Guided Math in Action - Chapter 9

I can not believe we are at the end of our book study! I am so excited to implement Math Workshop and Guided Math into my math block this year, I can hardly stand it. Seriously!

I went to my room yesterday, and I came home excited! Oh,  the possibilities of a new school year... 

I report back on the 18th, kiddos come on the 21st. And because I was the K-2 music teacher last year (in addition to teaching 2nd), I already "know" my kids. It is going to be amazing!

Okay, on with the study!

I'm not going to summarize much here because it is only fair that you buy the book for this chapter! There is so much detail and the lesson plans shared to start math workshop are very thorough-- your focus questions, enduring understandings, skills, assessments, and activities are all laid out for you.

I will share a few quotes.

"Rolling out the first 20 days of math workshop in your own classroom will take time, persistence, and consistency (pg. 117)."

"Taking the time to establish the routines is well worth the energy and the effort (pg. 117)."

These two are a good reminder to take the time needed to train kiddos on how you want math workshop to run! I know this from Daily 5, but I admit sometimes I want to "move on" and get to the "meatier" teaching. Don't do it! Be patient! 

I'm yelling at myself here in case you weren't sure. :-)

"Math workshop is always a work in progress...evaluate your workshop...reflect on what went really well and what you will do differently (pg. 134)."

Reflect, reflect, reflect! I am really going to try and do a better job of writing my reflections this year. In the past, it has mostly been in my head. Then the next year, I'm thinking, I didn't like something about this lesson...What was it?

1

I have already been hard at work preparing for math workshop. I've got my math groups binder ready. An initial assessment plan to guide me in grouping the kids for the first unit. I have gathered some games I will be using and put thought into the actual schedule.

I've yet to set up my small group area with my math tool kit...MUST DO! My small group area has been traditionally for reading groups, so I have a lot of reading resources at hand. I'll need to somehow organize my math things back there as well.

I also need to finalize my workstations and get a rotation board planned out. Still trying to find space for that one!

2

The main thing I will be doing is transferring the training that happens for Daily 5 to math workshop. I'll be making a lot of anchor charts about the way I want workshop to run, look, and sound. I'll be doing a lot of modeling!

Okay, got to go. I'm going with the youth department from our church to Worlds of Fun today. I'm sure I will have "worlds of fun" and maybe even ride a roller coaster or two! :-)

If you missed the previous chapters (and you might have because I've been forgetting to link up!), you can see them by clicking below.

Chapters 1 and 2

Chapters 3 and 4

Chapter 5

Chapter 6

Chapter 7

Chapter 8

Are you going to use Guided Math and/or Math Workshop this year?

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Guided Math in Action - Chapter 8

Welcome back for our Guided Math in Action book study! 

Let's jump right in, shall we?



Warning! This chapter is all about centers--which don't exactly get me excited.

I will say that Dr. Nicki gives lots of ideas on how to set-up meaningful centers that don't require alot of extra work for the teacher. She also talks about using share time and reflection sheets to make students accountable for their center work (teacher time and accountability are two of my biggest complaints about centers).

As she says, "The real challenge is to make sure everyone is meaningfully engaged so that the teacher can teach the guided math group (pg. 99)."

I have more confidence that this can happen after using Daily 5 the last couple of years. Remember my Will Daily 5 Work for Me? post? I was a bit of a skeptic!

Dr. Nicki discusses seven "must-have" centers.

1. Basic Fact Center

2. Hot Topics Review Center

3. Geometry Center

4. Word Problem Center

5. Math Poem Center

I admit I don't really "get" this one, so I'm anxious to see what others think about it.

6. Math Journal Center

7. Math Vocabulary Center

I've already been doing some thinking about how guided math will look in my room. Some of the "centers" I plan to incorporate are Ipads, math interactive journals, games (especially these from Amanda Madden), and Mountain Math (love Mountain Math and Language - it is kind of a hot topics review all year long).

1

I can honestly say that even without the guided math structure in place, I gave my students opportunities to practice individually, in pairs, and in groups. I'm a big believer in varying my learning opportunities...not all kids like to work in groups (my son is a perfect example) so I've always tried to mix it up. My students also have shoulder buddies so I can easily let them work in pairs and they are part of a "color team" so I can let them work in groups.

2

Most of the time my students have to complete something that shows they have been working. I get a little antsy when there is no accountability. For example, using flash cards with a buddy. I really like the idea of having students share some of their work and/or reflect on what they did during guided math workstations!

That's it for chapter eight! Come back next Thursday for the final chapter!

