteach,
conferencing &/or
extension
•Collaborative problemsolving
•Workstations
•Manipulative discovery
and connections
Summary
5-10 Minutes
Total Time
75 Minutes
•Review important
concepts
•Reflect
• Includes:
What does
Guided Math
look like?
– Workstations based on the standards
– Students working independently, in groups,
and/or with teacher
– Teachers formally and informally assessing
student progress
• A part of math instruction 2 or more days a
week
How do I set up my
groups?
• Originally based on the
Pre-IMI Analysis by
standard
• Group according to
analysis of standards not
necessarily total missed
• Can have 2-3 groups
• Groups can/should
change regularly based
on student
understanding
Guided Math Workstations
• Set up around the room on desks,
tables, or bulletin boards (remember
technology)
• Put in tubs and placed on students’
desks
• Based on concepts to
maintain and/or
concepts to learn
• Should access levels
of Bloom’s
Guided Math Students . . .
• Keep work in progress in a
folder
• Keep a record of which
workstation they complete
daily along with any
products in a workstation
folder
• Are accountable for
keeping up with
workstation work,
recording completed
workstation daily, and
producing quality work
Guided Math Teachers . . .
• Set up standards-based workstations based
on student need
• Lead whole group discussion
about the workstations at least
once a week
• Develop a system for
recording what the
students are doing in
the workstations
How do I get started with
workstations?
• Decide on workstations:
–
–
–
–
–
Strands
GPS concepts to maintain
Skills being taught
Multiple intelligence
Fluency building activity
• Be sure the workstations are authentic,
standards-based activities and not “busy
work”.
• Create a planning system and a student
log
Ideas for Workstations
• Technology: Smartboard,
computer
• Standards-Based Games:
card games, etc.
• Problem Solving: Exemplars,
Logic, Problem-Solving Deck
• Math Journals
• Fluency Building Activities:
timed tests, flash cards, etc.
Brainstorm some ideas
under the “Workstation”
flap on your foldable.
Be ready to share!
• Guided Manipulative
Exploration: geoboards,
measurement, etc.
Summarizing the
Lesson
• Math Journal Quick Writes
• Discussion
• Understanding Check:
-thumps up, thumps down, etc.
-Final Countdown, 3-2-1, Ticket out the
Door, etc.
• Review and answer essential question
• Math Chair or “Hot Seat”:
-Could use sample math journal prompts for students to
respond to
-Read math journal
• Reread standard, ask kids if they met the standard.
What Now?
• Decide on rules and
routines
• Set up groups
• Create a schedule
• Develop accountability form
• Plan group and mini-lessons
• Design workstations
Math Workstation
Resources
• Laura Candler
• MathWire
• Georgia Standards.org:
Math Frameworks
• Public Schools of NC:
Problem-Solving Decks
• My Blog
• Cobb Math Blog
• Cobb Math Links List
• Plug Into Mathematics
• WESTEST Prep Page
• Teams Educational Resources
Grades 3-5/Function Machine
Agebra, Geometry and Numbers
•Mrs. Powell’s Math Tubs Explanation
•Marcia’s Math Tub Fun
•Mrs. Meacham’s Math Tubs
Resources You Already Have
1. Standards-based CDs and
board games
2. Think Math (came with new math
resources last year)
3. Investigations
4. Everyday Counts/Partner Games
5. Exemplars
6. SmartBoard and hands on
manipulatives
Is it Your Lucky Day?!
If you have the word “Time” written on
the back of your agenda, you win “The
Gift of Time”!
If you have the words “Door
Prize” written on the back of your
agenda, you can choose a door
prize!
Special Thanks To:
• Ashley Kirby, Area
6 Lead Teacher,
for sharing
resources
• Cobb County
Math Coaches for
presentation
materials