1. *Please sit with your grade level

2. You will leave today with a clear picture of…  What Math Workshop looks like (review)  How to integrate the Common Core State Standards (CCSS) into your math instruction  How to use pre-assessments to group students for small group math instruction  How to differentiate for student need J-1

3.  Lesson planning based on student need within the standard.  Students grouped based on current skill level and taught to meet their ability.  Students are engaged at math workstations that reinforce standards.  Students work in small groups or one- on-one with the teacher B-1

4.  Opening & Mini-lesson: 10-20 minutes  Student workstations, Small Groups, Conferences/Interviews: 45-60 minutes  Share (Reflection/Journaling): 5-10 minutes B-2

5.  District Curriculum  Picture Books  Videos: › Polygon Song Polygon Song › Elapsed Time Elapsed Time  Songs/Chants  Interactive Lecture  Visual Prompts  21st-century technologies B-5

6. Targeted lessons that address one standard, but differentiated for each group 10-15 minutes with targeted group (most time with kids talking or demonstrating their knowledge) J-1

7. Reinforcing skills previously learned Might include Digital, Fluency, Vocabulary, Literacy, & Word Problems Work with Someone, Independent, or Small Group J-2

8.  What is the current structure of your math block?  Share with a partner what components of math workshop you have used, if any. B-5

9. 4-5 domains, with standards simplified into kid-friendly language J-4

10. “Not all of the content in a given grade is emphasized equally in the standards. Some clusters require greater emphasis than the others based on the depth of the ideas, the time that they take to master, and/or their importance to future mathematics or the demands of college and career readiness. In addition, an intense focus on the most critical material at each grade allows depth in learning, which is carried out through the Standards for Mathematical Practice.” -PARConline.org B-4

11.  Turn to your grade level partners and discuss the major clusters at your grade level.  How might this change your approach to teaching math and/or your year plan? J-4

12.  Using pre-assessments for flexible groupings: › Find a pre-assessment that matches what students should know at the end of the unit (QUICK!) › “Grade” each student, but pay careful attention to what concepts each student has and has not mastered › Group students with similar mathematical needs together J-5

13. B-3

14.  Students may not be doing exactly the same things at their workstations  Options can be given that would challenge any level of learner B-1

15.  Using the same worksheet: Students can show mastery in three, six, or nine problems.  Different worksheets: the same standard can be applied through variation. › Place value through: hundreds, thousands, or millions based on group need › Different modalities/multiple intelligences  Extensions and/or Remediation: You may need to go to another grade level standard to meet their needs. B-4

16.  Daily/Weekly problem solving is essential  Students need to express their reasoning in multiple ways  Contextualize and De-Contextualize  Three-Cycle Lesson Framework **Should be part of opening (Problem of the Day), mini-lesson, small group lessons, or workstations Abstract Pictorial Concrete B-4

17.  Three elements: speed and accuracy, flexibility, and efficiency  Fluency Energizers and Routines: › Build number sense › Build vocabulary › Build conceptual knowledge › Build mathematical modeling skills › Build procedural fluency › Build strategic competence › Build a strong mathematical disposition  Games can be used over and over, with differentiation options  Dr. Nicki Video: CCSS Second Grade Fluency Dr. Nicki Video: CCSS Second Grade Fluency J-7

18.  In what ways do you currently differentiate your students’ math learning?  How might you expand that in new ways we just discussed? J-5

19.  Can be the same assessment as pre- assessment OR different (but measures the same content)  Keep student pre- and post-assessments in a student portfolio to show growth and mastery  Should be administered at end of standard (unit), as well as end of the grading period J-3

20.  Materials should be easily acquired.  Transitions should be practiced and calm.  Portfolios can be used during student conferences.  Don’t reinvent the wheel! There are lots of resources out there.  Give yourself permission to take time to launch math workshop and build your math community.  Use Interactive Journals to monitor progress, reflections, build vocabulary, and give students resources throughout the year B-4

21.  Math Workstations are differentiated, standards-based, engaging activities that foster mathematical thinking.” -Dr. Newton -Dr. Newton J-5

23. Jenna Thoresen, 2 nd Grade, Briarwood thoresenj@issaquah.wednet.edu Betsy Sanford, 2 nd Grade, Maple Hills sanfordb@issaquah.wednet.edu