I can empower learners to reach for the next independent level in their learning.
Learning target and pathway:
UED: 8:45 – 11:15 / EED: 12:15 – 2:45
|15 min||Norm and Purpose Setting
Read Aloud – Giraffes Can’t Dance by
Giles Andreae and Guy Parker-Rees
(@worldofhappy) and (@Guyguyyug)
|45 min||Place Value vertical alignment game
(Whose grade-level is it?)
|15 min||Conferring in Math
(similarities and differences to R&W workshop)
from Cathy Fosnot (@CTFosnot)
|Analyzing student work to practice conferring
(critique the reasoning of others)
In other words, for each student can you write:
|15 min||Closing this session with purpose|
- Andreae, Giles, and Guy Parker-Rees. Giraffes Can’t Dance. New York: Scholastic, 2016. Print.
- Carpenter, Thomas P., Elizabeth Fennema, Megan Loef. Franke, Linda Levi, and Susan B. Empson. Children’s Mathematics: Cognitively Guided Instruction. Portsmouth, NH: Heinemann, 2015. Print.
- Fosnot, Catherine Twomey. Conferring with Young Mathematicians at Work: Making Moments Matter. New London, CT: New Perspectives on Learning, LLC, 2016. Print.
- McCallum, William. “Number & Operations in Base Ten.” Number & Operations in Base Ten | Common Core State Standards Initiative. N.p., n.d. Web. 01 June 2017.