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Use NWEA MAP Test scores to generate personalized study recommendations.

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Use NWEA MAP Test scores to generate personalized study recommendations

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Using a problem stem, predict what mathematical questions could be asked.

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Problem read to student
Student read with a focus on quantities
Student derives questions.
Student reads in order to solve.

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Interactive Model Building
(also available as an app)

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Introducing New and Improved Thinking Blocks ®

We redesigned Thinking Blocks and packed it full of new features!
read aloud word problems - visual prompts - better models - engaging themes - mobile friendly
Thinking Blocks works well on all devices.

Print Word Problems from Thinking Blocks

Addition and Subtraction Videos

Multiplication and Division Videos

Decimals and Percent Videos

Ratio and Proportion Videos

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Introducing New and Improved Thinking Blocks ® We redesigned Thinking Blocks and packed it full of new features! read aloud word problems - visual prompts - better models - engaging themes - mobile friendly Thinking Blocks works well on all devices.

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Flexibility and Fluency

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UPDATE 3/17/19: The updated cards can be found in this post (Multiplication Subitizing Cards: An Upgrade to Building Fluency)

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Learning basic facts through tricks or a mnemonic song lead students down a path of memorization, not understanding. I previously discussed the idea of conceptual development here. When students practice their multiplication facts, they're expected to move from concrete to abstract too quickly. This takes time!!!

Moving too quickly forces memorization and avoids any possibility of multiplicative thinking. First students are asked to model 3 rows of 6 using colored tiles...

Then after a day or two of exploring arrays, students are magically expected to remember that...

Intensions are good but strategy development is the key underpinning of automaticity. In the past I've asked myself the following questions:

When do students practice multiplication that's not written as AxB? (for the purpose of automaticity)

When/how is multiplicative reasoning fostered?

When do multiplication strategies become automatized?

When do number strategies become number knowledge?

My answer to all 4 questions....I use multiplication subitizing cards with my daughter whose in 2nd grade so I figured I'd videotape and share.

My takeaways:

It's easy to identify which facts she's comfortable with and has automatized.

At 1:15- she demonstrates how she used multiplicative thinking for 6×6.

At 2:00- she could use her understanding of the commutative property for multiplication to build fluency. She was quickly is able to recognize that 7×5=35 at 1 minute, but it took some time to figure out 5×7. She owns this strategy for addition so I'm waiting for it to click with multiplication....no rush:-)

At 2:20- I missed a fact when she was wrong (doh!)

At 2:48 and 3:55 she explains her multiplicative reasoning.

5 minutes spent purposefully building fluency and I gained so much information about my daughter. The great thing is that it works for every 8 year old...even the ones in your school.

Disclaimer: I didn't create the cards and don't know who did but they deserve a virtual math hug! If you know who did please let me know so I can give proper attribution!

Cheers!

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Subitizing to Foster Multiplicative Thinking

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UPDATE 3/17/19: The updated cards can be found in this post (Multiplication Subitizing Cards: An Upgrade to Building Fluency) ---------- Learning basic facts through tricks or a mnemonic song lead students down a path of memorization, not understanding. I previously discussed the idea of conceptual development here.

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The wonderful thing about teaching strategies for ELLs is that they are fabulous models of good teaching in general. Strategies like Kagan Cooperative Learning can be used with ELL and non-ELL students alike. SDAIE ( Specially Designed Academic Instruction in English) activities are designed to scaffold information for ELLs, but many SDAIE strategies make for an engaging learning environment for all. Most importantly, using particular SDAIE strategies like Mix-Freeze-Match, Carousel, or Stay and Stray with a combination of ELL and non-ELL learners can be quite powerful.

So, when thinking about your question, what we really need to ask ourselves is: "What do my ELL students need to access the content, that my native speakers may not need?" That is, should we assume that because English is a student's first language that he/she already has necessary background knowledge? No, we should not, but we know that our ELLs need more exposure to new terminology in order to access information. Below are strategies I use with my ELL population to help build background knowledge.

Building Academic Vocabulary

Bear in mind that ELLs may not understand the text as easily as native English speakers simply because they are still developing an understanding of English syntax, grammar, and vocabulary. Fifth-grade texts pose a challenge, given that they include longer and more complex words and phrasing than students have previously encountered.