If you missed the previous chapters, you can see them by clicking below.

Chapters 1 and 2

Chapters 3 and 4

Chapter 5

Chapter 6

Chapter 7

An InLinkz Link-up

Guided Math in Action - Chapter 7

Can you believe today is the last day of July???

I've been working feverishly to accomplish my summer goals. It seems like summer is slipping away--and I know it has already for some of you! CRAZY!

I'm glad you're back for the book study. We are closing in on this thing too...only two more chapters after this one!

Before we jump in to chapter seven, I played around with my lesson plan template. I started thinking that my whole group lesson would already be on my weekly lesson plans, so I didn't need to rewrite it on my math group plans. Instead I made a template that would work with one group for the entire week...saves some paper that way too! The other one is still available if you'd like it, click here. Click the picture to grab the new one.

This chapter takes a closer look at the five components that build mathematical proficiency. 

Conceptual Understanding - students know what they are doing on a conceptual level, requires we have a toolkit available with different manipulatives and tools

Procedural Fluency - students understand how to do mathematical procedures and know when and how to use them to solve problems

Strategic Competence* - students are able to solve problems and represent their thinking

Adaptive Reasoning* - students can think logically about math and they can explain and justify what they are doing

Mathematical Disposition - includes confidence, flexibility, perseverance, interest, inventiveness, appreciation, reflection, and monitoring

Now, forgive me as I climb up on my soap box(es).

*Strategic Competence - "Strategic competence stresses that students don't just go straight for the answer but rather look for a "pathway" to find the solution... (pg. 90)." 

I think it is great for us to teach students a variety of strategies and models to solve problems and give them opportunities to practice those strategies and models; however, as an adult mathematician I certainly don't try a bunch of models and strategies to solve problems. I have my favorites, and I use them. I expect my students will be the same way as they begin to develop problem-solving skills.

*In regards to adaptive reasoning, this is where I've seen the biggest complaints about the new Common Core math standards. It is as if some teachers are either not explaining this well to the students, who then are not able to explain it to their parents, or it is just completely misunderstood. 

I've actually had people say the new Common Core math standards are bad because it doesn't matter if kids have the wrong answer as long as they can show you how they did it. 

Um...what?

Someone is confused. 

I can't believe any teacher would congratulate the thinking process of a wrong answer and do nothing to guide the student to the correct answer. 

Instead, by having students show their thinking, we are able to understand where errors are taking place and help them correct it. Students "proving it" as discussed in the chapter are challenged to put their answers to the test. It does not mean we, as teachers, sit back and watch them conclude the wrong answer, congratulate them for their nice pictures, and send them on their merry way!

Climbing off my soap box now...so sorry!

1

Not enough! As I mentioned in the last chapter post, I sometimes felt that "concrete" step was a waste of time. Why? Because I understand math. I'm a numbers gal. However, after reading this book, I'm thinking about that conceptual understanding in a whole new way. I will definitely be doing more of this next year!

2

My students use a lot of numbers and pictures to model their thinking. I believe where I have lacked is in giving students a chance to share their thinking (in words). I'm looking forward to doing this in my guided math groups this year.

I'll leave you with my favorite quote from this chapter.

"Success breeds success and confidence (pg. 95)." 

Head on over to visit the girls at Adventures in Guided Math. They have some great freebies for you!

If you missed the previous chapters, you can see them by clicking below.

Chapters 1 and 2

Chapters 3 and 4

Chapter 5

Chapter 6

Guided Math in Action - Chapter 6

Good morning! 

I'm glad you came back for chapter six in our book study. I am learning so much through this study and reading all the posts from the other blogs. I hope you are enjoying it, too.

This chapter is all about the actual guided math lessons that we teach our groups. It is packed full of examples, planning sheets, and templates that were very helpful for this newbie. :-)

Dr. Nicki Newton gives eight things the teacher does during a guided math lesson.

1. Presents a brief mini-lesson.

2. Presents a focus for the meeting.

3. Outlines learning expectations.

4. Models or demonstrates the concept.

5. Allows discussion and practice.

6. Monitors the practice time and takes notes.

7. Brings students back together for a debrief.

8. Discusses their next steps (such as practice or homework).

My main take-away from this chapter is that I will need to use more detailed lesson plans for my groups! 

"Guided math lessons follow a particular protocol (pg. 76)."

This stuck out to me because the word protocol was used a lot in the Pathways to Reading training that I just attended. Protocol is important! We can't just pull some students back, throw a lesson together, and hope for the best. Our teaching needs to be very focused and intentional. 

