1. Boot Camp Spring 2015

2.  Choose a class and complete a Context for Learning for this class. (It can be the same class as the literacy tasks, but YOU MUST CREATE a new form to Submit. You can copy and paste).  Identify a learning segment and a central focus in math. (You Cooperating teacher can teach the unit and you will cite his/her lessons on the form).  Identify a central focus along with the content standards and objectives taught in the segment and assessed in the task. The central focus should support students to develop conceptual understanding, procedural fluency and mathematical reasoning/problem solving.

3.  Develop or adapt a formative assessment to deliver to the whole class.  Collect and analyze work for the whole class. (You will need to cite all the students in the class scores from the assessment).  Identify a targeted learning objective/goal.  Design a re-engagement lesson.  Teach the re-engagement lesson.  Collect and submit work samples.  Evaluate the effectiveness of the re- engagement lesson.

4.  comprehension of mathematical concepts, operations, and relations, allows a student to apply and possibly adapt some acquired mathematical ideas to new situations.  Example: the use of zeros with place value problems is simple, but critical for understanding. "What is 20 + 70?" A student who can effectively explain the mathematics might say, "20 is 2 tens and 70 is 7 tens. So, 2 tens and 7 tens is 9 tens. 9 tens is the same as 90."

5.  refers to knowledge of procedures, knowledge of when and how to use them appropriately, and skill in performing them flexibly, accurately, and efficiently. Students must know when, as opposed to just how, to use a procedure. And they must not only be able to perform procedures accurately, but also flexibly and efficiently.  Example: performing basic computations with whole numbers (6+7, 17–9, 8×4, and so on) without always having to refer to tables or other aids.

6.  Mathematical reasoning provides opportunities for students to develop and express insights about the mathematical competencies that they are developing.  Problem solving allows students to draw on the competencies that they are developing to engage in a task for which the solution is not known.

7. Context for LearningStudent Mathematical work samples Learning Segment Overview Examples of student work from the re- engagement lesson Mathematics assessment Mathematics Assessment Commentary Evaluation criteria

8. Assessment Commentary (Part G) Context for Learning (Part A) Learning Segment Overview (Part B) Student work samples from re-engagement lesson (Part F) Mathematical Assessment (Part C ) Evaluation Criteria for Math Assessment (Part D ) Student Work samples from Assessment for Learning Segment (Part E)

9.  Briefly describe the instruction preceding the assessment using the Elementary Mathematics Learning Segment Overview (no more than 2 pages).  Develop the assessment: the assessment should provide opportunities for students to demonstrate: conceptual understanding computational/procedural fluency mathematical reasoning/problem-solving skills

10.  Define the evaluation criteria you will use to analyze student learning related to the mathematical understanding.(Possible Rubric)  Collect and analyze student work Summarize student learning in graphic (chart or table) or narrative form to identify patterns of learning within and across learners in the class.(Possible Excel Spreadsheet)  Select and submit 3 work samples that demonstrate an area of struggle identified in your analysis and analyze the errors or misconceptions related to the struggle

11.  Re-engagement lesson should include: Content Standards/Practice Standards Learning Objectives/Learning Targets Modeling Guided Practice Representations/Manipulatives Opportunities for students to practice and/or work Opportunities for students to demonstrate understanding during and after lesson Monitoring, evaluating and analyzing student work and understanding Reflecting on the lesson – how it impacted student learning, mathematical understanding how it addressed misconceptions

12. 1. Analyzing Student Learning—Whole Class 2. Analyzing Student Learning—3 Focus Students (See Pages 43-44 in Handbook) 3. Developing Students’ Mathematical Understanding a. Based on your analysis of the focus students’ work samples, write a targeted learning objective/goal for the students related to the area of struggle.

13. 3b. Describe the re-engagement lesson. Your description should include: targeted learning objective/goal from prompt 3a Math Content and Practice Standards strategies and learning tasks to re-engage students (including what you and the students will be doing) representations and other instructional resources/materials used to re-engage students in learning assessments for monitoring student learning 4. Analyzing Teaching (See Pages 45 in Handbook)