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Speaking and Listening Activities The Chat Show

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Speaking and Listening Activities The Chat Show

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Speaking and Listening Activities   The Chat Show

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Visual cues help students communicate and understand what's going on throughout the school day. See a variety of popular visual cues, along with tips on using them to support language development.

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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.

Download Common Core State Standards (PDF 1.2 MB)

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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.

Download Common Core State Standards (PDF 1.2 MB)

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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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Share-Outs: Critiquing & Revising Models

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Explore a technique that allows students to learn from each other. With share-outs, students share their scientific models and get feedback to use to revise their models.

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Thought starters

1. How does Ms. Cope facilitate collaboration between students?

2. What other strategies might you use to help students work together productively?

3. How does working in groups on an investigation helps students build their understanding of scientific concepts and skills?

School Details

Burlington Elementary School
5946 North Orient St
Burlington KY 41005

Data Provided By:

Teachers

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Thought starters How does Ms. Cope facilitate collaboration between students? What other strategies might you use to help students work together productively? How does working in groups on an investigation helps students build their understanding of scientific concepts and skills?

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Catch and Release:  Encourage Independence

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Catch and Release:  Encourage Independence

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Discussion and Supporting Materials

Thought starters

1. How can this strategy be applied to all subject areas?

2. Why are both "catching" and "releasing" important?

3. How does Ms. Noonan strike a balance between direct teaching and student exploration?

School Details

Think College Now School
2825 International Boulevard
Oakland CA 94601

Data Provided By:

Teachers

English Language Arts Math Social Studies / 5 / Teacher

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Catch and Release: Encourage Independence

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Fifth grade teacher Madeline Noonan explains how she uses the "Catch and Release" program to balance direct teaching and student work time. Madeline gives her class an assignment to work on in table groups. After students work independently, Madeline brings the class back together to share what she has noticed and clarify concepts.

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1. Browse through the video titles
2. Watch several videos
3. Think about how these strategies can help your students become more independent