1 and 2

I'll be starting guided math this year, so I haven't used any of those templates yet. 

All of my lesson plans were done on Planbook.com last year. Here's a picture:

Not very detailed, right? 

Even my reading is not detailed and I have reading groups! I knew how I would differentiate for each group (in my head and in group folders...), but after reading this chapter, it makes me want to get more detailed and intentional in my reading groups too. 

I loved using Planbook.com. If you aren't familiar with it, it is all online. The best features were the "bump" or "extend" options. It was so easy to make adjustments if needed. Not like my plans I used to make in Word tables...that were all marked up with arrows going everywhere by the end of the week. Then as I typed up the next week, I would have to copy and paste all those lessons that got "bumped" or "extended." I also liked color-coding things. In my plans above, green highlight meant it was in their workbook. Blue was for things that I needed to make sure I had copied for the week. It is only $12 per year.

I may continue to use it as I did last year and add a more detailed lesson plan for my groups (reading and math) on paper.

I took some of the ideas from the book and tried to come up with a lesson plan that I thought would work for me. I am planning to have three groups, but I went ahead and made one template with four. Click on the pictures to download if you would like!

 

3

I hadn't realized it until reading this chapter, but Saxon really does a good job of introducing concepts in a concrete way. Lessons then move on to the pictorial level, followed by the abstract level. I'm thinking specifically of how the curriculum introduces adding two digit numbers with dimes and pennies. For me (math-loving girl), it seemed a little confusing and like a waste of time. BUT some of my students really needed this concrete way of learning.

I'm so excited to do guided math this year! It will be so much easier to meet the needs of all my students.

See you back here on Thursday for Chapter 7 - Building Mathematical Proficiency!

If you missed the previous chapters, you can see them by clicking below.

Chapters 1 and 2

Chapters 3 and 4

Chapter 5

Guided Math in Action - Chapter 5

Welcome back for chapter five of our book study!

Before I jump into this chapter, Sarah and Courtney have big news from Dr. Nicki Newton. Check it out here!

Assessments! Oh my!

This chapter was all about having a balanced assessment plan in place. I especially enjoyed this chapter because one of my professional development goals this year is centered around data driven instruction. 

A couple of things that stood out to me:

"Often there is a discrepancy between what students think they know and what they actually know (pg. 55)"

Um...YES! My experience is only with first and second graders, but I have often found that some of my students over-estimate their understanding of a concept.

"Students need to know where they are and where they need to be and what the plan is to get there (pg. 55)."

This was actually said a lot in this chapter in several different ways! Why? Because it is so important! I found this last year when I did this with my struggling readers, they were much more motivated to practice and apply themselves during our small group time. 

Love the two sided folder idea (in fact had pinned this recently).

Math data folders were also mentioned. I had seen a post before the study began by Brittany at Excelling in Second (she's doing the study too) that had me thinking about data folders and what I would want to include in mine.

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Part of growth is admitting failure, right? Well, I have to say that I hadn't been doing ANY pre-assessments. This will be my fifth year teaching and I have always just followed my curriculum for math. I knew which lessons we didn't need to spend much time on or which ones I would need to supplement and extend, but no formal pre-assessments.

Ongoing assessments were also a weak area for me. In the way I structured the math block, finding time to conference with students and do oral assessments was a challenge. I'm excited about the math workshop approach and how it will free me up to do more of this.

Summative assessments, such as chapter tests, were done a lot at the beginning of the year. Saxon has a test every five lessons! I did them faithfully at first and then decided it was just too much "testing." I started doing the tests after every ten lessons instead. Now I can see that using those assessments in a different way might make more sense. As I mentioned in my last post, I'm still wrapping my head around how I will be able to use my curriculum with the guided math structure.

2

This is a little hard for me to answer right now because I need to really do some thinking about Saxon and guided math.

I know I will start doing pre-assessments!

I also know that I will start doing more ongoing assessments, such as anecdotals, checklists, and conferences.

As far as summative assessments, I definitely want to add in a self-reflection. It might take some training in order to get the kiddos to give an honest reflection, but I know it will help them to think about where they are (and where they are going).

I promise when I have this all figured out, I will definitely let you in on my more specific plan (though it will very likely evolve throughout the year)! ;-)

Thanks for stopping by! Please don't let me think I'm the only one who needs to work on this assessment thing. Leave me comments and suggestions below! 

In case you missed them, here are the links to the previous chapters.

Chapters 1 and 2

Chapters 3 and 4

I'll be back on Sunday with chapter six!

