1 / 0

Region 1 (Kindergarten to Grade 4) June 19, 2012

Region 1 (Kindergarten to Grade 4) June 19, 2012. Agenda: Part 1: Assessing and Developing Key Fluencies Implications for SRBI Part 2: Break Out Sessions: K-2 Components of Math 3-4 Unit Planning Process. Brennan Glasgow Glasgowb@region10ct.org. Jill Vannini Vanninij@region10ct.org.

cian
Télécharger la présentation

Region 1 (Kindergarten to Grade 4) June 19, 2012

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Region 1 (Kindergarten to Grade 4)June 19, 2012 Agenda: Part 1: Assessing and Developing Key Fluencies Implications for SRBI Part 2:Break Out Sessions: K-2 Components of Math 3-4 Unit Planning Process Brennan Glasgow Glasgowb@region10ct.org Jill Vannini Vanninij@region10ct.org
  2. Common Core State Standards K-12 Mathematics Learning Progressions http://education.ohio.gov/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1704&ContentID=83475&Content=102764
  3. Priorities in Mathematics http://commoncoretools.wordpress.com/
  4. KeyFluencies http://commoncoretools.wordpress.com/
  5. Computational Fluency What is your definition of computational fluency?
  6. Assessing Fluency – A Few ExamplesA key point is that we are assessing more than naked number arithmetic. Want to make sure students understand, not just that they are getting the right answer. Kindergarten Assessment Items – Unit 1 - Counting and Matching Numerals 0 – 5 with Comparing Test Mode: Administer one on one  Rote Count Teacher: Count out loud starting at 1 and count as high as you can. Record highest number student accurately counts to. Ex: Child counts from 1-15 accurately, then skips 16. Stop student and record last correct number stated.
  7. Kindergarten Assessment Items Unit 2 - Counting and Matching Numerals 6 – 10 with Comparing Match Numerals Preparation: In advance, teacher puts out groups of objects (ex: counters, unifix cubes or bears) and numeral cards 0-10. Objects should be arranged in groups of 3, 5, 8 and 10. Teacher: Give students the shuffled set of numeral cards. Count each group. Put the matching numeral card next to each set. Observe and record ( or - ) if student correctly matches all four sets.
  8. Kindergarten Assessment Items Unit 4 - Fluency with Addition and Subtraction within 5 There are 5 apples in a bowl. Some apples are red. Some apples are green. How many of each color apple could be in the bowl? ___ red apples ___ green apples Find a different answer. ___ red apples ___ green apples
  9. Grade 1 - Assessment Items Unit 4 - Exploring Addition and Subtraction within 100 Mrs. Jones needs 42 cupcakes for the class picnic. She has 32 cupcakes. How many more cupcakes does she need to buy? This is how Joe found the answer to 29 + 30 + 1. 29 + 30 + 1 = 30 + 30 = 60 What did Joe do to solve the problem? Constructed Response Write a number sentence and solve the problem. Use manipulatives (base-ten blocks, hundreds chart, number lines) or a drawing to show how to solve this problem.
  10. Grade 2 - Assessment Items Unit 3 - Fluency with Addition and Subtraction within 100 Solve the problem. 54 - 29 Show or explain how to find the answer two different ways. Write an equation for this problem. Solve the equation to find the answer. The teacher is 70 inches tall. The student is 47 inches tall. How much taller is the teacher than the student? Constructed Response
  11. Grade 2 - Assessment Items Unit 2 - Place Value to 1,000 Circle all the statements that are equal to this number. 823 a) 8 hundreds and 23 tens b) 823 ones c) 7 hundreds, 12 tens and 3 ones d) 82 tens and 3 ones e) 8 hundreds and 23 ones f) 7 hundreds and 23 tens What is another way to show 729? 700 + 2 + 90 700 + 20 + 9 70 + 200 + 9 7 + 20 + 900 Multiple Choice
  12. Developing an SRBI Plan Meet as grade level teams and sketch out a plan for what will be assessed at each grade level as well as how it will be assessed. How will progress monitoring occur? What types of interventions are you envisioning? When will they happen?
  13. Implications for SRBI Region 10 Plan What should we intervene for in the fall of each grade level? Kindergarten = Counting with 1 to 1 First Grade = Fluency to 5 Second Grade = Fluency to 10 Third Grade = Fluency to 20 and Addition and Subtraction to 100 Fourth Grade =Multi-digit Addition and Subtraction Multiplication and Division Fluency (to 100) and Naming Fractions
