Combination Classroom Management

Transcription

1 Combination Classroom Management

2 Combination Classroom Management With Envision Math 2009 Every teacher faces challenges managing the many aspects of effective instruction in the classroom. For the teacher of combined grade level classes this challenge is especially difficult. Pearson would like to support your management challenges for the instruction of Envision Math by providing suggestions for the combo classroom teacher. Each of the 4-steps in the Envision lesson plan is already embedded with strong and varied instructional opportunities, but in addition to the core lesson, there are multiple resources in Envision Math that are designed to be used with tremendous flexibility and differentiation. These resources will be invaluable to your teaching two groups of possibly different math standards within the same time block. There are two plans presented here for your support. The first one is designed for Primary Grades K-2 and the second is for the intermediate grades 3-6. Each one provides a sequence of lesson presentations to each grade level group (marked A and B) that will be workable for both teacher and students in a Weekly plan. The assumptions embedded in the plan are that the lower grade level A will need a little more time for tasks, and may be less able to work independently than the higher grade level B in the primary grades. The intermediate grades are seen as equally capable. Correlation: Please be aware that the math topics for each grade are sequential for the most effective instruction and it is our hope that the attached correlation will match two grade level s topics as closely as possible. It is important to note that each teacher will need to teach the California State Standards to each of the grade they teacher. Hence, it is sometimes necessary to teach differing concepts in the same math block time to each of two grade level. For a list of grade level topics and their sequence, please see the K-6 Topic Pacing and Standards Summary list of topics for each grade at the end of this document. Planning Grid: In the classroom planning grids, every effort has been made to retain the integrity of instructional sequence for each core lesson, so the suggestions have been formatted as a grid for an hour s instruction, plus extra instructional suggestions for morning warmup or calendar routines that could include math instruction. Managements Suggestions: Math center materials for two grade levels can be efficiently managed with the use of storage bins or cardboard files box in your classroom. The suggestions given here are practical and validated for the combination classroom. Thank you for your contribution as a caring teacher in the State of California who understands how necessary it is to make strong mathematic instruction accessible to all our students.

3 Combination Classroom Management Suggested Plan #2 for Intermediate Manipulatives Management: Teachers in the intermediate grades may not have extensive experience with the use of manipulatives in the classroom, yet are eager to fully utilize these instructional tools to effectively teach conceptual development in math. Larger class sizes necessitate careful management of these tool in the classroom and setting behavioral standards regarding their use. The manipulative sets you received are already organized for the individual student or in a larger classroom set. If you received student sets, the manipulatives for all lessons will be grouped together in an individual bag and can be distributed and retrieved for each lesson. Most teachers who receive the large classroom set decide to organize manipulatives in Ziploctype bags in two ways: by manipulative type first and then by topic or lesson. The Envision Math Lesson Planner at the beginning of each Topic Teacher s Edition will give teachers an overview of what manipulatives will be needed for the entire topic. The Interactive Problem-Solving or Step Two of each lesson includes problem-based exploration of the concept that may call for the use of manipulatives or paper to draw pictorial representations. Checking the Quick and Easy Lesson Overview box on the first page of each lesson will give specifics of how many of each manipulative will be needed for the Lesson. Since manipulatives are so important for the problem exploration, teachers will save instructional time by having the needed manipulative for that lesson packaged in smaller bags and ready for each student or group in advance. Also, it is very important to set behavioral standards for the use of manipulatives during the first week of school. Safely using and caring for these learning tools is of primary importance. Then it is essential to teach your own organizational plan as to where and how they will be used, distributed, picked-up and stored. These standards should be understood well by every student in the classroom before beginning math instruction. 1

