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I would encourage Jessica to use the time when she has an assistant in the room to pull small groups for differentiated instruction and additional support. Jessica and the assistant could each pull a group during this time, or the assistant could circulate and help students who are working independently while Jessica is pulling groups.

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Sarah is a passionate elementary school teacher who has been teaching for five years. She has primarily taught in the lower elementary grades but recently transitioned to teaching fourth grade. Sarah has always enjoyed teaching math, but she finds herself feeling uncertain and lacking confidence in her knowledge of math content since moving to the new grade level. Sarah has come to you for help. Based on the article, what resources are available to help Sarah?

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Marvin is an experienced fifth-grade teacher who has been teaching for over a decade. He is deeply committed to his students' success and works tirelessly to create a supportive and engaging learning environment. However, Marvin has recently noticed a concerning trend in his classroom: many of his learners are struggling to keep up with grade-level content, as indicated by diagnostic assessments and ongoing formative assessments. What advice would you give Marvin?

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As someone new to fourth grade, Sarah could view the Unit Flow and

Progression video found in

the Teacher Toolbox to gain

an understanding of the skills

and concepts her students

will learn in upcoming lessons.

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After reading Case Study 2 of Marvin, I would suggest for Marvin to spend some extra days teaching the material. If need be, start from the ground up. For example, if you have a lesson on adding with unlike denominators, begin the lesson with what a fraction is, show visuals, start with adding with like denominators. From there, you can build multiples, which will lead to common denominators, and then you can finish with equivalent fractions. Many times, we just assume our students in front of us retain what was taught to them in the previous grade level, but realistically, between time that has passed, summer vacation, etc, they need to be completely retaught the concepts. In addition to rebuilding confidence and starting from the ground up, Marvin could create small groups throughout the week, which focus on weaknesses Marvin sees on the Diagnostic Assessment, as well as other formative assessments he sees in class. This extra practice will allow those students to build confidence and their skill level to feel more success in the classroom.

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I would advise Sarah to start with the Priority Topics Overview on Success Central. Then, at the start of each unit, she can view the Unit Flow and Progression video in the Teacher Toolbox, as well as the Lesson Progression in the Teacher's Guide. These resources will help her become more familiar with the 4th grade content that is new for her.

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Really get "prepared" for those rotational experiences. After the grade level instruction up front, prepare for the arrival of your extra hands, and utilize the skills that person brings. Tap into those support resources or enrichment activities, and allow your assistant to tackle those groups accordingly. Make sure you help them plan as well for what they will be handling content-wise prior to arrival to maximize those small group minutes.

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I would advise Marvin to take a look at his diagnostic results to help him find specifically where the gaps are in the learning of his current unit that he is teaching. After identifying these gaps, targeted small group instruciton to help reteach as well as targeted i-Ready lessons could be beneficial in helping students build a better foundation to help support the grade level content. 

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I would advise Marvin to take a look at his diagnostic results to help him find specifically where the gaps are in the learning of his current unit that he is teaching. After identifying these gaps, targeted small group instruciton to help reteach as well as targeted i-Ready lessons could be beneficial in helping students build a better foundation to help support the grade level content. 

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I would suggest that after whole group instruction, utilize math support in stations for differentiated instruction or flex groups to reinforce concepts or work on foundational skills if needed.

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Marvin should use the prerequisites report to identify which students need additional support and in which areas prior to instruction in that particular unit/lesson. This report shows teachers if students are showing success with certain skills, if they need some additional support, or if they need a full reteach of the skill. Each lesson also provides prerequisite lessons linked in (online) that you can use to "warm up" or introduce the lesson prior to starting. Review of prerequisite skills could show Marvin why students are struggling with 5th grade content.

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I was in the same boat as Sarah, being new to 4th grade this year but coming from a middle school background. I would recommend that Sarah set aside time at the beginning of each unit to meet with her grade level partner(s) or other resources in the district to go through the Priority Topics Overview and Unit Flow, as well as take a look through the lesson progression and take the assessment for herself. This will provide a wide overview of the content to be taught and provide her some context in which these lessons appear and are formatted for students. It will also provide insight to the prerequisite skills she can leverage for her students to ensure they are confident in the work they are doing together.

