DRAFT..... Look Fors During Math Workshop for Grades 1 . DRAFT (NOTE: Does not include Math Review & Mental Math) Teacher Grade Date Time Observer Oi every student is purposively included in the learning. (ie. ELL, Sped, each racial group, reluctant learners, accelerated, etc.) Explain a E) PART 2: With flex group students, the teacher is i. working with a small group of 4-6 students with at least 2 flex groups per day. |. working on the high priority benchmark assigned to unit. i. intentionally striving for each student to reach grade level benchmark. using manipulatives and math notebooks to enhance learning, /. providing guided practices, modeling, think-a-loud, etc. |. listening to all students in the flex group as each student explains their thinking. (This often means there will be more student talk then teacher talk.) ‘monitoring student progress and giving academic feedback to guide student learning. ‘checking student's understanding on the skill frequently and adjusting their flex group teaching accordingly. ~. working with a group for 10 minutes or less. keeping a simple log or record of student learning for each student in flex group F) PART 2: Task Board and Students Not in Flex Group with Teacher E “(mark with either: al, most, some, few, of no evidence) TG |. Task board is posted and students can follow without teacher direction. |. Task board and groups are organized for the unit based on the pre-assessment data from the high priority benchmark. |. High Priority Benchmark is posted for Part 2. /. Students are sustaining independent work without direct teacher involvement. /. Students are recording their work in a math notebook and reflecting on their learning. ‘Tasks are differentiated based on student needs and student data. ‘Available tasks on task board aligned to high priority benchmark. Number Sense Activities Journals / Practice computer / Technology O other D_Everyday Math Games