  14. Resources for Assessing Fluency and Number Sense Assessing Math Concepts (Kathy Richardson) http://www.mathperspectives.com/intervention.html Math Solutions (Marilyn Burns) http://www.mathsolutions.com/index.cfm?page=wp10&crid=553 Xtra Math – Basic Facts https://www.xtramath.org/ Math Reasoning Inventory – Whole Numbers Decimals Fractions https://www.mathreasoninginventory.com/
  15. Using Assessment to Inform Planning Using Progress Monitoring to Choose Number Talks Show Clip from Sherry Parrish resource Using Assessment to Choose Stations Using Assessment to form Ability Based Groups (Guided Math) K-2 Pulled Groups during Center Time Grade 3 (Kathy/Dawn) Ability Grouped 2X a week
  16. Part 2: Planning This is different for Early Elementary (K-2) and Upper Elementary (3 and up) for us.
  17. Grade Level 2.NBT (code) Domain Standard 2.NBT.1 (code) Cluster Format of Pre-K-8 Standards
  18. The State has created a scope and sequence for each grade level (K-8) It is not a required scope and sequence, but you may want to review it as you make transition plans. I think it is as interesting for what is not included as much as for what is included.
  19. Early Elementary (K-2) We have decided not to include all the units the state is suggesting in our math time. We have also decided to try and see these grade bands as fluid. A child could be in Kindergarten and working on fluency within 20, if based on assessment that is deemed appropriate. We want to be as student-centered as possible in these early grades because numeracy is just emerging and that process happens at different times for different children.
  20. Components of the K-2 Program Morning Meeting Routines Calendar Graph of the Week Number Talks Problem of the Day Station or Center Work
  21. Early Elementary (K-2) Components of the Region 10 program and how they address CCSS
  22. Practice Standards Teaching through Problems (Tasks) This is an area that we can get started on across all the grade levels right now. Problem solving is not limited to any specific content, so you can teach problem solving no matter what units you decide to teach during the transition from the CMT to the CCSS.
  23. Mathematically Proficient Students Will… Adapted from Inside Mathematics
  24. Standards for Mathematical Practice 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others Reasoning and explaining Overarching habits of mind of a productive mathematical thinker. 4. Model with mathematics 5. Use appropriate tools strategically Make sense of problems and persevere in solving them 6. Attend to precision Modeling and using tools 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning Seeing structure and generalizing
  25. Connecting the Practices to the Content Math content standards describe what students should understand and be able to do. Math practices describe ways in which students should interact with mathematics. Curricula, assessment and professional development should be focused on connecting the mathematical practices and the content standards. (CCSS p. 8)
  26. Breakout Sessions K-2 Tasks Number Talks Writing Problems (CCSS Problem Structures) Stations or Centers for Assessed Skills Counting Early Number Relationships Fact Fluency Multi-digit Fluency
  27. Breakout Sessions 3-4 Tasks Unit Planning Identify Concepts and Skills by Unit Plan a problem based task per unit Possible resources: Math Forum, Exemplars, etc
  28. Smarter Balanced Test Specifications You can get a better sense of what the CCSS test is going to look like if you visit the web site and view the test specifications.
  29. Resources: Common Core State Standards Home Page: http://www.corestandards.org/the-standards/mathematics Inside Math: This site has videos of teachers using problem based lessons. http://www.insidemathematics.org/index.php/common-core-standards Illustrative Math Project – Another way to look at the Standards. Is more compact so some people like this organization better. http://illustrativemathematics.org/standards/k8 CT State Department of Education: http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320872 Sandra Alberti, Common Core Video http://vimeo.com/31443663
More Related