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Date: __12-18-14____ Grade Level: _1______ Content Area: __Math______ Focus Subgroup: Intensive__
Step 1: Collect and Chart Data Gave initial math assessment to all first grade students
Add and subtract with pictureWord ProblemWord Problem with unknownAdd and subtract to 10Jenn74%85%74%74%Jen72%86%54%70%Norma55%71%56%56%Crystal42%64%55%64%
Step 2: Analyze Data and Prioritize Needs
Strengths in noted in your data levels:
The following data is reflective of three months of instruction.
Word problems are a strength. ESOL classes scored above the 70th percentile in addition and subtraction with a picture. 3 out of 4 of the 1st grade classes scored above the 70th percentile in word problems. What are we doing that is successful?
Students were given instruction on using mathematical representations to explain their thinking in word problems and equations. Students were given instruction in using multiple strategies to solve problems (number line, manipulatives, counting on, renke renke, etc.). Students were asked to explain their thinking around the strategy they used. Student data was used to reflect on learning and analyze mistakes and stuck points to better understand the strategies and explain their thinking. Urgent needs in order to raise student achievement:
Number sense
Addition fluency
Subtraction fluency
What do we still need to do now?
Re-teaching of number sense and addition and subtraction fluency.
Flexible grouping of students in math.
Questions: Can we use STAR math assessment to collect data on students?
Our MOST urgent need to raise student achievement is:
Number sense, counting to 20, decomposing numbers, basic addition skills
Step 3: Create/Select a Common Formative Assessment
Determine a CFA that can measure intensive students progress on the most urgent need, as a pre and post-test, to be administered prior to the next GAT Summit.
See attached CFA
Our next GAT Summit is on Feb 12, 2015
Give pre-test of CFA by Jan 7, 2015
Give post-test of CFA by Feb 10, 2015
Step 4: Set SMART Goal (based on pre and post of CFA)
The percentage of intensive \ students scoring ______50% _______ in adding and subtracting with a missing addend in word problems (most urgent need) will increase from 50 % to 75% by February 11, 2015 (date), as measured by STAR Customized Data (CFA).
Step 5: Select Common Instructional Strategies and Step 6: Determine Results Indicators
To help students learn the most urgent need, we will collaboratively implement the following research based, high leverage instructional strategies:
Instructional Strategy #1: Re-teaching using manipulatives
What will the teacher do to instruct students using the common instructional strategies?What will the students do and produce?Day 1: Model strategy of solving basic addition and subtraction using manipulatives.
Model a 2nd problem with students having manipulatives in their hands (guided practice)
Day 2: Model strategy of solving basic addition and subtraction using manipulatives (guided practice)
Day 3: Model strategy of solving basic addition and subtraction using manipulatives (guided practice)
Day 4: Model strategy of solving basic addition and subtraction using manipulatives (guided practice)
Independent practice using manipulatives
Day 5: Model strategy of solving basic addition and subtraction using manipulatives (guided practice)
Independent practice using manipulatives
Give exit ticket to students
Reflect on exit ticket and reteach as needed using the above process.
Students will practice solving basic addition and subtraction using manipulatives.
Students will show evidence of learning by using independent practice and teacher observation.
Students will complete an exit ticket to show evidence of growth.
Instructional Strategy #2: Using the first grade word problem rubric (student and teacher) to evaluate an answer to a story problem.
What will the teacher do to instruct students using the common instructional strategies?What will the students do and produce?Day 1: Model solving word problems with an unknown addend using students as part of the story problem.
Model the process of drawing a mathematical representation that matches the story problem and then writing an equation that matches the drawing.
Model using the rubric to check work and use the sentence frames to explain thinking.
Day 2: Model solving word problems with an unknown addend using manipulatives to solve the story problem.
Model the process of drawing a mathematical representation that matches the story problem and then writing an equation that matches the drawing.
Model using the rubric to check work and use the sentence frames to explain thinking.
Collaboratively solve a word problem with an unknown addend using manipulatives.
Model the process of drawing a mathematical representation that matches the story problem and then writing an equation that matches the drawing.
Model using the rubric to check work and use the sentence frames to explain thinking.
Day 3: Collaboratively solve a word problem with an unknown addend using manipulatives.
Model/guide the process of drawing a mathematical representation that matches the story problem then writing an equation that matches the drawing. Students will work in pairs with one student having the manipulatives and the other will have a white board to create the mathematical representation on their personal white boards.
Model using the rubric to check work and use the sentence frames to explain thinking.
Day 4: Collaboratively solve a word problem with an unknown addend using manipulatives.
Model/guide the process of drawing a mathematical representation that matches the story problem then writing an equation that matches the drawing. Students will work in pairs with one student having the manipulatives and the other will have a white board to create the mathematical representation on their personal white boards.
Model using the rubric to check work and use the sentence frames to explain thinking.
Day 5: Collaboratively solve a word problem with an unknown addend using manipulatives.
Model/guide the process of drawing a mathematical representation that matches the story problem then writing an equation that matches the drawing. Students will work in pairs with one student having the manipulatives and the other will have a white board to create the mathematical representation on their personal white boards.
Model using the rubric to check work and use the sentence frames to explain thinking.
Students will be placed in pairs to collaboratively solve a word problem using the above process. Pairs will present their solutions to the class and rubric will be used to evaluate solutions.
Day 6 and Beyond: Teachers will continue the process of modeling/guiding students to solve word problems using manipulatives, mathematical representations, equations, student rubrics, and explaining their thinking.
As students show readiness (based on independent practice and exit tickets), students will practice explaining their answers using sentence frames and oracy activities such as tea party, lines of communication, and a/b partner talk.
Students will participate in modeling of the word problem by being actors in the Math Story Time Theater
Students will participate in using the rubric to check work and will help create sentences to explain their thinking.
Students will participate in modeling solving a word problem by counting manipulatives and helping to draw the mathematical representation of the word problem.
They will also participate in creating the equation.
Students will read the rubric and refer to the solution modeled to check that all parts of the rubric are complete and accurate.
Students will have manipulatives in their hands. As process is modeled, students will solve using their manipulatives.
Students will again participate in creating a mathematical representation and equation that matches the story problem.
Students will participate in reading and checking the word problem using the student rubric.
Students will work in pairs. One student will have a white board while the other student has manipulatives. Students will solve the word problem collaboratively as teacher guides/models the process.
Students will create a mathematical representation on their white boards that matches the manipulative representation their partner has created. Teacher will be modeling and guiding the process.
Students will evaluate their own work using the student rubric as teacher guides students to answer the questions on the rubric.
Follow the same process as above for day 4.
Students will use sentence frames and turn and talk to explain their thinking to another pair.
Follow the same process as day 4.
Students will be given a copy of the student rubric to evaluate their own work. As students share their solutions to the problems they will also share their rubric. Collaboratively, class will check both the student pairs work and their own evaluation on the student rubric.
Step 7: Reflections on the process and on student growth?
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