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RCL- Mathematics Teacher Learner's Notebook 2021-2022

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Please download

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Username: t3_PDrim
Password: pswd4PD!

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https://readyclassroomcentral.com/download/?res=20390&view_pdf=1

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From how-to tips to planning tools, find everything you need for successfully implementing i-Ready Classroom Mathematics as your core program.

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Please Note: Our site is currently undergoing some changes as we update Ready® Classroom Mathematics to i‑Ready Classroom Mathematics.

Building Community

Creating a thriving classroom in which everyone feels welcomed and participates is essential for student success. Click below to find resources that will help you nurture an inclusive and productive community of learners.

Diagnostic

Learn all about the Diagnostic, including what it is, how to prepare students for it, and how to understand and use the data.
Learn More

Prerequisites Report

Discover how to use the Prerequisites report to strategically address unfinished learning while delivering grade-level instruction.
Learn More

Online Educator Learning

Grow your professional knowledge and collaborate with your colleagues to maximize student learning and success with i-Ready Classroom Mathematics.
Learn More

Getting Started for Leaders

Begin here for a collection of supports to successfully launch your school year using i‑Ready Classroom Mathematics.
Learn More

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Ready Classroom Central Resources | Homepage

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Please Note: Our site is currently undergoing some changes as we update Ready® Classroom Mathematics to i‑Ready Classroom Mathematics. Building Community Creating a thriving classroom in which everyone feels welcomed and participates is essential for student success. Click below to find resources that will help you nurture an inclusive and productive community of learners.

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Digital Components RCL- Mathematics Teacher Learner's Notebook 2021-2022

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Critique and debate, multiple pathways, explaining their reasoning

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Critique and debate, multiple pathways, explaining their reasoning

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They question each other and their respective responses.

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They question each other and their respective responses.

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are learning to express themselves and listen to understand from others

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are learning to express themselves and listen to understand from others

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working through mistakes and stuck points collaboratively

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taking ownership of their learning

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share ideas based on their understanding

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share ideas based on their understanding

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Sharing their ideas, and explaining their process

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Sharing their ideas, and explaining their process

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Share their strategies

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Students are engaging with peer's reasoning/piggybacking & bringing up real life examples

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share ideas and learn new strategies from their classmates

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share ideas and learn new strategies from their classmates

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Students are engaged

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Explaining their reasoning, taking their work, and sharing it with their partner (s).

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Answer each other's questions

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Analyze classmate's answers/misconceptions

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Refine ideas, and expand on their ideas based on what their partner has said. Sometimes conversations can spark another idea. *Turning mistakes and stuck points into learning. Finding a mistake by processing their ideas with their partners. Debating (discourse)

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Students are able to find/see and correct their own mistakes or misconceptions by sharing and listening during Productive Math Conversations.

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Students are able to find/see and correct their own mistakes or misconceptions by sharing and listening during Productive Math Conversations.

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Discussing patterns and structures, generalizing, and justifying.

Learning how to disagree in a productive way vs just arguing. Discourse!

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students will be able to build upon concepts and make connections.

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Practice accepting being wrong and being ok with that (being ok when you're told you're wrong), and providing evidence for your reasoning

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state their opinion even when it is different from their peers.

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When students are able to compare their thinking with their peers.

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show a higher level of engagement / excitement.

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show a higher level of engagement / excitement.

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Being able to restate what others have shared; be able to show (visually) their reasoning to show conversation without needing to orally participate; be able to answer others questions, or be able to try.

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Being able to restate what others have shared; be able to show (visually) their reasoning to show conversation without needing to orally participate; be able to answer others questions, or be able to try.

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Students start internalizing and using the vocabulary they have been taught.

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When I want a student to discuss their thinking with a partner, I will try using sentence frames or sentence stems to prompt their thinking

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When I want students to not blurt out an answer- I will try "Take a minute by yourself and think about the question"

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When I want students to not blurt out an answer- I will try "Take a minute by yourself and think about the question"

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Rephrasing

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When I want students to strengthen their reasoning, I will try using the 4Rs more this year: specifically, a lot of Turn and Talks and Rewordings.

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when I want students to understand a peer's thinking, I will try Reword.

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When I want students to share and explain their thinking, I will try using individual or private think time followed by sharing with a partner before whole class

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When I want students to share and explain their thinking, I will try using individual or private think time followed by sharing with a partner before whole class

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When I want students to make connections I will try asking students to compare two students' strategies.

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When I want students to make connections I will try asking students to compare two students' strategies.

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When I want students to interact, I will try using a turn & talk time with sentence frames to help initiate conversation

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When I want students to interact, I will try using a turn & talk time with sentence frames to help initiate conversation

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..engage in the math conversation...use turn and talk

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..engage in the math conversation...use turn and talk

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When I want students to compare and contrast their thinking I will use partner talks and sentence stems

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When I want students to compare and contrast their thinking I will use partner talks and sentence stems

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When I want students to actively listen, I will encourage sentence stems and math vocabulary to help students to rephrase and reword others' thinking.

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explain reasoning, I will have them turn and talk.

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explain reasoning, I will have them turn and talk.

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When I want students to strengthen their reasoning I will record their ideas in a public record so they can see others' ideas.

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When I want students to respond I will use sentence frames.

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When I want students to strengthen their reasoning, I will have students turn and talk and try asking a student to rephrase the the thinking from others.

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When I want students to strengthen their reasoning, I will have students turn and talk and try asking a student to rephrase the the thinking from others.

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When I want students to explain their thinking, I will ask a question that requires them to elaborate or use more precise math vocabulary.

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I will try using the REPHASE strategy. This will help me know if they are understanding the idea.

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I will try using the REPHASE strategy. This will help me know if they are understanding the idea.

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I want to do more discussion starters that are more than just I agree or I disagree and why. I like how she had 3 discussion starters for kids to choose from.

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...respond to others' reasoning, I will...ask students to agree/disagree and explain why.

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...respond to others' reasoning, I will...ask students to agree/disagree and explain why.

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...clarify their thinking, I will have them turn and talk it out with their partner.

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...clarify their thinking, I will have them turn and talk it out with their partner.

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Use turn and talk to help kiddos to better understand what is being asked.

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Use turn and talk to help kiddos to better understand what is being asked.

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How can we promote student participation who may not have verbal skills to participate in classroom discussions in a meaningful manner?

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How can we promote student participation who may not have verbal skills to participate in classroom discussions in a meaningful manner?