An InLinkz Link-up

Guided Math in Action - Chapters 3 and 4

Happy Sunday, friends!

I'm back for the next chapters in our book study.

 Remember I will be posting on Thursdays and Sundays...now if only I could remember that! Did you notice I posted too early last time??? If you missed that one (chapters 1 and 2) click here.

Chapter 3 (my thoughts)

Practice, practice, practice. This chapter on managing the math workshop reminded me a lot of how I begin the Daily 5 each year. Expectations must be clear. Lots of modeling--desirable and less desirable behaviors. Dr. Nicki suggests spending the first four weeks of school practicing routines. 

The chapter also had a lot of good thoughts and examples on organizing the workshop. I especially loved this quote from page 35, "Staying organized is going to help you keep your sanity." 

1

I don't have a teacher's toolkit, but I need one now! Ha! I spent time making sure I had all the necessary materials and manipulatives ready for my class each day. Most of them were centrally located on a shelf in my classroom, but I can see now that by organizing a toolkit I would actually save myself time.

2

My students do have toolkits. They have rulers, templates (with shapes and rulers on the side), base 10 blocks, coins, cards for card games, dice, whiteboards, markers and erasers. As I mentioned in the first post, all of these items were kept in team tubs and the students could access them at any time.

3

Establishing routines and expectations is hard work! I feel like the first couple of weeks of school that is all I do. 

I explain a lot. 

I model a lot. 

I have students explain a lot. 

I have students model a lot. 

Do you see the repetition? That is really what establishing routines and expectations is all about. We practice over and over again. 

I get to the point where I just want to teach already and feel like pulling my hair out. Anyone else?

Psst...this is when I miss my previous class the most. :-)

But I persevere, knowing that one day my class will be working like a well-oiled machine and I will stand back in awe of how independent my students have become.

Chapter 4 (my thoughts)

I really appreciated the opening to this chapter called Working with Everyone. Too often I think teachers either choose to or they are expected to work with the low kids and push the higher kids off to the side. It is just not fair! Maybe I'm more sensitive to this because I have two pretty smart kids and I don't want them to be pushed to the side. I want them to be benefit from their teacher's instruction and be challenged as well.

Dr. Nicki says, "All students need the teacher's attention at some point to push them to the next skill level (pg. 41)." She also cautions against having a teacher's assistant work with the same group all the time.

Forming groups (which should be flexible) should be based on math data that the teacher collects on each student. One example would be a pre-assessment as you move into a new unit. I'm definitely weak in the area of record keeping in math and will need to get a system in place so that I can group students and move them as needed. I'm looking forward to seeing ideas on this from those who have already started guided math.

"There is no one right way to schedule (pg. 43)."

"Create a system that you will use (pg. 45)."

Thank you, Dr. Nicki!

I love the freedom the above quotes give to teachers. Teaching is all about what works for you and your class. Sometimes I think we feel pressured to follow a certain structure or routine when it is really okay to "make it work for you."

1

Yes, but not consistently. Guided math here I come!

2

Very fluid. I normally pulled students who struggled with a particular skill or problem based on what I was observing (or grading).

3

Remember I said I was weak in this area... I keep math grades and test scores. I also keep a record of where the kids are on their facts practice. I don't keep notes on individual students (at least not on paper anyway). This is definitely a goal for me this year. I can see the value in getting to know my kids more mathematically and having records of where they are (and where they need to be).

Now I have started thinking...

How will I do this with my curriculum (SAXON)? Hmmm...

Anyone out there have suggestions for using a curriculum in a guided math structure? I'd love to hear it!

See you on Wednesday Thursday for chapter five! :-)

P.S. Look what I found on YouTube...Dr. Nicki Newton. Lots of goodies!

An InLinkz Link-up

Guided Math in Action - Chapters 1 and 2

It's here! It's here! 

Book study time! 

Let's get right to it, shall we?

Let me start with a little background. 

Since implementing Daily 5 in my reading instruction a couple years ago, I have wanted to find a way to incorporate small group into my math block. 

The struggle I have had is time. My math block is shorter than my reading block, and it was difficult for me to envision taking the time to teach lessons in the small group format.

Instead I did what I called math rotations. I did a whole group lesson, followed by three rotations. 

1. Math page

2. Mountain Math/Mountain Language

3. Facts Practice (computer and/or game with partner)

It was helpful in that I had only a small group of kiddos needing assistance with their math practice page at any given time. I wasn't stretched as thin. Instead of 20 kids working on the page at one time, there may have been 6 or 7.

