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RCL- Mathematics Teacher Learner's Notebook 2021-2022

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Please download

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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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When I want students to make sense of the problem I will try using different language routines.

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When I want students to make connections, I will try using strategies that allow students to compare and contrast their work with each other.

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When I want students to strengthen their reasoning, I will try using reprasing. 

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When I want students to strengthen their reasoning, I will try using reprasing. 

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When I want students to use academic vocabulary when discussing their math reasoning, I will be sure to explicitly teach it.

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When I was students to explain their thinking, I will try using partner talk so that they have an opportunity to work through flaws in their reasoning with a peer.

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When I want student to make connections, I will try using select and sequencing with added questioning strategies to help them understand the concrete to abstract.

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understand deeply, I will give them intentional private reasoning time and partner sharing time to make connections and share their learning.

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understand deeply, I will give them intentional private reasoning time and partner sharing time to make connections and share their learning.

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When I want students to share ideas, I will make sure to give some private think time first.

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When I want my students to learn more efficient strategies to solving problems, I will make sure and pick out a few students to share their thinking that thought about the problem in different ways.

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When I want my students to learn more efficient strategies to solving problems, I will make sure and pick out a few students to share their thinking that thought about the problem in different ways.

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When I want students to compare strategies, I will ask students to turn and talk. Partner B will "active listen" and respond with something the same or different to their own strategy.

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When I want students to show their reasoning I will try having them compare/contrast different models and strategies.

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When I want students to have multiple access points to reach the big idea, I will try using partner talks, and selecting students work to give multiple pathways.

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When I want students to make sense of the problem, I will try using new language routines to enhance students engagement and conversations.

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When I want students to practice using math vocabulary in their math discussions, I will model that for them after explicitly teaching them the vocabulary.

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When I want students to practice using math vocabulary in their math discussions, I will model that for them after explicitly teaching them the vocabulary.

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Am I expected to go over every question? Or should I pick and choose?