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I would suggest Marvin pull the reports from the diagnostic. Maybe the students are missing prerequisites skills that need to be revisited before the students work on the current skills. The instructional groupings would sort the class for Marvin and he can target specific skills and kids. I would use this in conjunction with the learning progressions.

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Since Sarah is a new fourth grade teacher, I would recommend her to watch the Unit Overview Videos prior to beginning each unit. Additionally, Sarah should spend some time engaging with the Unit Assessment prior to teaching the unit. Once her students have completed the diagnostic, she should spend time review her data of the students strengths and needs. Furthermore, Sarah can review her student groupings that were created from the results of the diagnostics. Finally, planning her pacing chart for the unit is important in supporting her knowledge of the content.

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Jessica could use the data from the diagnostic assessment to focus on the domains that students need to strengthen while allowing students with strong skills in place to focus on areas that they can continue to strengthen through enrichment and MyPath activities. She should spend time to review and plan small groupings and have the assistant help with one of the stations.

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Marvin needs to carefully review the Diagnostic reports and identify the strengths/needs in the class as well as the formative assessment data. He needs to look at the prerequisite skills which will help him form his instructional groups and help the students form short term, attainable goals for themselves.

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I would suggest to Marvin that he use the Session 1 Explore Days to incorporate some review or reteaching of prior skills that will better allow students to access the 5th grade skill that is being taught. I find it helpful to build those connections between previous learning and new skills. It gives more students an access point when moving into the Develop and Explore days.

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I would advise Marvin to begin by going into Iready and creating the Instructional Groupings for his class for the unit he is about to begin. He can then identify which students are going to need prerequisite skills before the grade level content to be sure they understand what is going to be taught to them on grade level. He can then make small groups or do whole class lessons if the majority of kids need the prerequisite skills. It's always important to be sure they have these prerequisite skills and not just assume they have them from a previous grade or school or teacher. Kristen

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I would encourage Sarah to use the videos on I-Ready to help her become better acquainted with the Unit Flow and Progression. I would also suggest she takes time to analyze student data and create small group instruction to get to know her students and gain confidence in a small group setting that would transfer into whole group instruction.

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I would encourage Jessica to structure her instructional time creating rotations/small groups for differentiated support towards the end of her Math block. This would allow the assistant to meet with a small group and provide instruction to them. Jessica could use the different reports, such as the prerequisite report, to determine the critical foundational skills the students need in order to access the grade level material. I would also make sure all materials for the assistant would be printed and ready for their use, so that their small group time could be effective as possible.

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Since there is the use of an assistant for 20 minutes, Jessica should use that time for small group or additional support to individuals. Both Jessica and the assistant could have small groups, or the assistant could pull a group while Jessica continues to support the larger group or vice versa.

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I would advise Sarah to meet with her team at the start of each unit, and even throughout the unit as she works through the lessons as needed. It always helps gain insight from peers who have experience with instructing the content. I would also recommend spending time reviewing the Unit Flow and Prerequisite Skills to build an understand of the skills and strategies needed for the Unit and how they will build throughout the unit. It may also be beneficial for her to take the end of unit assessment at the start of the unit to see for herself the level of questioning and depth of skills her students are expected to demonstrate by the end of the unit.

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I would encourage Marvin to review the prerequisite skills needed before each lesson with his students. They may need to see how skills they learned or were exposed to in earlier grades will relate to what is expected in the new fifth grade lessons.

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I would definitely use a station model - I would have her maybe work with the accelerated students to see if she can encourage deeper thinking while I work with the struggling students

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In order for Sarah to become more comfortable and familiar with the 4th grade math content, she can view the unit flow and progression video, iReady book pages as well as the fluency sheet resources prior to beginning a new math unit. Additionally, she can view what prior skills were taught from previous lessons in 3rd grade in the Unit Overview section and review diagnostic reports to gauge what the class strengths and areas of growth are evident to create a prepared plan for all students in her class.

