- make subtle mathematical shifts in their thinking
- begin to see patterns & generalizations
- develop personal understandings of math concepts
- connect concepts to "real-life" examples
- "conditionalize" understand the conditions and purpose of an algorithm (as opposed to rote memorization)
What can I do you say:
- Question of the Day (QOD)
- Number of the Day (NOD)
- What comes Next?
- How did my family use math last night?
- ___________ makes me think of......
These are great, but when and how am I going to fit this in.... WITH EVERYTHING ELSE?!?!? You ask?
- it is BRIEF --L.S. suggests 20-30 min. at the start of the day (I know I panicked too!! But if you include the time the students are independently involved and the discussion time it could work!! Also, this could be a goal to work up to as your year evolves.)
- ALL students can participate...they are the PRIMARY contributors eventually
- DAILY repetition (promotes mathematical thinking)
- it can be used to introduce a concept, be a review, or a concept you are currently in
- nonthreatening task (generates mathematical communication)
Oh no!! Wait you said a discussion too?! Yes! This is crucial! You are able to do quick informal assessments of your students knowledge as well as misconceptions. The teacher will follow a gradual release of responsibility to the students from think-alouds (highest teacher support), to independent student analysis (lowest level of teacher support). The best part is that you will incorperate both oral and written mathematical (math journals) thoughts! And what student does not need more practice in these areas!!
A key word that stuck out at me when reading this chapter was "inferences or infer". OMG...light bulb moment! Again this goes back to how obvious things are in reading and guided reading but we forget when it comes to math. I would have never used that term but yes!! Thats what we do in math, so why not carry that skill over intentionally for our students.
Types of discussions:
Think-Alouds: Highest level of T support
- discusses the reason for choosing a specific graphic organizer
- share observations and inferences made
- model the use of relevant mathematical vocabulary
- records on chart paper for future reference
Guided: Moderate to high level of T support
- uses carefully crafted questions to guide discussion of observations and inferences from data
- occasionally rephrases students comments to model relevant mathematical vocabulary and concepts
- helps students consider the appropriateness of graphic representations
- records analysis on chart paper for future reference
Facilitated: Low to moderate level of T support
- poses open-ended questions to stimulate discussion by students
- ensures that discussions stay focused on observations, inferences, and choices of graphing representations
- analysis may be recorded on chart paper by students or teacher or in Math Journals
Independent: Lowest level of teacher support
- records observations, inferences, and choice of graphing representations by students in Math Journals before discussion
- Discussion of journal reflections primarily by students with T support (keep the focus or correct misconceptions)
As with a weekly possible guideline for Guided Math; Laney Sammons also gives a possible guideline for Morning Math Stretches:
Day of the week: Morning Stretch: Topic:
MONDAY NOD 180
TUESDAY What's Next? 1, 3, 9, 27, .......
WEDNESDAY How did my family How long to make
use math last night? dinner? (real life)
THURSDAY ____ makes me think of.... multiplication
use math last night? dinner? (real life)
THURSDAY ____ makes me think of.... multiplication
FRIDAY data collection QOD
I did start the year off with a QOD; sadly due to "everything else" we did not keep up with it. I kinda got board with it also. Now I can see how we can start each day off with something differnet and that I need to set it up for my students to eventually take over. I may also have said before that I started the year off with the Rise and Shine binder from Reagan Tunstall. This is amazing!! I loved how my students came in and got started. I do have bigger and better plans for it for next year--I did not utilize it as much as I could have. My goal is for my students to think of it as a go to resource for math.
This is an area that sad to say I have not put enough focus on. Defiantly thinking of what I can do next year to be more intentional.
FREEBIE-- this is a page that I created to add to our R&S binder:
I also used the Rise and Shine Binders from Reagan Tunstall last year in my first grade class. I created a Donor's Choose project to purchase all the supplies for them and did not actually begin the binders until about April. This means that my students did not really get the most out of them like I had envisioned. I am hoping that by beginning them in August, I will see greater improvement in my students morning routines. How did you incorporate them last year? Any tips you could share would be GREATLY appreciated!
ReplyDeleteThanks!
Caitlyn
caitlynann@gmail.com
I am in 2nd grade and I had them get them out in the morning and do a few pages. I then tried to go over them quickly after kids got back (we had our specials first thing in the morning) or at the start of math... But I just felt such a time crunch... They really took off with it; but as the year moved on I abandoned them for other morning activities.... I had some games too but they were a time management nightmare --I had them cut apart! I think I will just have them already cut out this year! I did not have a morning work section like she suggested but I am next year. I also create a page for them to use with the sight words I will email it to you. Any pages I created I ended up laminating and hole punching... It saved on page proctors.
DeleteI would love to share with you as the year progresses next year! Stay in touch!
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