1. Meeting the Needs of All Students in Your Math Class
Janet
Introductions
Teammates for 5 years at elementary school in WA state
Math Workshop in the K-6 Classroom
Kelly Dionne-Yahr, Pam Pogson, Janet Scott, Courtney Tomfohr
Shannan Painter – Principal and Videographer
Meridian Elementary
Kent, Washington

2. Outcomes
Experience the journey from a traditional math class to math workshop
Compare best practices both in literacy and math
Explore the structure of the math workshop classroom
Define difference between a primary and an intermediate classroom in math workshop
Share methods for differentiation
Janet
Establish Objectives
We will offer the model so individuals can differentiate as they see fit

3. “The Journey”
Literacy Workshop Driven by Authentic Assessment felt right Disconnect between Literacy and Math Math teaching driven by published curriculum vs. new standards
Janet
Authentic Assessment: DRA/IRI /ARI//QRI/Running Records
Disconnect – structure of dailys worked in reading and when we tried to replicate it in math it didn’t work!
AHAAA –Published Program was driving our instruction and we were Not using our assessments/student needs to drive our instruction – NO differentiation

4. Literacy Classroom Goals
Best Practice
Literacy Classroom Goals
Math Classroom Goals
Structured, relaxed classroom environment
A variety of materials for students to use at THEIR level
A variety of resources available that students are encouraged to use to solve problems
Flexibility and choice to meet needs
Students working problems using choice of methods
Both independent and collaborative work
Independent and collaborative work
Atmosphere that encourages learning and is inspired
Environment is set up to allow for mistakes and thinking to occur
Students working at THEIR level
Teacher modeling, modeling, modeling the expected behaviors
Pam
Get Quotes and share resources – NEED MEAT
What is rationale for gradual release?

5. Setting Up Math Workshop
Primary
Courtney

6. Setting Up Math Workshop
Intermediate
Pam – set up math conversation and expectations
Show Expectations chart
Highlight differences between primary and intermediate

7. Turn & Talk
Consider the grade you teach and discuss with your neighbor what the first 20 days might look like in your classroom.
Courtney

8. Primary vs Intermediate Structure
2 Mini Lessons (5-7min)
1 Mini Lesson (15-20min)
Practice Activities after each (Math to Self, Math to Someone)
Practice (Independent and Group Work)
Conferring
Share
Pam
Primary has 2 mini lessons, 2 different focuses for the day. Students all do math to self at once and math with someone at once in primary vs. Daily 5 where they have choice within each rotation
One is number sense lesson and the next round would be the content standard.
Intermediate has number sense and content together in the mini lesson. The differences are due to stamina.

9. The Structure in Primary
Kelly & Courtney
Mini-Lesson, Practice, Share = Gradual Release Model
Differentiation and conferring

10. Structure in Intermediate
Pam
Add nate’s video

11. Turn and Talk How is this similar to your own classroom?
What is different?
What questions do you still have?
Courtney
How is this similar to your classroom? How is it different?
What questions do you still have?

12. Differentiation Differentiation is conferring to us!
We use assessments to drive our conferring.
Kelly
Assessment drives what we confer……Differentiation means conferring to us!
Assessment (either oral or written) tells us what the student needs, in conferring sessions, skills are taught and reinforced, the teacher then guides the student to the appropriate task to practice the needed skills.
When a skill is mastered, the continuum is highlighted, a new skill is identified to practice on, just like on the literacy café menu.
Share video and samples from conferring notebook.
Kelly to share communication form to support staff in the room.

13. Pam what you’ve highlighted and why
Where the information came from

14. Kelly – how to differentiate

16. Pam what you’ve highlighted and why
Where the information came from

17. Outcomes
Experience the journey from a traditional math class to math workshop
Compare best practices both in literacy and math
Explore the structure of the math workshop classroom
Define difference between a primary and an intermediate classroom in math workshop
Obtain methods for differentiation

18. Reflections and Questions
Time to reflect and write
Share out or ask questions
Assessment drives what we confer……Differentiation means conferring to us!
Assessment (either oral or written) tells us what the student needs, in conferring sessions, skills are taught and reinforced, the teacher then guides the student to the appropriate task to practice the needed skills.
When a skill is mastered, the continuum is highlighted, a new skill is identified to practice on, just like on the literacy café menu.
Share video and samples from conferring notebook.
Kelly to share communication form to support staff in the room.

19. Resources O.S.P.I. Website Daily 5 and CAFÉ Daily CAFÉ
Daily 5 and CAFÉ
Daily CAFÉ  
Meridian Elementary Website
Mathematics Education Collaborative (MEC) Classes
Developing Mathematical Ideas (DMI) Classes
ORIGO

20. Thank You
Please fill out the evaluation sheet for our professional growth.
All handouts and Power Point available on Daily CAFÉ website and Meridian Elementary website.
If you have any questions feel free to contact us:
Janet
Kelly, Courtney, Pam pass out cards with