4 Envision Math includes daily Center Activities that provide focused practice for the daily lesson concept and develop skills through engaging game formats. There are 7 formats or game types throughout the year s study. The content of each game changes with the daily math concept being taught. Once students have mastered the format, they become independent thinkers and players for these centers throughout the year. The game types for Grade 3-6 are: Teamwork, Clip and Cover, Display the Digits, Quick Questions, Think Together and Tic Tac Toe and Toss and Talk. Each format specifically addresses a learning modality so that engaging math practice will be accessible to all learners in your Classroom. For more information on these formats, please see page T23 in the Overview and Implementation Guide in your teacher resource box. At the beginning of the year, we suggest you look through the Topic Teacher s Edition at the types of games presented in the topic. Since students may not be able to visit the math center daily at the beginning, it is wise to choose and plan to teach the one or two game formats that are used most often each week until all are taught and practiced well. From that point on, your students will be able to visit the math center at any time and practice independently. Suggested Environment Management for Center Activities: Most teachers use boxes or bins to organize centers. Combo teachers know how important is it for all transitions and activities to flow smoothly and in an orderly manner. The following is an effective system of organization for a combo classroom: Use 2 Plastic Bins that hold hanging files (legal or letter sized) and label each bin by grade level. Put 15 hanging files in each grade level bin. Put Labels for This Week, Last Week and Practice on the first, sixth and eleventh file. Place one box (or another bin) for the Student Center manipulative sets in between the two file bins because all center activities use the same manipulative sets. Most of the centers require two or more students to play. 2

5 Suggested Preparation for Center Activities with the Lesson: At the Beginning of the first year of using ENVISION Math, choose only two formats for the week that you will teach and practice. Plan for the students to do Center activities as on the days you will be teaching that format. Remember, though the content changes daily, the formats are consistent and repeat often in each topic. For Example: the formats Teamwork and Display the Digits may be the most frequently used formats for the week at both grade levels. Teamwork may be at day 1 and 4 for your lower grade and Day 1 and 3 for your upper grade. The teacher would choose to reproduce enough of each of these Activities for every two students at both grade levels. Then on the day 1 and 4 the teacher will be able to teach the rules for a Teamwork game to the whole class and have students practice it (Day 3 activity is used and practiced on Day 4-after teaching the concept). In the same way, Day 2 and 5 at the lower grade and 1 and 4 may use Display the Digits. Then on Day 2 and 5 (after the concept is taught) the Teacher can teach the rules for the format Display the Digits to all students and they can practice. This is a very workable way to introduce the Activity Center game formats because the formats repeat often. Over a few weeks every format will be taught and students will be independent center users for the rest of the year and for years to come. Consider these temporary copies, but reserve 4 copies of each for your permanent center materials for every year. Plan time in the lesson to teach the game format to your students and the allow them to play both formats on the 5 th day, or in their free time. As the year progresses, make 4 copies of the On-level Center activity and 4 copies of Advanced center activity from the topic pouch for all five days for both grades. The suggestions here are based on a typical week, not the first of the year. Center activities can be copied in 2 different colors for on-level and advance and another two different colors for on-level and advance for each grade level. Place in individual sheet protector sleeves (or 3

6 laminate) or glue each game in a manila file folder. If the latter is used, mark the file s tab with one star for on-level and two stars for advance to make it more helpful for students to identify the levels. Place center activities in the first section of the box marked This Week as follows: For Monday or Day 1 place the On-level Center activity (4 copies) and Advanced Center Activity (4 copies) in the first hanging file. Do the same in the other grade level box. For Tuesday or Day 2 place the On-level Center activity (4 copies) and Advanced Center Activity (4 copies) in the second hanging file. Do the same in the other grade level box. Follow this pattern for each day s centers in the bin. New file center activities for each week are placed in the section marked This Week. AFTER the first week is over, move these files to the next section marked Last Week in the bin. The third Section is marked Practice. By the third week the same files from This Week to Last Week now move to the Practice section of the bin. At the Beginning of the year the extra teaching activities can be housed here for practice of format rules. See above. By the third week during the year, each bin will have 10 (5 on-level and 5 advanced) new center activities, and 20 Practice (review) activities to continually reinforce math concepts. 4

