Transcript Why do we spiral homework - Division

Spiraled Assignments
Presenter:
Angela Pritchett
November 14, 2006
Why do we spiral homework?
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We spiral homework so that 2 questions refer to
work from 2 months back, 2 questions from 6 weeks
back, 2 questions from 4 weeks
back, 2 questions from 2 weeks back, and 2 questions
from last week.
This constantly reviews previously taught concepts.
Since homework is spiraled, assignments
can be planned in advance, and a teacher never has a
problem where the lesson is
not finished and the students don't know how to do
the work.
How does spiraling help review?
 Students
will be able to review
previously taught material.
 Students will continue to practice old
material
 Repetition helps students store
information.
How do we spiral?
 Use
previously taught materials.
 Recap from the beginning of the year.
 Give 2-3 problems from each objective.
 Continue to include objectives that are
used in other objectives. Examples: plot,
setting, main characters, etc. OR
addition, subtraction, multiplication,
division.
What does it look like?
Daily Review
Story, “Tales of a Fourth Grade Nothing”
I.
Topics covered today
the authors Purpose:
Identify
Why do you think Judy Blume chose to title this story, “Tales of a Fourth Grade Nothing”?
II. Topics Covered on previous assessment, (topics that demonstrated difficulty)
What other character does Fudge remind you of, from previous stories?
(Making connections from previous experiences and reading selection)
Find the sentence in the story that supports your thinking? ( Locate
information to answer questions)
III. Topics that can be used for daily review
What is the setting of this story?
Who are the main characters?
IV. Test Prep
What did Peter win at the birthday party?
a. A dog
b. a cat
c. a turtle d. goldfish
What does it look like? Cont’d
Daily Review #1
I. Topics covered today
a. What is the mean of the following data?
b. What is the mode? range?
II. Topics covered on previous assessment (topics that demonstrated difficulty)
Complete each fact family
7 x __ = 42
__ x __ =42
42 ___= 6
42 6 = 7
III. Topics that can be used for daily review
345 – 273 =
423 + 75 =
65 x 3
IV. Writing in Math
How can you find the mean with an even set of data?
V. Test Prep
What is the range of the following set of data: 10,5,2,4
A. 5
B. 8
C. 6
D.1
Research Says:
Children
do not learn by
doing….They learn by
thinking, discussing, and
reflecting on what they have
done.-William Speer(NCSM,
1997,II H-16)
The Workshop Model

The program Workshop Model offers a sense of relief to teachers
because it allows them to detect the areas where the students need
to improve. Students are offered the opportunity through
connections, mini lessons, work periods and closings to reach their
academic potential.

Workshops have been designed to benefit the students for a better
understanding using strategies that enhance their skills. The
workshops encourage the students to participate more with their
peers and teachers through discussing the words or problems
assigned to them and the strategies that are taught in the mini
lessons.
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By implementing workshop model in classrooms, students will learn
skills to their liking. They can enjoy learning from a hands on
experience than note taking form.
How do I set this up?
Students participate in three broad
areas:
 A mini lesson conducted by the teacher
 Activity Time
 Sharing Time
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How do I implement into the day?
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Mini-lesson on a specific reading/writing strategy or math
objective that the teacher has noticed is needed by the
majority of the group.(5-10 minutes) It is important to
model what is expected in the activity.
Students participate in Activity Time. Students are
expected to respond and participate in peer and teacher
conferences. The students hold most of the decisionmaking power of responses. The teacher participates as
more of a coach or facilitator during the workshop
time.(20-25 minutes).
The workshop model is concluded with a Sharing
Session, where students share their results, written work
and ideas they have ome to during the workshop. 10
minutes).
Let me see this in action
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Mini lesson- Using data to create a bar graph.
 Activity: Students will create a bar graph with
given data. (Refer back to model for help as
needed) Teacher offers suggestions for
intervals and titles. Students take ownership
of activity.
 Sharing Session: Students are given the
opportunity to share the graphs, explaining
their thought process. Q & A is offered at this
time.
Let me see this in action Cont’d
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Mini-Lesson(10 mins): With students name features of nonfiction
books. Tell them that they are going to learn how to find the different
features in nonfiction books so you can put them to use while they are
reading.
Model for students: Pick a book with nonfiction text features. Think
aloud as you model how to use text features of a nonfiction book. With
sticky notes mark when you find a feature. Explain to students how this
feature can help them read this nonfiction book.
Activity(25 mins): See Activity 1 Options
When completed activity have students make an entry in their journal.
Journal Entry: Draw representations for each text feature in your journal
to refer to as you are reading non fiction books.
 Group Share (5 mins): Make a list to hang in the classroom of the text
features of non fiction books and how they help us read.
Questions??????
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Please see Dr. Carroll