Weaving together Deeper Thinking, Application and A Math Workshop Model

Reading WorkshopMath Workshop

READING MINILESSON Brief (15-20 minutes) Direct instruction in reading to introduce or review concepts, model skills MATH MINILESSON Brief (5-20 minutes) Direct instruction in math to introduce or review concepts, model skills, and give instructions

INDEPENDENT READING Students read books or write on topics largely of their own choosing Strong emphasis on work that “makes sense” – reading books at student’s independent level, written response INDEPENDENT WORK ON MATHEMATICS Developmentally appropriate amount of time on task Elements of student choice Math is at a “just-right” (independent) level for students May include partner or small- group activities, problems, games and assignments for students to work on individually Extensions provided for after completion of independent (math games, explorations of manipulatives, fact practice, etc.)

GUIDED READING GROUPS Teachers work with small, fluid groups organized around a similar reading level or shared strategy need MATH GUIDED SMALL GROUP Students at a similar level; support math at slightly challenging end of the “just-right” range Work on a strategy, reinforce or reiterate a minilesson students didn’t get, or challenge a small group ready to move ahead

WORD STUDY Students work on spelling patterns, word recognition, vocabulary, phonics NUMBER STUDY Students work on exploring and studying patterns, basic facts, and computational strategies

CONFERRING IN READING Teachers sit alongside students as they work Teachers research and understand what students are working on through conversations Conferences inform instruction CONFERRING IN MATH Teachers sit alongside students as they work Ask questions to find out how a student is thinking about the math he/she is doing Conferences inform instruction Probe thinking to find out where there are misconceptions, gaps in understanding, deficient skills

READING / WRITING SHARE Workshops conclude by highlighting learning done by students during independent reading Share is more than an opportunity for students to be proud of what they have done – also teaching/learning opportunity Repeats the teaching point and gives students another chance to make sense of the day’s lesson MATH SHARE Share strategies throughout the Math workshop Moves learning forward by examining how students made use of strategies Gives students opportunity to get feedback from peers Student voices should dominate Responses welcome including requests for clarification, restating of what was said, an opinion, or an extension.

GroupMonTuesWedThursFri 1.Brad, Donte, Jayla, Ray, Telecia, Terrone XXXX 1.Tameshia, Jose, Carlos, Keon, Monica XXX 1.Luke, Rosa, Nori, James, Connor, Beth, Rodney XX 1.Quin, Maria, Min, Davisha, Derrianna, David, Ryan X

R- Read  Reread if necessary  Look for data & essential information I- Illustrate Data  Underline what the question is asking  Find all essential info  Highlight data C- Calculate  Plan & solve using a math operation, skill or concept  Show all of your work E- Evaluate  Double-check your work  Prove your answer is correct

What patterns do you see? What stayed the same? What changed? How did it change? How did knowing the answers to the first equation helps you figure out the answer to the next equation? Number String 36 ÷ 3 = 36 ÷ 6 = 18 ÷ 6 = 180 ÷ 6 = 180 ÷ 12 = 1800 ÷ 12 = 3600 ÷ 12 =

What did you notice? What patterns do you see? How can relationships from previous equations help you predict the product for the third equation? Number String 15 X 18 4 ½ X X ½ X 36

Students read at different levels of independence, so we offer them different texts. Students compute at different levels of independence, and we offer them the same numbers……

A group of volunteers planted 1440 tulip bulbs in the park. They planted 36 rows, with the same number of rows in each row. How many bulbs in each row did they plant? A group of volunteers planted _______ tulip bulbs in the park. They planted _____ rows, with the same number of rows in each row. How many bulbs in each row did they plant? A (80, 5) B (570,15) C (1,440; 36)

A mathematician, like a painter or a poet, is a maker of patterns. If his patterns are more permanent than theirs, it is because they are made with ideas. By Godfrey Harold Hardy A Mathematician’s Apology