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Q2: I would like to think that my room is "dripping" with mathematics as well as literacy but I know in reality, it's not. I want my room to feel like a safe haven for students to know that they can rely on the room as much as their peers and teachers. I am already looking in Scholastic for a collection of math picture books to have as a special collection to read during Math Workshop. I would like to get my hands on some math words to create a word wall that is interactive, informative, and useful. Lastly, I love the idea of having students use math journals as a review/ exit ticket style. Like the Reader's Notebook, I want math journals to be a place where students can look for strategies, tips, examples, and summaries of learning.

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Q4: Perseverance. My kids cannot persevere on their own. While reading I was stopped in my tracks that she spent an entire week learning how to push through problem areas. This is an area that I want to stop and work with my own class. I have found that I am constantly reminding them to not give up but instead I think I need to stop and teach strategies rather than expecting them to know how. We assume from previous years that they just know what to do but in a society where they rely on someone else to do the hard work, they don't. With using a Math Workshop model, the students are forced to be more independent so persevering is key to teachers not having to help everyone, especially when working with a small group. Besides from the template on page 5, does anyone have any suggestions or ideas that have helped in their own classroom?

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Q3:I was thinking about the 5 different kinds of math anchor charts. I like how they are categorized. I do have math charts but my literacy and math anchor charts are totally not balanced. When I write/explain something about math I usually put it on the white board and it gets erased or we watch the lesson video and there is no lasting record of it in the room.

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Q2: I like the fact that we have plenty of manipulative in our classrooms but I would not consider them toolkits. I have things in bins which I take out depending on the lesson or I suggest to the kids which ones to use. I like the idea of having the kids decide which tools to use to help them solve problems or explain their thinking.
Q3: This year is the first year I have done a math word wall and have tried to refer to it during lessons. I quiz the kids on the math vocabulary and was please when I saw one of my students actually referring to it during independent work. I like the idea of having some words stay up all year and some that change depending on the chapter.

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Q4: One idea that stands out was creating a section in the class for "I am learning to" and "I can" (p. 32). I agree that everyone has their own journey and that learning is a continuum. It is teaching the students to be reflective of what they know and what they still need help on.

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Q3: I have a math vocabulary word wall on my magnetic board, so I can take the words off the board and highlight them when the words are needed in discussion.  Recently, I found some division strategy posters that I printed for tough words like dividend and quotient. It helps to have a picture with examples to go with the abstract concepts. The students also use the vocabulary cards in our math program.

Q4: The 5 Talk Moves (p. 8) teach students how to talk in a math discussion. Students need to use reasoning in math and think about if they agree or disagree with someone. Asking a student to "add something to what has been said" encourages students to participate in the discussion. In addition, adding wait time is so important. Some children need more time to think of their response.

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Q1: I really like my math word wall this year.  It is the first time I have used a math word wall and I have noticed the students using it frequently.  I have begun to make it more interactive by having students help me to brainstorm words from a lesson to add to the wall and how we can define them together.

Q2: I think I need to do a better job incorporating "math" into our classroom meeting area. Since our meeting area is on the rug near our classroom library, the space feels very much geared towards literacy. Although I have some math visuals on the wall near the meeting area, I would like to showcase math books more readily and have math tools available near the this area.

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Q4: The first thing I will use from this chapter is the Math Talk Stems and Great Math Questions to Ask Each Other posters (p. 10). I love these because it really encourages accountable talk in small group work, particularly surrounding problem-solving. I think too often students depend on the teacher to lead the discussion surrounding the math. Language stems like these have the potential to deepen their discussion. I think I would also like to use the Problem Solving Template on page 5. I like how it is a visual reminder of how to slow down the thinking process, visualize the story problem, and clearly show and explain thinking.

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Q3
There is not a balance between math and literacy anchor charts in my room. I was at Chris's conference last month and saw some great student created posters describing each operation. I liked them so much I took a picture. It would be a good chart to have up when we introduce must Land division. They can add to them as the units progress and their understanding deepens. Last year I used sentence strips and made skip counting/multiples strips. Totally forgot I made them. Time to find them.

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Q2
I like to think that my classroom is a toolkit and that everything they need is available. I have tons of manipulatives (counters, base 10 blocks, unified cubes, etc). I tell my students to get what they need in order to solve a problem. Some students will still ask where things are so maybe ai need to do a better job of labeling and showcasing them. I like the idea of having different types of paper available as well. I would also like to explore using small white boards more as well as another way for them to solve problems.  Any ideas about using them are more than welcome.

Q3
I did much better math vocabulary last year. We played a silly game called Trashketball that was very motivating. I think I might bring it back and add a word wall as well. The science word wall has been very successful.

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Q2: I'd like to do a better job displaying my "math library". I currently have all of my math literacy in a bin and no one touches it, yet when I used "The Door Bell Rang" to introduce division, it was a hit. I think I need to do something about that. I also like the idea of having activities that go along with the books.
Q3: Along the same lines, I could probably do a better job with math anchor charts.  My classroom is probably a bit more literacy heavy when it comes to anchor charts, but I have always made it a point to have at least one math bulletin board!

I'd still like to improve my classes noise level during math workshop. Some days are better than others, but I find my "hands on" station (games) which I usually put on the rug, gets noisy and is distracting to me at my teacher table.

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Q2: I feel good about the manipulatives my kids have available to them, but I do like the idea of "tool kits" along the idea of the individual bags we got with Envisions.  The list for grade 3 materials was pretty long!  My concern is that items could be misplaced if this toolkit is stored by students.  I typically put out the manipulatives that are needed for a workshop.
Q3-4: I have used a math vocab was this year (K-5 Resources) that I actually refer to more than I expected to. Like having it a lot. In ch. 1 I liked the figure 1.14 anchor chart with "Math Talk Stems". I think I'll make this.

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Q1: I am happy with all the math manipulatives that I have my classroom and I feel that I have plenty of resources for kids to use.  It is nice to have a larger room to spread out to do math activities.
Q3: There is not a balance between literacy and math (charts, books, etc.) in my classroom. I noticed that right away when I read this chapter.

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Random thought: I know we have talked a lot about mindset, but I do feel that we have to really instill in our students that they CAN answer the questions we ask them. Question 3: This is the first year I have done a math vocabulary wall and I really like it. I feel like it makes me emphasize vocabulary more when speaking about math.