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I question the students constantly. They often need help from a friend to answer the question or an additional question I may ask after their first answer. My students are somewhat timid about answering questions in front of the whole class, so I often ask questions when they are with a partner or in groups.

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Math.Practice.MP1

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP1: Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, \"Does this make sense?\" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

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|

Math.Practice.MP3

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP3: Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and--if there is a flaw in an argument--explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

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Math.2.NBT.B.5

Common core State Standards

Math: Math

2: Grade 2

NBT: Number & Operations in Base Ten

B: Use place value understanding and properties of operations to add and subtract

5:
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. What tools does Ms. LaCour use to support her ELL students?

2. What are the benefits of having students lead the number talk?

3. How do number talks encourage students to try new math strategies?

School Details

Acorn Woodland Elementary School
1025 81st Avenue
Oakland CA 94621

Data Provided By:

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Engaging in Productive Struggle: Number Talks

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Students in Monique LaCour's second grade class explore subtraction strategies through student-led number talks. Class begins with a review of number talk roles and sentence frames. Then, students break off into small groups for the number talk, where they share and try new strategies to solve a subtraction problem.

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ELA.RL.11-12.1

Common core State Standards

ELA: English Language Arts

RL: Reading Standards for Literature 6-12

11-12: 11th & 12th Grades

1:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

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ELA.SL.11-12.1a

Common core State Standards

ELA: English Language Arts

SL: Speaking and Listening Standards 6-\x80\x9312

11-12: 11th & 12th Grades

1a:
Initiate and participate effectively in a range of collaborative discussions (one on
one, in groups, and teacher-led) with diverse partners on grades 11-\x80\x9312 topics,
texts, and issues, building on others'\x80\x99 ideas and expressing their own clearly and
persuasively.

a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a thoughtful, well reasoned
exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision making,
set clear goals and deadlines, and establish individual roles as
needed.

c. Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims,
and evidence made on all sides of an issue; resolve contradictions when
possible; and determine what additional information or research is required
to deepen the investigation or complete the task.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.SL.11-12.1c

Common core State Standards

ELA: English Language Arts

SL: Speaking and Listening Standards 6-12

11-12: 11th & 12th Grades

1c:
Initiate and participate effectively in a range of collaborative discussions (one on
one, in groups, and teacher-led) with diverse partners on grades 11-12 topics,
texts, and issues, building on others'\x80\x99 ideas and expressing their own clearly and
persuasively.

a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a thoughtful, well reasoned
exchange of ideas.

b. Work with peers to promote civil, democratic discussions and decision making,
set clear goals and deadlines, and establish individual roles as
needed.

c. Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims,
and evidence made on all sides of an issue; resolve contradictions when
possible; and determine what additional information or research is required
to deepen the investigation or complete the task.

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

1. How does beginning the lesson with student reflection and a guiding question equip students for the discussion?

2. In what ways did Sarah ensure this to be student-centered, student-led?

3. What does it mean for a teacher to prepare for a discussion?

School Details

Johnston Senior High School
6501 Nw 62nd Ave
Johnston IA 50131

Data Provided By:

Teachers

English Language Arts / 10 11 12 / Teacher

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High School ELA teacher and 2010 Teacher of the Year, Sarah Brown Wessling takes on the challenge of engaging students in whole class discussion as they make sense of Flannery O'Connor's A Good Man is Hard to Find. The lesson begins with establishing the learning goals by having students engage in brief reflection and share their thinking.

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Discussion and Supporting Materials

Thought starters

1. What are the different talk moves that Ms. Groves describes?

2. Why are talk moves helpful to use with English Language Learners?

3. How could you adapt these talk moves for use in your classroom?

School Details

Westlake Middle School
2629 Harrison Street
Oakland CA 94611

Data Provided By:

Teachers

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Middle School ELD teacher Tamica Groves encourages active participation by teaching her students to use talk moves. Talk moves include adding on to what others say, asking questions, and agreeing with what others say. Tamica describes how using talk moves to structure discussion can lead to more authentic conversations.

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Talk Moves: Developing Communication Skills

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Here's an interactive tip to help develop student communication skills in your elementary school classroom. This communication tip is perfect for language learners.

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Learn one way teachers are improving student participation in the classroom. Talk Moves is a method that encourages participation and collaboration by students.