7 Combination Classroom Management Suggested Plan #1 for Primary Manipulatives Management: Teachers in the primary grades understand the power of using concrete manipulatives in their classrooms and are eager to fully utilize these instructional tools to teach conceptual development in math. However, primary teachers know that these tools must be carefully managed in the classroom and that behavioral standards must be set regarding their use.. Most teachers who teach with manipulatives decide to organize manipulatives in Ziploc-type bags in two ways: by manipulative type first and then by topic or lesson. The GOOD NEWS is: the first part of organizing is done for you! The Envision Math manipulative sets arrive in your classroom already organized by individual student sets or in a larger classroom set. If you receive student sets, the manipulatives for all the yearly lessons will be grouped together in a bag for each student and can be distributed and retrieved for each lesson. The Envision Math Classroom Set of Manipulatives is organized by type when they arrive in your classroom. To organize by Topic and Lesson, teachers can use The Envision Math Lesson Planner at the beginning of each Topic Teacher s Edition. It will give teachers an overview of what manipulatives will be needed for the entire topic. Each daily lesson includes a problem-based exploration of the concept that will include the use of manipulatives for students. Checking the Quick and Easy Lesson Overview box on the first page of each lesson will give specifics of how many of each manipulative will be needed for the Lesson. Teachers can save instructional time by having the needed manipulatives for that lesson packaged in smaller bags and ready for each student or group in advance. It is very important to set behavioral standards for manipulative use during the first week of school. Safely using and caring for these learning tools is highly important. In addition, you ll wish to teach your own organizational plan as to where and how they will be used, distributed, picked-up and stored each day. These standards should be understood well by every student in the classroom before beginning math instruction 1

8 Envision Math includes daily Center Activities that provide focused practice for the daily lesson concept and develop skills through engaging game formats. There are 7 formats or game types for the school year at grades K-2. The content of each game changes with the daily math concept being taught. Once students have mastered the format, they become independent thinkers and players for these centers throughout the year. The game types are: Cover Three, Helping Hands, Listen and Learn, Look and See, Math in Motion, Play a Game and Try Together. Each format specifically addresses a learning modality so that engaging math practice will be accessible to all learners in your Classroom. For more information on these formats, please see page T23 in the Overview and Implementation Guide in your teacher resource box. At the beginning of the year, we suggest you look through the Topic Teacher s Edition at the types of games presented in the topic. Since students may not be able to visit the math center daily at the beginning, it is wise to choose and plan to teach the one or two game formats that are used most often each week until all are taught and practiced well. From that point on, your students will be able to visit the math center at any time and practice independently. Suggested Environment Management for Center Activities: Most teachers use boxes or bins to organize centers. Combo teachers know how important is it for all transitions and activities to flow smoothly and in an orderly manner. The following is an effective system of organization for a combo classroom: 2 Plastic Bins that hold hanging files (legal or letter sized) and label them by grade level. Put 10 hanging files in each. Put Labels for This Week and Practice on the first and sixth file. Place 5 Student Center Manipulatives Sets in front of the files in each bin. This can be done for both grades as all center activities use the same manipulative sets. Most of the centers require two or more students to play. The teachers will need to set routine standards as to how the center manipulatives will be picked-up, returned and treated. 2

9 Suggested Preparation for Center Activities with the Lesson: At the Beginning of the first year of using Envision Math, choose only two formats for the week that you will teach and practice. Plan for the students to do Center activities on the days you will be teaching them. Remember, though the content changes daily, the formats are consistent and repeat often in each topic. For Example: the formats Helping Hands and Play a Game may be the most frequently used formats for the week at both grade levels. The Helping Hands game format may be at day 1 and 4 for your lower grade and Day 1 and 3 for your upper grade. The teacher would choose to reproduce enough of each of these Activities for every two students at both grade levels. Then on the day 1 and 4 the teacher will be able to teach the rules for a Helping Hands game to the whole class and have students practice it (since the concept has already been taught, Day 3 activity is used and practiced on Day 4). In the same way, Day 2 and 5 at the lower grade and 1 and 4 at the upper grade may use Play a Game. Then on Day 2 and 5 (after the concept is taught) the Teacher can teach the rules for the game format Play a Game to all students and they can practice. This is a very workable way to introduce the Activity Center game formats because the formats repeat often. Over a few weeks every format will be taught and students will be independent center users for the rest of the year and for years to come. Consider these temporary copies, but reserve 3 copies of each for your permanent center materials for every year. Plan time in the lesson to teach the game format to your students and the allow them to play both formats on the 5 th day, or in their free time. As the year progresses, make 3 copies of the On-level Center activity and 3 copies of Advanced center activity from the topic pouch for all five days for both grades. The suggestions here are based on a typical week, not the first of the year. The numbers of items are based on CSR Classrooms, more may be necessary. 3

