Grade 4: Support
Grade 5 Support Agenda Day 2
Before the event:
Copy:
Agenda, EEMLA Interpretation Guide, Student Support Tracking Sheet, MDRs, Compatible Numbers, Substitute Claim Forms, Evaluation Forms,
Planning and Tracking for Students Not Yet Meeting Expectations in Mathematics,
Sample worthwhile tasks from gr5 curriculum, Venn diagram
Sample Data*
MDR PPT* Scale Scoring PPT*, Strategies to Support Differentiation PPT*,
*It may not be necessary to print all materials for teachers; they are available on DOE website for viewing.
Have on hand: index cards, container of pennies for each group, chart paper or SmartBoard
If possible, book a computer lab for teachers to work in so that the MDRs can be created electronically, should the teacher wish to do so. Teachers may elect to bring a labtop (or memory stick if work is done in a lab).
Manipulatives: counters
1. Have envelopes ready from last session and index cards for entrance cards.
2. Send out a memo asking participants to bring their curriculum document, Math Makes Sense and their CUM cards or EEMLA data and copies of gr 4 MDRs
3. Organize room to facilitate groups of 2, 3 and 4.
As participants enter the room, keeping only their personal belonging with them, have them sit in comfort pairs.
1. Agenda (5 min)
2. Review the norms (5 min)
Norms of the day:
Start on time, stop on time
Listen to one another
Be open to ideas
Be ready to participate
2. Math Development Records (MDRs) PPT (20 min)
Tracking sheets:
As a teacher you want to find a system that works for you. Can be for a unit – not necessarily every day. You need data to track support for these students. It is not about every unit or every day – it depends on what you are doing and how that student fits into the plan. Reflection… did it work? What is the evidence? The sample tracking forms are just that – samples. The teacher has to find something that works for her/him.
Share sample data and
i. Review trend they see
ii. Scores under 400 are highlighted and those under 300 are underlined
iii. briefly discuss possible uses of the data, i.e., unit planning (see Mathematics 5: A Support Resource)
3. Review of Class Data (EEMLA from Grade 4) (60 minutes)
Take note of highlighted strands/components where students not yet meeting (below 400) and those underlined (below 300.)
Begin planning / updating MDRs for students.
Classroom Observations (emphasize that these are only based on observations at this point in the school year Sept./Oct.)
a. Work habits, confidence, and attitude
- group brainstorm of possible comments
Observations of Student Learning
Important messages
- only recording observations on current performance (Sept./Oct.)
- your observations may not match EEMLA results
- comments must be SPECIFIC ( i.e. difficulty counting beyond 1000 or skip counting by 25s, etc. VS difficulty with counting)
Comments in Support Section
- explain the two sections
Other: current support being provided
Plans for additional support: predicting the strategies you will use for the other areas needing support
BREAK
4. Strategies to Support Differentiation PPT (90 minutes)
LUNCH
Entrance Card: what is one new differentiation strategy that you will try in your classroom this year? (10 minutes)
5. Planning Time: teachers work collaboratively to create their own MDRs and, as time permits, differentiated materials, including choice charts, open-ended questions and common tasks with multiple variations (90 minutes)
6. Reflection Sheet: review the reflection sheet passed out on Day 1. What observations can you make about your own practice? (10 min)
7. Evaluation and Substitute Claim Forms (10 min)
LIST OF REQUIRED FILES
1. Facilitators’ Notes
2. Agenda
3. Reflection Activity in envelopes from previous day
4. Compatible Numbers
5. 24 Activity (boxed cards rolled out from the DOE a couple of years ago)
6. Grade Level MDR forms
7. MDR Sample
8. Class Data sample
9. Early Elementary Mathematical Literacy Assessment – Class Tracking
10. PowerPoints
a. Math Development Record
b. Strategies for Differentiation
LIST OF REQUIRED MATERIALS
2. EEMLA Information
3. Good Questions, if available, and any other resources to support differentiation
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The objective of Day 2 is MDR development and the introduction of practical strategies to allow guided math groups and differentiation to operate smoothly.
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