Collaborate with a co-teacher and switch classes for Math/Reading. Allows you to specialize in one subject. One day have Math in morning, next day have Math in the afternoon, don't switch of Fridays. It's "math specializing not departmentalizing" because not ability grouping.
Guided Math
A.) Math warm-up/review
- spiral review standards taught or those needed for mastery
- Monday Money: id coins, tell amount and make different ways, piggy bank pic and number talk with a story problem
- Tuesday Time: demo clock, tell parts, tell time to the hour, match times to clocks
- What's my rule Wednesday: 3 numbers on board, must figure out what they have in common (all 2-digit numbers, odd, greater than 20, all in 5's column of 120's chart)
- Three on Thursday: you and partner write 3 problems on a board, trade with another group and solve - set guidelines, can't be greater than 20, must have + -
- Flappy Friday: have a flap of paper cover a shape, coin, or number, play 20 questions to figure out what's hidden
- OR
- spend 10 minutes doing a Number Talk
- OR
- Subitizing activity
- OR
- Fact Fluency
- establish the learning goal, be hands-on, think out loud, expect participation
- Conceptual: focus on big ideas and eduring understandings
- procedural: focus on how to do the math
- Strategic Competence: teach students how to use various strategies
- Reasoning: get students to think deeply about something, reason it out loud, and listen to others
- Guided Math (hands-on teacher time, not a worksheet)
- Word Problems (independent work, www.gregtang.com for problems)
- Fluency (partner work/Kagan strategies) - work to build strategy use, not just instant recall
- Math journals (interactive notebooks) & vocabulary (www.mathspellingcity.com, http://www.graniteschools.org/mathvocabulary/)
- Technology
Let the kids self-correct through their explanation. We need to allow kids to make errors and self-correct. We do it in Reading...it's a valuable tool! We often let go of basic number sense way too early and it holds students back for everything else because they aren't fluent in 5 and 10. It's like asking someone to teach a student a Level L book in Guided Reading when they are really a Level C reader. They have to learn letter sounds before they learn to blend them! The same applies to math, don't teach 2-digit addition regrouping in first grade!
Tier 1: at least 60 minutes of uninterrupted core instruction that includes small group differentiation
Tier 2: 15-30 minutes AVMR/intervention supplement in addition to Tier 1 (with progress monitoring data gathered)
Tier 3: 30 minutes Math Recovery; intense, targeted intervention
Focus on one of the 5 types of lessons: conceptual, procedural, strategic competence, reasoning, productive disposition
Small Group T.I.M.E.
T=teacher
I=independent
M=manipulatives
E=explore
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