Summer Literacy and Math Professional Learning
June 5-9, 2017
Day 3 – Empower Learners
Jill Gough (@jgough) and Becky Holden (@bholden86)
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
8:45 / 12:15 |
15 min | Norm and Purpose Setting Read Aloud – Giraffes Can’t Dance by Giles Andreae and Guy Parker-Rees (@worldofhappy) and (@Guyguyyug) |
9:00 / 12:30 |
45 min | Place Value vertical alignment game (Whose grade-level is it?) |
9:45 / 1:15 |
15 min | Conferring in Math (similarities and differences to R&W workshop) from Cathy Fosnot (@CTFosnot) |
10:00 / 1:30 |
60 min |
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Analyzing student work to practice conferring (critique the reasoning of others)
In other words, for each student can you write:
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11:00 / 2:30 |
15 min | Closing this session with purpose |
Resources:
- 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.