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Maurisa: Ch5/Q3 -- I would love to talk to you about how we can incorporate some error-analysis and running records in first grade math! As an entire building, we need to do better with our ongoing assessments in math. We have set reading assessments to give us a well rounded picture of the students’ progress with decoding, comprehension, and word study skills. However, we mostly just use the end of unit assessments but do not have many other options that are consistent from classroom to classroom. I am interested in learning more from the other math book study with the guided math running records.

Tim: Ch3/Q2 -- Your response about using math tools was very similar to mine. It is important for the students to know where and how to use the materials whenever needed, but like you, I try to have most of my materials out and ready for the day. Additionally, my kids also think it’s the coolest thing in the world to write on the table! We do it all the time in math and in reading room. It is crazy to think that something as simple as writing on the table can be motivating for success.

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Bethany (Ch. 3) - I think it is so important to set the tone for setting up groups early in the year. This year I definitely took a lot of time teaching and reviewing expectations. It goes such a long way with having your kids just know the expectations without having to revisit it every single day as the year goes on. Obviously there are times, especially after a long break, when I do revisit if I feel we are regressing a little, but it's much easier to revisit and get back in the grove of things than it is to have to teach it later in the year.

Sarah (Ch.5) - I am right onboard with you when it comes to needing to be more diligent with my data gathering. I try to be on top of it and often feel I have plenty. Then sometimes I will collect new data and realize I was missing things. One of my major goals is to be better when it comes to note taking during math. I do a lot of it during guided reading, but not nearly enough in math. I need to find a better method of doing it because I always feel like I am so crowded when I have my laptop or a notepad with me that it takes away from my ability to work and communicate freely with my kids.

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Response to Sarah Chapter 3, Q 1: I also liked how they emphasized the importance of setting expectations early. It’s interesting being new to this grade and not knowing the math lessons. However, I approached it like I did in K. We established positive expectations, but my expectations are changing now that my students are maturing more and I have a better grasp on first grade math. Also, I did like how our math book does have a whole begging about setting up a routine and a few lessons early on about creating math classroom rules.

Claudia Chapter 4, Q1: This chapter too gave me some great pointers about organizing my guided math groups. Like you, I have my groups on a PPT that I project. I have been finding it extremely difficult to change my PPT because of the way I like to set up my non-teacher centers. I’m still trying to figure that out. However, I have been trying out his sticky-note suggestion and having a book with everyone’s name in it. It’s a little challenging, but I think it is because It is new for me.

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Chp. 3)  1. What types of public protocols do you use in your room now?

I my classroom we follow a routine every day at math. The main protocol is to have your five things (eyes on speaker, mouths quiet, ears listening, hands in lap, and feet crisscross applesauce). This follows into whatever area we are in the classroom. We have specific math protocols for math such as sharing, listening to our partner and respect materials. Both protocols are posted in the classroom.

Chp. 3)  2. Do you have a teacher toolkit? Do you students have toolkits?

I do not have a specific toolkit for math. However, all of my materials needed are organized and readily available. This also goes for my students. Each student has their own number grid, but are free to access all math tools as needed. Students know that at any time they can grab any math manipulatives to assist them in problem solving.

Chp. 4)  1. How is your planning for guided math groups and centers? Is it explicitly and written down somewhere or do you just do it mentally?

I pre-plan my guided math groups based around skills we are continuing to work on and skills taught that day in whole group. However, I sometimes change my plan on the fly based on student needs. I may have one thing planned, but that day see a specific need and adjust accordingly.

Chp. 4)  2. Do you ever meet with students in small groups? How fluid are those math groups?

Yes, I meet with small groups every day. I try to get in at least two groups a day. Right now I have two students in my tier 2 focus for math. I meet with those students every other day for a quick mini lesson and skills practice. I try to have my math groups be more fluid. This is an area that I am working on. It’s hard to switch kiddos around every so often. I get confused and they get confused. I do have their groups and names posted on the board, but I try to put them in cooperative groups when they are not with me and that part can get tricky and time consuming.

Chp. 5)  2. What types of ongoing assessments do you use? What ideas have you gathered from this chapter?

The main way I do ongoing assessments it informal student observations. There is no plan, I just observe during each lesson and take notes. This guided me in what students need extra support on and what they get. I would like to use the journal prompt idea in my room. I think it is great way for students to explain their thinking, and an easy way to evaluate their skills on a particular topic.

Chp. 5)  3. What types of summative assessments do you use? What new ideas have you gathered from this chapter?

I use the unit test as my summative assessment. I like the suggestion of doing an error analysis to see what kinds of mistakes and misconceptions students have. It’s like my error analysis with reading running records, I can see where and what types of errors students are making. I never thought of taking that approach in math with an end-of-the-unit test.

