 Introduction/Opening  Counting Assessment Part 1  Lunch  Data  Counting Assessment Part 2  Stations  Discussion/Breakdown.

Slides:

Advertisements

Similar presentations

INFORMative Assessment of Student Understanding; Ratio and Rate of Change August, 2012.

Advertisements

Assessing what “Counts”. Hunter at the end of Kindergarten He can count to 100 and he knows all of his shapes. His teacher says, “He’s doing great in.

Presented by: Stacy Hunter & Stephanie Miller. Today’s Agenda Icebreaker Video (4:Number Arrangements), Overview Assessment, & Practice Demo Games 1:30-2:00.

Presented by:. Today’s Agenda 9:00-10:30 Icebreaker/Tribal Counting/Overview/How Children Learn Concepts 10:35-10:45 Break 10:45-11:30 Video, Discussion,

Presented by: Susan Outen & Stephanie Miller. Today’s Agenda Icebreaker/Tribal Counting/Overview How Children Learn Concepts Video, Discussion, Intro.

EngageNY.org Overcoming Barriers to the Read, Think, Talk, Write Cycle Session 4, May 2014 NTI.

Two-Digit Addition and Subtraction Time to assess kids will be inserted when we know what time that will occur!

Write your name on the name plate. Fill out Pre-Workshop Questionnaire Begin reading the article at your table Jot down four adjectives which you think.

Second Grade AMC Professional Development Day 1.  Introduction/Opening (9:00-10:30) ◦ Introductions ◦ Tribal Counting ◦ Why AMC Anywhere Assessments?

Understanding the Properties SD Counts. Ground Rules  Honor private think time  Be prepared for sessions, everyone should have something to contribute.

NEPF a semester away… Focus: All Students 21st Century Ready

Reading Comprehension 4th & 5th Grade Session #2 Presented by Jill Bryan and Madeleine Heins.

+ Adapted, with permission: Akay Tuncak, NYC DOE Amy Hoffman, NYC DOE Hal Melnick, Bank Street College Faculty Marvin Cohen, Bank Street College Faculty.

Description of Strategies

Second Grade AMC Professional Development Day 2.  Introduction/Opening  Critical Learning Phases Tied to CCSS and Investigations  Tens Frame Assessment.

First Steps Daily Lesson Plan 1. Re-Reading (Fluency) 2. Word-Study 3. Writing 4. New Read Transition Lesson Plan 1. Instructional Reading 2. Word-Study.

Professional Reading “Teach Students to Care About Revision” Take a few minutes to skim article (available on the Wiki or the front of the room Please.

Supporting Students with Disabilities: The Modules and Beyond Experienced with NTI Teachers/ Coaches Session 4.

March 30,  Objectives  Anticipatory Set  Questioning Strategy Video Clip  Questioning Strategy Reading  Data  Closure.

From Van de Walle Teaching Student Centered Mathematics K-3 and Carpenter, et. al. Children’s Mathematics: Cognitively Guided Instruction.

Presented by: Susan Outen & Amy Platte. Today’s Agenda Icebreaker Video (6:Hiding Assessment), Overview Assessment, & Practice Demo Activities Video (7:

Assessing Math Concepts APLUS Cohort Day 1 – CMS August 5, 2013 First Grade.

Kindergarten AMC Professional Development Day 1.  Introduction/Opening ◦ Introductions ◦ Tribal Counting ◦ Why AMC Anywhere Assessments?  Counting Assessment.

Kindergarten AMC Professional Development Day 2.  Introduction/Opening (9:00 – 9:30)  Changing Numbers Assessment (9:30 – 10:00 ~ Instructing/Show video,

Project Impact CURR 231 Curriculum and Instruction in Math Session 3 Chapters 3.

K Math Practice and Content Standards Kindergarten Math Unpacking Document Kindergarten Math Unpacking Document KSC - K Math for Parents KSC - K Math for.

Formative Assessment in Action The Process of Formative Assessment Slide 1 (Heritage, 2010) Handout

NEPF a semester away… Focus: All Students 21 st Century Ready Teachers Unpacking High-Leverage Instructional Standards.

Assessing what “Counts” School Based Professional Development.

Let’s Go to the Videotape: Assessing Number Knowledge.

MATH Computation and Estimation 5.3The student will create and solve problems involving addition, subtraction, multiplication, and division of whole numbers,

Adding & Subtracting Decimals I will add and subtract decimals.

Assessing what “Counts”. Hunter at the end of Kindergarten He can count to 100 and he knows all of his shapes. His teacher says, “He’s doing great in.

Flip Lessons Ray Myrtle

TEAM TRAINING.  Two announced  Two unannounced NUMBER OF OBSERVATIONS.