10 To avoid confusion with center activities consider copying in 2 different colors for on-level and advance and another two different colors for on-level and advance for the other grade level. Place in sheet protector sleeve (or laminate) or glue each game in a manila file folder. The latter is best for Primary and marking the tab with one star for on-level and two stars for advance on the manila file folder s tab is also helpful for students if you haven t used colored paper. Place center activities in the first section of the box marked This Week as follows: For Monday or Day 1 place the On-level Center activity (3 copies) and Advanced Center Activity (3 copies) in the first hanging file. Do the same in the other grade level box. For Tuesday or Day 2 place the On-level Center activity (3 copies) and Advanced Center Activity (3 copies) in the second hanging file. Do the same in the other grade level box. Follow this pattern for each day s centers in the bin. New file center activities are placed in the section marked This Week for each new week of instruction. AFTER the first week is over, move these files to the next section marked Practice in the bin. By the second week, each bin will have 10 (5 on-level and 5 advanced) new center activities, and 10 Practice (review) activities to continually reinforce math concepts. In the third week, consider which one or two concepts from the second week that may need revisiting and leave those in the Practice, after removing the rest and storing for next year. You may wish to expand the file practice for future opportunities of Free Choice time. 4

11 3-6 Topic Opening Day: These days will occur at different times for each grade. Start by showing the Topic Video (on DVD and Online) then have students do the Print Partner (online resource). The topic opening activities replace the morning opening activity for one day and can be a whole class event. Be sure to send the letter home (Home-School Connection- in pouch) for your parents. SUGGESTED WEEK at a GLANCE: (NOTE A is the lower grade and B is the higher grade on this plan) Monday Tuesday Wednesday Thursday Friday Include Math in MORNING OPENING or Outside of math time Math time 20 mins Math time 20 mins A: Talk and solve together the POD For Gr A B: Play Math Vocabulary concentration or Match with flashcards B: Center activity do FRIDAY in Last Week files, and choice from Practice File. VLA or VLB Transp. & Guided practice Practice & Center Activity Day 1 plus choice from Last Week file if time. VLA or VLB transp.& Guided Practice AB: Quick check activity (any one from the topic to check student learning) A: Center activity do FRIDAY in Last Week files and choice from Practice file VLA or VLB on transp. & Guided practice Practice & Center activity Day 2 plus Choice from Practice Files if time VLA or VLB transp.& Guided Practice A: Play Math Vocabulary concentration or Match with flashcards B: talk and solve together POD for Gr B B: Center Activity Day 1 & 2 or 2 and choice from Practice file VLB transp. or VLA& Guided practice Practice & Center activity Day 3 plus Choice from Practice file if time VLA or VLB transp.& Guided Practice AB: Problem Solving Recording Sheet Lesson: use any word problem in Student book A: Center Activity Day 2 & 3 or 3 and choice from Last Week file VLB transp. or VLA& Guided practice Practice & Center activity Day 4 and Choice from Last week file VLA or VLB transp.& Guided Practice AB: Math Literature: World Scape Books and Problem-solving activity from the PB TE Alternate with Mind Point Quiz Game CD B: Center Activity Day 3 4 and choice from Last Week file. VLB transp. or VLA& Guided practice Practice & Center activity Day 5 and choice from Last Week file. VLA or VLB transp.& Guided Practice 1

12 Suggested Weekly Plan continued: Math time 15 mins practice and Center Activity Day 1 A: Small Group SI practice and Center Activity Day 2 B: Small Group SI practice and Center Activity Day 3 A: Small Group SI Practice & Center Activity Day 4 B: Small Group SI Practice & Center Activity Day 5 A: Spiral Review or Digital Assignments A: Spiral review Or Digital Assignments AB: Explain and Start Homework B: Spiral Review Or Digital Assignments AB: explain and start Homework A: Spiral Review or Digital Assignments B: Spiral Review or Digital Assignments AB: Assessments/ MDIS or Math time 5 mins AB: explain and start Homework AB: explain and start Homework AB: Computer Lab: Math Successnet assignments with Tools 4 Math, games BOLD font= where teacher is working with a grade level A=lower grade, B=higher grade in combo class Abbreviations used in suggested weekly plan: MDIS= Math Diagnosis and Intervention System (in box or online) PB = Problem-Solving POD= Problem of the Day (on Transparency and Black Line Master in Pouch) SI = Strategic Intervention Groups with alternate lesson in Topic TE TE = Teacher s Edition VLA= Visual Learning Animation (online and on CD) VLB= Visual Learning Bridge (top of student page and on Transparency or transp. ) This Suggested Weekly Plan was designed for classrooms using a laptop to the TV or a projection system for the VL Animations and DVD s. Also one day a week in the site Computer Lab for digital assignments. If students have access to computers at home, more assignments can be given for online access. Please adjust to lo-teach options as described above if the technology is not available. 2