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Sarah- Two points about assessing students that you wrote about made reflect on my own process. First, I too do not assess students as they work independently as much as I should either. I read recently about the importance of sitting back, watching and listening in your classroom to see how students carry on without you. I would like to attempt to do this more frequently, maybe using the iPad as a tool to take pictures or even video to reflect later. Another point you made was about pre-assessments guiding your small groups and making them flexible. I try to do this by categorizing the standards and what students need to work in each area. Next, when I am doing an Everyday Math Lesson on that particular standard, I make sure my target group is together and spend the most time with them in small group.

Tim- I like that you mentioned pulling the math manipulatives you will need so students don't spend instructional time getting them. That made me think! I do this sometimes, but sometimes I have them get what they will need as well. I always have them help with the clean up part of the process, because it reinforces responsibility AND we are packing up for the day after math time, so it flows really well.

Claudia- I plan for guided math similarly as you shared- week by week. I did take some notes from this chapter about the various components of guided math and want to be sure that I get to all aspects throughout the week, but maybe not everyday! Time is the "enemy".

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Chapter 3 Reflection
I don't have a teacher toolkit, but I do have a large manipulative shelf, and drawers that are labeled with supplies.  I normally pull everything I need for the day's lesson at the beginning of my day.  Sometimes, there is a mad scramble but usually things work out ok.  My class knows the routines, but sometimes I find myself reminding them more than I probably should.  The games area is a time when it gets a bit noisy.  I need to remind them to use indoor voices, and share materials.
Chapter 4 reflections:
This chapter really made me think.  I do have a powerpoint with the rotations on it to keep everyone focused.  I plan for guided math week by week... My planning is not as explicit as in the book.  Most of the time I jot down some ideas from taking the lesson to the different levels.
I liked the information about Math Strategy levels.  It made me look at my students in a different way.  What are they using to solve problems?  I try to meet with my groups every day but sometimes.... the top group is the one that receives the least amount of time due to the fact that we have lunch and I can't be late for that!  I am also trying to balance the intro. time to give more time to the groups..   I liked seeing the different ideas  presented in the chapter.  Maybe I should skip the intro every day and that will give me time enough for the groups?
Chapter 5 Reflection:
This chapter really made me think SERIOUSLY?  I do a lot of mental checklists while the group is going on, and then write things up when I have the time.  I do a lot of self reflection about the lessons, but the "teacher check in" in this chapter made me realize I still have a long way to go...  I do formative assessment as we are going through each lesson/strategy.  The result of this sometimes means I need to reteach etc. and that means not keeping up with the EveryDay Math flow.  I do the unit tests.  This year I haven't gone over them with the class , I have just found problems and incorporate them into the next day's lesson.  After reading this chapter, I now aim to do that. In this chapter, she wrote about observing at the other centers. When I have a small group going, I don't see how I can, but maybe I should have days for all center work and see then. As you can see I found this chapter thought provoking.

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Ch.3 Q2- While I don't necessarily have a "teacher toolkit" I do have designated areas throughout the room where my math group supplies are kept easily accessible. I have cabinets that I keep my manipulatives, dominoes, and other important tools and I have a drawer that is designated for games. Students are aware of where all materials are kept throughout the room. However, most days I still try to get all necessary materials out before math groups so that students don't need to use instructional time to get setup. One tool I have found to be extremely helpful is my kidney table. I almost exclusively have students show their work with a dry erase marker on the table rather than a whiteboard. Something about being told it's okay to write on the tables makes my kids happy.

Ch.4 Q1- I have a powerpoint that I use daily to keep me organized with my math groups. Each week I take a look at each lesson in Everyday Math that I expect to teach during the week and then plan out what materials would be good to reinforce specific skills at stations when students aren't working with me. Generally, I try to write down in a GoogleDoc what I'll need to do. However, there are times when I slip and just try to keep it all mentally. I am trying really hard to be flexible with my groupings. It can be challenging because I have a large number of EL students that leave for part of math to work with Mrs. Deardorff. Unfortunately, that means one of my groups has to always stick together and limits where I can move my other kids. My groups usually last 15 minutes. My biggest challenge with that is making sure I leave enough time to meet with my highest group during our 4th rotation. Some days I only get 10 minutes or so to work with that group due to other groups running longer.