» Please grab the packet and read the article, “The teacher’s role in promoting collaborative dialogue in the classroom.” » Take 4 Sticky Notes and label.

Grade 6 How to multiply decimals Lesson 3 unit 3 MMS pp

Grade 4-6 MGSD, Summer Coat Sale A few coats on sale in the store now each cost $176. What were the original prices of each coat? Blue coat: sale.

Assessing what “Counts” Math Facilitator Session August 2013.

 A time clause is a clause that gives information about when something happened in the future. I’ll watch TV after I finish my homework.

Improving Mathematical Number Sense & Technology Integration Teacher Quality Grant Peyton Forest Elementary Atlanta Public Schools Atlanta, GA July 23,

Day 3 APLUS Grant Grade 2. LET’S DO MATH! JAR JINGLE - JINGLE JAR JINGLE - MEMO JAR JINGLE - JAR JAR TORQUE - NIM JAR TORQUE - TORQUE JAR TORQUE - JAR.

Module 5 Lesson 16. Objective Subtract from multiples of 100 and from numbers with zero in the tens place.

Lesson 14. Connect measurement with physical units by using iteration with an inch tile to measure.

Unit 5 Lessons 18 & 19.

Independent Reading and the Independent Reading Conference

STRONG START Thursday, June 23, 2016 Morning.

Station 1 – Weird Facts Read the facts about the human body and match the facts to the body system. Place all 6 systems face up on the desk. Read a fact.

Inquiry learning How do we support inquiry learning?

Assessing what “Counts”

The Kindergarten Student and Mathematics

Climate Change Design Challenge Unit Lesson 2

Academic Habits/7th Grade Ms. Buffington Monday, August 21, 2017

To Intro to Computer Programming

Accountable Talk with English learners

Supporting the instructional framework

K-3 Formative Assessment Process Five Critical Components

Day 3 APLUS Grant Grade 2.

Two-Digit Addition and Subtraction

Turn to page 26. Read the Conclusion

Ensuring Success through Assessment – Connect Assessment to Objectives

Climate Change Design Challenge Unit Lesson 2

Assessment for Learning

Unit 2: Ecology Lesson #3: Sampling Techniques

Three Digit Subtraction

Entering & Beginning Class

Grammar in Action Unit 2: Adjectives

In order to make progress over the next two lessons I will:

Doing Project Work – Conclusion

Starting and Ending Class – Conclusion

Presentation transcript:

 Introduction/Opening  Counting Assessment Part 1  Lunch  Data  Counting Assessment Part 2  Stations  Discussion/Breakdown

  

 Seize + jingle =  Seize + drift =  Romp – seize=  Romp – nudge =

 We were counting… (sort of)  Why can’t we quickly add and subtract?

Turn and talk with your neighbor - What does it take to count accurately? - Why do some students struggle?

 Take a moment to read the handout, when you finish, reflect on the following…  … a child you know is struggling with conservation of number. How do you know he/she is struggling? What might you do to support this child?

  What did you notice about Abigail’s counting?

 Go to

When presented with 32 AyVYpnyo AyVYpnyo -what does he estimate? -how does he count? When presented with 32 AyVYpnyo AyVYpnyo -what does he estimate? -how does he count? When presented with 21 fHbyOaSs -what does he estimate? -how does he count? When presented with 21 fHbyOaSs -what does he estimate? -how does he count? When presented with QEVyBk -what does he estimate? -how does he count? When presented with QEVyBk -what does he estimate? -how does he count?

Look again at the article, Counting is More Than 1, 2, 3. Talk with your partner about Corey- what skills/concepts should he be working on?

 What did you notice about the manipulatives used during Corey’s assessments?

 Turn to page 28 in your blue book.  Read the indicators for (A) Ready to Apply

 Turn to page 16 in your blue book. What does an “A” mean?  Discuss how to read and where to go for instruction

 Insert Aaron video- watch  Insert video of struggler- teachers assess

Station Name How would you know a student was struggling with this work? How would you know if a student is ready to move on? While observing students at work, you want to know if they are connecting numbers to quantities. What questions might you ask to determine this? Station Name How would you know a student was struggling with this work? How would you know if a student is ready to move on? While observing students at work, you want to know if students are able to conserve a quantity. What questions might you ask to determine this? Station Name How would you know a student was struggling with this work? How would you know if a student is ready to move on? While observing students at work, you want to know how they are keeping track. What will you watch for? What questions might you ask to determine this?

 Stickys and charts…where would they go?

An egg salesman was asked how many eggs he had sold that day. He replied, “My first customer said, “I’ll buy half your eggs and half an egg more”. ` My second and third said the same thing. When I had filled all three orders I was sold out and I had not had to break a single egg all day”