13 K-2 Topic Opening Day: These days will occur at different times for each grade. Start with the Math Story Big Book! Show the Interactive Story CD and Students will be able to color and take home the story on black line master. The topic opening activities replace the morning opening activity for one day and can be a whole class event. Be sure to send home letter for parents! SUGGESTED WEEK at a GLANCE: (NOTE A is the lower grade and B is the higher grade on this plan) Monday Tuesday Wednesday Thursday Friday Include Math in MORNING OPENING or Outside of math time Math time 20 mins A: Talk and solve together the POD For Gr A B: Play Math Vocabulary concentration or Match with flashcards B: Center activities do FRIDAY from last week and choice from Practice file AB: Quick Check Activity (any one from the topic to check student learning) A: Center activity do FRIDAY from last week and choice from Practice file. A: Play Math Vocabulary concentration or Match with flashcards B: talk and solve together POD for Gr B B: Center Activity Day 1 & 2 or 2 & choice from Practice file AB: Quick Check Activity (any one from the topic to check student learning) A: Center Activity Day 2 & 3 or 3 and choice from Practice file. AB: Math Literature: Math Start Book with problem solving activity from the PB TE Alternate with Math Songs practice or Mind Point Quiz CD B: Center Activity Day 3 & 4 or 4 and choice from Practice file. Math time 20 mins Problem w/ VLA / VLB Transp. & Guided Practice Practice then Center activity Day 1, plus Choice from Practice file VLA or VLB transp & Guided Practice VLA/ VLB on transp. & Guided Practice practice, then Center activity Day 2, plus choice from Practice file Problem w/ VLA or VLB transp. & Guided Practice VLA/ VLB transp. & Guided Practice Practice, then center activity Day 3, plus Choice from Practice file. VLA or VLB transp. & Guided Practice VLA/VLB transp. & Guided Practice Practice, then center activity Day 4, plus Choice from Practice File. VLA or VLB transp. & Guided Practice VLA /VLB transp. & Guided Practice practice, then Center activity Day 5, plus choice from Practice file VLA or VLB transp. & Guided Practice 1

14 Math time 15 mins Practice and Center Activity Day 1 practice and Center Activity Day 2 practice and Center Activity Day 3 practice and Center Activity Day 4 Practice and Center Activity Day 5 A: Small Group SI A: Spiral Review or Digital Assignments B: Small Group SI B: Spiral Review or Digital Assignments A: Small Group SI A: Spiral Review or Digital Assignments B: Small Group SI B: Spiral Review or Digital Assignment A: Spiral Review or Digital Assignments AB: Assessments/ MDIS Intervention or Math time 5 mins AB: explain and start Homework AB: explain and start Homework AB: explain and Start Homework AB: Explain and Start Homework Computer Lab: Math Successnet assignments with etools, games BOLD Letters = show the group lead by the teacher A=lower grade, B= higher grade in one combo class Abbreviations used in suggested weekly plan: MDIS= Math Diagnosis and Intervention System (in box or online) PB = Problem-Solving POD= Problem of the Day (on Transparency and Black Line Master in Pouch) SI = Strategic Intervention Groups with alternate lesson in Topic TE TE = Teacher s Edition VLA= Visual Learning Animation (online and on CD) VLB= Visual Learning Bridge (top of student page and on Transparency or transp. ) This Suggested Weekly Plan was designed for classrooms using a laptop to the TV or a projection system for the VL Animations and DVD s. Also one day a week in the site Computer Lab for digital assignments. If students have access to computers at home, more assignments can be given for online access. Please adjust to lo-teach options as described above if the technology is not available. 2