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Chapter 3: This chapter reminds me of how important setting up routines at the beginning of the year can be. This far in the year, we should not have routine/procedure issues. By now, many of my students know our routine and expectations. Keeping it simple is key--and I only have one rule in my classroom: Be Respectful! Being respectful to yourself, classmates, teachers, materials, everything! I do not have a specific “toolkit” for my supplies but I do have supplies easily available as needed. As mentioned, it is best to move around to best fit your needs and the needs of the lesson. At the beginning of the year, I did more groups back at my guided table (materials are on the back counter and the table is next to all the math tools). However, more recently, I have been having my group work with me on the carpet--I am loving the extra space to spread out!! I use my easel and storage area near that to house materials needed for the day. The students do not have their own math toolkits (I had this in previous years when they had their own desk). Instead, we have math bins/supplies in a math area in our classroom. Students understand that they are able to get and use any materials at any time they are needed.

Chapter 4: Planning for math groups while trying to stay consistent with the Everyday Math series can be challenging for me at times. I try to meet with small groups every day, unless it is an introduction to a skill that is brand new for everyone. This year, my math groups are the most fluid I’ve ever had. I try to use some form of pre-assessment and/or guage student’s performance of my mini-lesson to help determine which group they will be placed in for that day or skill. Typically I have three math groups that I plan for each lesson, allowing to give enrichment or remediation when appropriate. Depending on my schedule, I try to meet with each group for 10-15. Time is always my worst enemy, however, I found that setting a timer keeps everyone on track and on task.  When students are not meeting with me, they are using iPads, playing math games, or practicing math facts. I always try my best to plan meaningful and engaging math centers.

Chapter 5: Assessments are a critical part to effectively implement guided math. Our book explained the importance of fluidity with movement in groups. I use unit assessments to guide my overall math groups into above, on, and below level. When introducing completely new concepts, I will group my students using their overall ability. If possible, I try to use some pre-assessment at the beginning of the lesson to help determine my math groups for that lesson/skill (this could be a sample problem using the focus of the lesson). Then, my math groups will be dependent on the results of my pre-assessment. One part of this chapter that really stood out to me was that I do not do enough assessing during other math stations. I keep notes of how students are performing with me at my station. I need to be more diligent with my anecdotal notes when they are at their independent and game stations.

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Chapter 3 Reflection (Set-up) Getting guided math  set up is an area I feel I am very comfortable and confident in. I am accustomed to taking a lot of time at the beginning of the year to establish norms that can be used in all content areas. We spend time discussing what it means to share (meaning speaking orally and also with manipulatives/tools/toys) and listen. I do not have a math "toolkit" but use a cart by my table that is always stocked with crayons, colored pencils, post-its. My math manipulative shelf is organized and easily accessible for students to grab supplies. We practice cleaning up and I am careful to ask students to put things away and not just "do it for them", so we share the responsibility.

Chapter 4 Reflection (Planning) This part of the book could not have fallen at a more appropriate time in the year. Just getting back from winter break and wrapping my head around where we are going the rest of the year can be  tough! I enjoyed looking at the variety of schedules for setting up guided math time. There is truly not enough time in the day, and I appreciated seeing how other teachers organize their time to make it work.  My  groups are very fluid and flexible; with kindergarten, my students see my group as a "fun group" and they would rather work with me than on an iPad or at a math center. When I notice that a student is watching what I am doing and not engaged in the iPad or center, I invite them over to watch or participate. Who knows what they can contribute! I want them to feel welcomed and willing to take a risk and participate. I can be tough on myself when reflecting on what we "didn't get done" on a given day, but I need to remember  to celebrate the conversations and learning that IS taking place. Which leads me into assessment...

Chapter 5 Reflection (Assessment)
There are times I wonder, why are we spending so much time administering assessments? I can become bogged down and feel like instruction has to stop for assessment to occur. I need to adjust this thinking, and realize that I am constantly assessing and reevaluating, whether I realize it or not! I am good about taking anecdotal notes during writing and reading; these truly guide the heart of my instruction in these areas. I need to carry this practice into my guided math time!

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Chapter 4
1) How is your planning for guided math groups and centers? Is it explicit and written down somewhere or do you just do it mentally?
2) Do you know your students math strategy level? What kind of records do you keep?
3)Do you ever meet with students in small groups? How fluid are those math groups?

Chapter 5
1) What types of pre-assessments do you use? What new ideas have you gathered from this chapter?
2) What types of ongoing assessment do you use? What new ideas have you gathered from this chapter?
3) What types of summative assessments do you use? What new ideas have you gathered from this chapter?
4) What is your overall balanced assessment plan?

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Chapter 3
1)What types of public protocols do you use in your room now?
2) Do you have a teacher toolkit? Do your students have toolkits?
3) Do you explicitly work on social skills with your students? What along with each other, and how do you think this learning can help your students to be well-rounded individuals?