Grade 4 Action Planning Day with MH: March 2, 2012 Assessment Math: 21/45 can do multiplication 8/45 can

do division 36/45 can do addition 29/45 can do subtraction 34/45 can do perimeter with a grid 30/45 can do perimeter with #'s 22/45 can do word problems -have not taught multiplication/division since the first marking period -need to pull small groups based on data -problem based problems: don't always expect them to just solve a simple problem -plans showed what you did and what indicators were addressed, but it was really hard to see what was taught and what was learned (what do they know?) -need to focus on How do we know what they can do? -have we not included enough basic skills -need pointed assessment: I have taught this, here is what they know (do they have the skill and knowledge?) -we are missing assessments of combined skills that are taught over a period of time (How do we do that effectively?) -I don't know how to do this... can we work on that? (Use the big idea approach, understanding by design) -might need a template (map out long range) -each day is important... at the end of several days we need to know what they know -do I still need daily plans or do I just need a long range plan -Randi- many times I am writing plans the morning of, because I do not have a good understanding of exactly what needs to be -MH: UbD at elementary level (four operations: we want them to be able to do all four operations in solving word problems, this is how I will know (sense of assessment), then identify how we will get them there) -there is nothing wrong with the activity, it is the planning- how does it fit in the big picture with the end in mind -what are the Big Ideas and EU's from now until MSA and then focus on Less is More -10 days from now until MSA -what will we focus on... TEACH division, review multiplication, review subtraction, all needs to be in the context of word problems -I didn't teach the algorithm, I just taught the strategies: We have a decision to make. If they need to divide, we have to decide if teaching the algorithm will help them. It is our decision on HOW it is taught. -8:45 Started going over reading assessment (read passage and read aloud each question 1 response) -Main idea was evident, but need more text support -Need to mark up the text -Instructional efficiency- they can find the main idea, need to focus on evidence (restating is not evidence) -Text organization ?: cause and effect, main idea and detail, chronological, problem/solution -Some of them have a vague understanding of chronological order (may get one point on a BCR), using the beginning/middle/end idea -Jackie shared that there is a great text organization lesson used in fifth grade that could easily be

adapted -Character Traits: confusion between traits and feelings, missing the language, skipping the key word character trait, using personal experiences -Idea: Chart of traits -Instruction: Need to establish a difference between traits and feelings, inferences, teaching the vocabulary, using text support, start with themselves (what are my own personal character traits?) A Day in the Life of Ruby Williams -MH: as getting close to MSA, need to look at the ratio -during whole group time, there is not a lot of opportunity to make a connection to the big idea/EU -need to look at assessment piece (Need to teach and assess in nuggets of learning opportunities) -How might you respond : I am not challenging her enough, lack of accountability (it is entirely my fault), need to conference with her, I have not fixed it -how can we embed important learning skills, like text organization in the blogging time -the importance of reading independently- it should take priority over other choices in the rotation block A Day in the Life of Cheyenne -she did well in math, but needs purposeful partners -Julie described the math challenge lesson (5 multiplication problems, 1 addition problem, and 1 more multiplication problem) over 45 minutes (about 8 minutes per problem. MH- did they write to defend, capture thinking? Julie: they showed their work -discussion of time- could cause lack of engagement -could set goals with a timing piece (you have __ minutes to complete__) -Julie's response: need to tighten things up, use a timer, computer lab time needs tightened up with more checks on progress, MH- radical proposal: tighter/shorter quality activities in the time that we have ("time is our enemy") that are married to a definite exit activity. We want to assess OFTEN so we can respond to it instructionally MSA Meta-analyisis- drew conclusions on whole state data -what basic students likely cannot do (listed skills and compared them to the assessment data) -we might need to find some texts where the main idea is not as evident to get a good idea of their actual skill in this area -need to add text organization -we should focus on the FOUR areas that basic students cannot do from now until MSA Math- 7 areas -what should we focus on/emphasize in the next 10 days? -Julie: go back to addition/subtraction with regrouping, multiplication, (computation within word problems where they defend their thinking), embed many of these skills -Randi- 7 students cannot subtract (small group), division- whole group, focus more on multiplication and division, all through word problems -MH: caution- this was a one shot assessment, that was intentionally simple, so we need to be careful not to overplan based on one problem on one assessment -MH: we NEED to be sure we are assessing, need a differentiated warm up (could create a set of differentiated warm-ups) -should exit here with these warm-ups ready to go -math: 90 minutes times 10 days- 900 minutes of math- need to identify exactly how we will use each minute, with assessment -what are we going to learn from this 900 minute exercise that can teach us about our future practice -Reading: text evidence with main idea, text organization, where does main idea marathon fit -can you find more minutes in your day? (science block- Randi, add it to end of day- Julie) if we can find another 30, we will have 1200 minutes of math -come up with a standard way to teach math that will make it tighter for 10 days (whole group/small

group/independent) Strategic Stroll- Identify what you want us to do from 10:20-2:20 Lets target the next 7 days (create the assessment we will use at the end of the 7 days of instruction) Division Assessment: (about 35 minute assessment) Assessment limit of 3 by 1 with no remainder -3 problems (straight computation) -2 word problems (1 requires division, 1 requires multiplication) -4 problems that are solved for them- explain why they're correct (2 with words and no math, 2 with math and no words) -3 estimation problems (multiple choice) Prerequisite Skills: subtraction, multiplication, process of solving a problem, rules for divisibility, writing to defend in math, algorithm, conceptual knowledge, Peripheral: vocabulary, problem attack, simple expressions, March 5: Given a number (like 36) ask them to divide by 2, 3, 4, 5, 6 (in pairs) As the divisor gets bigger, what happens to the quotient? independent March 6: Give them several word problems and have them identify the expression (Explicitly teach steps 1-3 of the process chart), Rules of Divisibility using 2's, 5's, 10's with and without stuff March 7: Introduce Algorithm, word problems using all steps in process, expression vs equation March 8: Practice algorithm with word problems March 9: Practice algorithm, word problems, expression vs. equation March 12: Practice algorithm, word problems, check with estimation and multiplication March 13: Division Assessment March 14-16: Address the needs based on final assessment -Assessments were created!: There is no sense in doing them, if we are not learning from them. -A change in your practice is that there may need to be more direct instruction and less discovery learning. READING: (began discussing at 1:30) Giving as much attention to these three main focus areas. -text organization- Introduce the four ways of organization. Use one strong example of each type of text in GR. -text evidence- teach directly in GR with a passage. Generate a statement. Ex/ The main idea of this text is .... Find evidence to support or refute it. -character traits- Start Monday morning with a morning meeting - Introduce the concept of character traits. teach character traits from self first. Have a child cut out. Have them list their own traits. Play synonym/antonym game. Post people with lists of character traits. Might need a process to introduce a text to yourself. -Eastern created a process -Circle the title and spend 15 seconds in your own head. Write 3 words to describe what it might be about. -number the paragraphs -circle the text features -make a prediction of the purpose (entertain, persuade, inform)