However, I knew it could be better. 

Last year was my first year in second grade, and it was plain to see that the range of math understanding and ability among my kiddos was HUGE. I had some kids struggle to master their basic addition facts, while others moved into division facts.

I knew I had to make a change for next year...and here we are.

Chapter One (my thoughts)

"You get to invite each student to a front-row seat--as a participant, not a spectator (pg. 3)"

I don't want my kiddos to be spectators. I want them engaged and in on the action. I know that too often in whole-group, I lose them no matter how hard I try...

"Guided math allows you to meet students where they are so you can take them where they need to go (pg. 9)."

"...students work on "just right" problems in their zone of proximal development...not too easy or too hard but 'just right'...just enough of a reach that students learn from each new mathematical encounter (pg. 7)."

Reflecting on this year, I know that some of my kiddos were just stretched too far. They became frustrated and in turn did not enjoy math. :-( They needed more time building conceptual understanding of numbers and concepts. On the flip side, there were also those students who could have been challenged more. This is what excites me about implementing small group instruction into my math block. 

Okay, on to the discussion questions:

1

I completely agree that we need to find ways to "reach and teach all students." I try to use a variety of teaching strategies in my room, but it was good to be reminded not to rely too heavily on the strategies that I like the best or am most comfortable with. 

REFLECTING is key. What is working? What is not working? Get out of our comfort zones and devise new and engaging ways to teach!

2

Promoting perseverance was probably a weak point for me. I tried to be their biggest cheerleader and convince them that math was fun and they were smarter than they realized. 

However, the book suggests on page 11, "Children are taught to acknowledge and work through frustrating moments while learning to become confident mathematicians." I wasn't very good at the acknowledging part. Instead I would skip right to cheering them on and ignoring somewhat (ouch! - that hurts to admit) that it was difficult for them.

Chapter Two (my thoughts)

My biggest takeaway from this chapter had to do with building a sense of community. I want my students to feel safe sharing their thoughts about math (and everything else). I like the idea of students learning to defend their thinking and challenge the thinking of others. I want to remember to use the phrases "prove it" or "show me what you know."

I'm very excited to use number talks and math energizers to get my little mathematicians thinking and talking about math. A number talk is a short talk about numbers usually focused on strategies. Students share ways to solve problems and model them. A math energizer is a short game that builds fluency and automaticity.

"Never skip the share period (pg. 25)."

I know I need to do a better job of incorporating a share. The share happens at the end of the workshop and while students discuss their thinking, I will be able to make sure they leave with some specific takeaways.

Last year was my first year having what I called "Team Tubs." I had four color teams and they each had a tub with math tools and manipulatives. I loved that the whole class didn't have to wait in line when they needed to get their math tools.

I also had one area designated for my math anchor charts and/or things that I wanted them to be able to refer back to. This year I'm planning to incorporate a math journal/notebook and want it to be a useful tool for them.

If I observed someone doing exceptional thinking, I would often have them share. However, I can see the value in allowing a time for all students to share their strategies and thinking. I will definitely be working on this and attempting to do a better job building a community that is comfortable sharing and questioning their thinking.

I'm sorry that this was such a long post! 

If you've stuck with me, please comment and let me know your thoughts on the chapters and/or how your math block is run.

How do you build a sense of community in your classroom? 

I'd love to hear from you!

An InLinkz Link-up

Hooray! It's Starting! A Guided Math in Action Book Study

I just love a good book study. In fact, some of you may have been following us when we got involved in the Daily 5 book study a couple of summers ago. That study transformed the way I teach reading, and I'm hoping I'll be able to say the same about this next book study (only about my teaching of math).

I've joined Courtney and Sarah over at Guided Math Adventures for their book study. We're going to take a close look at Guided Math in Action by Nicki Newton over the next few weeks.

I'll admit I cheated...I've been reading ahead.

Shhh! Don't tell!

I ordered my book on Amazon and had it in less than a week (even with the free shipping option). I just had to start reading and I can't wait to get in on the great discussion that I know is going to surround this book on some fantastic blogs. You can see who all it participating down below.

Here's a peek at the schedule:

You'll notice the schedule is set to post on Sundays and Wednesdays. Since we do Wisdom for Wednesday on our blog, my posting days will be Sundays and Thursdays.

It is not too late for you to get your copy and participate along with me! A book study is only good when there is lots of discussion and opportunities to really challenge our thinking. 

I hope you'll follow along with me and comment, comment, comment to make the most of it!

An InLinkz Link-up