So what do you do? Make history fun! Use primary sources including, but not limited to, photographs, illustrations, maps, diary entries, and letters. Build vocabulary while you build background knowledge (for all). Show pictures of artifacts labeled with their appropriate name or make it more personal and memorable by asking the students to guess what each item is and what it may have been used for before you assign a term to it.

Use the textbook in small doses. Do not ask students learning English to read the text and answer the questions at the end.

Use the graphs, photos, and illustrations in the text to build background knowledge

Do a picture walk of the chapter. This can be very helpful.

Use historical picture books (fiction and nonfiction) that tell stories not only with words, but also with illustrations.

If you have access, use Thinking Maps frequently to help students organize information and/or define terminology. (Graphic organizers can also help.)

Finally, and these are essential for ELLs, create sentence frames that allow students to respond like historians. Post these frames up in your room so that students can access them easily and use them in their responses.

Lastly, and I know I am taking a risk by saying this-use videos! Five minutes of visual content to help students gain an understanding of the past is worth its weight in gold. But use them thoughtfully. Even though kids love watching TV they get bored after about 20 minutes, and the content and purpose of the video is lost.

These types of learning activities lower the students' affective filter while simultaneously introducing new material. In a safe environment, students have opportunities to practice their newly acquired academic vocabulary before they are asked to share their thoughts with you, the teacher.

Below are just a few resources that I have enjoyed using in my classroom. I especially love pulling primary resources from the Internet to create PowerPoint presentations. If you have a projector in your room these images are powerful and can be displayed larger than life and in color. The students love it!

Maps

Mermaids displaying Portugal's Coat of Arms (One section of a 1562 map by Diego Gutierrez)
This map depicts the "New World" and was created by Spanish cartographers. It shows North and South America. Mostly accurate, this map also has some wonderfully fanciful ideas of the New World. Find a copy of the original on the Library of Congress website.

John White's Virginia
John White has a very interesting history. He worked for Sir Walter Raleigh and traveled to Virginia to establish the colony of Roanoke. During the second, and final, attempt to make Roanoke a success, John left his daughter and granddaughter in the colony when he traveled to England for supplies. Upon his return he found the colony destroyed and all the colonists missing-including his daughter and granddaughter. White's map and images of Virginia are extremely accurate as he kept detailed drawings while exploring the area in search of his lost daughter and granddaughter.

John White's illustrations
John White's map and artwork, along with the work of other artists, illustrated a published collection of descriptions of expeditions to North America written by Thomas Hariot.

Literature

Encounter by Jane Yolen
Encounter is a fictional story of Columbus's arrival to the New World from the Native American perspective. Visually stunning, this story can be used to build background while allowing students to practice several ELA reading comprehension skills.

Heroes of the Revolution by David A. Adler
The title says it all. There is also Black Heroes of the American Revolution by Burke Davis.

Red, White, Blue, and Uncle Who? by Teresa Bateman and John O'Brien
A book about the stories behind some of America's patriotic symbols. This is a fun book with interesting and often amusing anecdotes about all things patriotic.

Thank You, Sarah by Laurie Halse Anderson and Matt Faulkner
LOVE this book. It tells the story of how Thanksgiving, as an American holiday, was almost lost. The story is told with charming illustrations (and text) and Sarah's character is a great model for perseverance.

A Final Recommendation

Enchanted Learning
I am sure this site is not new to most, but it is great for our ELLs. The text is simpler and illustrations are usually included.

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Building Background Knowledge for English Language Learners

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The wonderful thing about teaching strategies for ELLs is that they are fabulous models of good teaching in general. Strategies like Kagan Cooperative Learning can be used with ELL and non-ELL students alike. SDAIE ( Specially Designed Academic Instruction in English) activities are designed to scaffold information for ELLs, but many SDAIE strategies make for an engaging learning environment for all.

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Reciprocal Teaching | Classroom Strategy | Reading Rockets

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Reciprocal teaching refers to an instructional activity in which students become the teacher in small group reading sessions. Teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting. Once students have learned the strategies, they take turns assuming the role of teacher in leading a dialogue about what has been read.

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Understanding the Language Experience Approach (LEA)

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Learn about how you can use the Language Experience Approach (LEA) with English language learners.

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Can be used in small group or portions of it used after the whole class has experienced a phenomenon or  inquiry stimulus. Useful in content areas or to front load content.

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The Literacy Bug is dedicated to all things literacy related in all its various forms, purposes and possibilities.

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Background knowledge scaffold focus more on accessing, not on building background knowledge.