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I would suggest that Marvin review his diagnostic data and pull the instructional groupings report. He can use the groupings provided to help organize small groups that focus on targeting the gaps shown in the data. In the small groups, he can use some of the resources provided with each instructional grouping to support their specific learning gaps, like instruction resources from prior grade levels to support and reinforce prerequisite skills needed to be successful with grade level content.

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Jessica needs to utilize her assistant with stations to have the students really dive into the learning with a variety of ways through the rotations. In order to have students get the most out of their learning, teacher can rotate with each group to get a strong understanding of each level while the assistant can work with the struggling learners as well.

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I would suggest Jessica continue to provide all students with access to grade-level content through core instruction. She needs to use her time with the assistant to provide targeted support to individual students or small group instruction based on student needs using station rotations and small groups to teach foundational skills. She needs to also give students opportunity for practice and enrichment. She should track student growth and adjust instruction to ensure all students are making progress towards grade level standards.

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Jessica could focus on establishing a daily procedure that allowed for whole group instruction along with differentiated small groups with the help of her support. She could use diagnostic data to create groupings for each unit and identify foundational gaps that need to be addressed during the small group time. Finding time to plan with the other teacher is key to ensure the other teacher is on the same page and understands the skills that need to be built during the small group time.

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I would encourage Jessica to use that time to have the assistant pull a small group in a rotation. There can be one group with the assistant, one group working independently, and one group working with the teacher. The groups would rotate daily.

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My advice to Sarah would be to start meeting with her grade level partners/review district resources on her curriculum. She could access the Unit Overview videos before beginning a unit to give herself a starting point, as well as review the quizzes and tests that make up the unit to try and really hone in on the skills the students will need to be familiar with. She may also want to take a look at the diagnostic groupings of her students to see what other resources she can develop to facilitate the best learning possible.

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I would have Jessica set up a rotation progression that is structured and routine from day one. This will allow students to be productively working through grade level content and resources while she is able to pull small groups to address specific needs. She can capitalize on the 20 mins with the math assistant in the and have the assistant also pull a group of students for reinforcing of prerequisistie skills or enrichment/acceleration of skills.

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I would recommend to Marvin that after he reviews diagnostic data for each class, to create a focus lesson "day zero" and review needed prerequisite skills. This can help build foundational skills for all students. I would also recommend that if students work in small groups, to group them using the i-ready groupings. This can help him focus on specific content per group. After the "day zero" lesson, he can work with each small group for a period of time throughout the week/lessons.

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I would advise Sarah to start with the Unit flow and progression video. They help to gain an understanding of what has been taught and what is coming up. I would also suggest to reach out to other 4th grade teachers and the math coaches to help guide her understanding of the content.

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I have some things in common with Sarah. I suddenly found myself teaching 5th grade math for the first time, as a new teacher, 3+ months into the school year. One of the resources I find very helpful is the Unit Flow and Progression videos. I watch those and then I complete each lesson myself as if I were a student, covering the answers at first and trying the problems. Then I look at each problem in the teachers' manual, see what the possible student work is, and review the suggestions/script provided to better understand how to discuss/explain/teach the concepts in the way the curriculum is designed. Because even though I can complete the problems in my own way, it's not usually in the way that the students need to be taught/understand it to be consistent with the curricular instruction throughout the grade levels.

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Jessica should pull a small group of students during the last 20 minutes of class each day. She could focus on rotations for differentiated support in the beginning of the week to support the majority of students. Then the last part of the week she could teach critical foundational skills (based on diagnostic results) to the handful of students who still need more practice, while her assistant works with grade level/ above grade level students as they practice and enrich their skills. 

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Jessica should pull a small group of students during the last 20 minutes of class each day. She could focus on rotations for differentiated support in the beginning of the week to support the majority of students. Then the last part of the week she could teach critical foundational skills (based on diagnostic results) to the handful of students who still need more practice, while her assistant works with grade level/ above grade level students as they practice and enrich their skills. 

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Jessica is a dedicated sixth-grade math teacher who is passionate about providing her students with a high-quality education. She believes in the importance of grade-level core instruction but recognizes the need to differentiate her teaching to meet the diverse needs of her students. Jessica has an assistant help her for 20 minutes at the end of the Math block. What advice might you have for her in reference to managing everything she would like to do?