Grade+4+Collaboration+2014-15

ELA gap analysis and test item deconstruction-

Math gap analysis and test item deconstruction-

**__September 29, 2014__**
4th grade afterschool Math Collaboration - Frank, Jackie Mahoney, Pat, Jen

Aligned tasks - We will be receiving aligned tasks from last year's Math Test and also some new tasks to embed into our units.

Elementarymathematics.org - we took a look at this website and looked at the different things we could use it for. Frank pointed out how some of the explanations and information are very useful.

We used Frank's template to figure out what tools and strategies will kids use for the different types of multiplication problems.

**__October 1, 2014__**
4th grade Math Collaboration with Jackie Starks - Jackie Starks, Pat, Jen, Kathy

Scott wants Jackie to focus on kids who got high 2s and/or low 3s on the math assessment last year. We discussed which kids these are (these seem to be the kids that do the best in daily math workshop) Discussed schedule - 1 day with Monahan, 2 with Battel and Rexford to start - when we are in a coaching cycle Jackie will focus on the other 2 rooms. Discussed math results from the beginning of year CBM assessment we gave (we didn't get these results, Jackie sent them to us)

**__October 9, 2014__**
Collaboration Meeting with Frank 2:05 - Frank, Kathy, Jen, Pat

Strategies to Teach, Reinforce and Practice problems involving multiplicative comparison...

Snap Cubes Students struggle with the problems that ask them to do the reverse operation - For example Sam has 30 pencils. That is 5 times as many as Sue. How many pencils does Sue have? Frank thinks that using snap blocks to model the problem will make them make a wiser or more careful decision when they are deciding how to attack the problem. Snap cubes can be a precursor to using a bar model - we could practice this in number talks - Pose a problem - show it with the snap blocks. Then decide what to do. Need to arrange snap blocks for easier use/distribution - baggies with 100 in each? Color matters - to show the differences in the problem. You can use colors to represent units -

**__February 23, 2015__**
Collaboration Meeting 3-4pm - with Holly, Pat, Jen, Kathy

February writing unit - How to integrate test prep with poetry - this unit is supposed to be a poetry writing unit - since students are not going to be asked to write poetry we are going to continue writing responses to literature including poetry.

Look at Learnzillion videos and lessons ideas that Scott sent "Land of Nod"

Ideas of how to teach this to students 2 point questions vs. 4 point questions We have 5 weeks - spend 2 weeks on 2 point questions (using short stories/picture books we have already read and new and know really well and new poetry) we will create short response questions and practice answering them focusing on STATING A CLAIM AND SUPPORTING IT WITH 2 DETAILS.

Spend 2 weeks on 4 point questions (using short stories/picture books we have already read and know really well and new poetry) we will create extended responses and practice answering them focusing on STATING A CLAIM AND SUPPORTING IT WITH DETAILS FROM BOTH TEXTS IN MULTIPLE PARAGRAPHS

**__March 5, 2015__**
Collaboration Meeting 2:05-2:45 pm - with Holly, Pat, Jen, Kathy Looking at End of Unit 4 Assessment (reading) We have been using it to teach and practice answering short response questions however, today we are looking at each question to see what each kid missed in particular to notice trends and if there is work at a particular standard that we should be doing with some students before the test.

We started an item analysis to see what multiple choice questions were commonly missed. Looks like it would be helpful to focus on //**4.RL.1 Draw inferences from a text and refer to details and examples in the text when explaining inferences.**// We also noticed from this assessment that students need to work on adding SPECIFIC TEXT BASED details to their writing which we have been working on in our short Writing About Reading Mini Unit.

**__March 13, 2015__**
Collaboration Meeting 2:05-2:45 pm - with Holly, Pat, Jen, Kathy

Fluency - How can we address Fluency in small group instruction? F&P Six dimensions of Fluency-How to look at fluency through different lenses. Pausing, phrasing, stress, rate, integration (synthesis of all aspects of fluency) After assessment, look at lower score and attack this first.

Some strategies to address the different areas of fluency... Go down a reading level or 2 Read a page or part - problem solve - go back and reread it again Reader's Theater Shared Reading - modeling appropriate fluency without pauses Scooping up groups of words (use a pencil to scoop words together
 * Pausing** -

Continue next time???

**__March 23, 2015__**
Collaboration Meeting 2:05-2:45 pm - with Frank, Pat, Jen, Kathy

The Pattern Block Problem We wanted to brainstorm some problems where students are asked to do something where they will come away with some big transferrable ideas in math. Frank created the Pattern Block Problem and we took a look at it and tried it. We discussed different ways to incorporate multiple skills into a problem. For example, problem involves inches - have them convert answer to feet or vice versa. If you are collecting some data - put it on a line plot.

**__March 23, 2015__**
4/5 Collaboration Meeting 3:00-4:00 pm - with Frank, Kim, Jackie S., Pat, Jen, Kathy

Count Arounds - Pat has done them with fractions - building fractions from unit fractions - recognizing the whole Most of us have done them with Frank but not independently

18s Estimate the 6th persons number: 108 (Frank) - partial products, counting by landmarks, distributive property, using structure of 5s and 10s etc) 90 - how many people counted so far? How do you know? Double number line: 1 on top, 18 on bottom, 2 on top, 36 on bottom, etc. (kind of like a rate table)

Which person will say 216? How did you figure it out?

How long should these be? Depends on purpose - can be quick or can take a whole class period - depends on what you want to get out of it.

What can we do to extend a count around: Estimate, Use math tools - models, rate table, Accountable talk - name what you did Use math vocabulary Reasonableness Using Landmarks Operations Number Patterns Charting the Numbers - use number grids and chart the numbers in different ways

Count around by 3's to 39 then write them different ways and talk about what you notice

Count around by time 8:12 (go by 1/2 hours) Count around by measurements, money Subtract using a count around (you start at 372 and need to get to 712 can only count by 1,10, 100)

Count Arounds and Math Practices: How can we use count arounds to reinforce the math practices?

Teaching channel video - count around by 200s Use of accountable talk moves and turn and talk and then share (what you heard or what you said)

**__March 31, 2015__**
Collaboration Meeting 2:05-3:00 pm - with Frank, Pat, Jen, Kathy

Last minute planning to the test - we have 7 days of instruction to the test - what do we need to still hit and review? Line Plots - Pat shared the unit work he did with line plots. He revised the questions making them a little more challenging - and requiring students to use everything they know about fractions.

Measure pencil size to the nearest 1/2 inch. Use sticky notes to plot on a line plot.

Measurement - nearest 1/2 inch

Converting measurements from larger to smaller units. Feet to inches Kilometers/Meters/Centimeters (Count Around the class by centimeters to meters) Kilogram/Gram Pound/Ounce (Count around the class by ounces to 3 pounds) Liter/Mililiter

**__April 24, 2015__**
Collaboration Meeting 2:05-3:00 pm - with Frank, Pat, Jen, Kathy

Discussion of math pacing and made a scope/sequence until the end of the year.

Unit 6 - Investigation 3 (7 days) Unit 8 (17 days) Unit 9 - (7 days) Unit 7 - Investigation 3 (8 days) Area of Rectilinear Figures (3 days)

We discussed the math test (not the particulars!) We ARE seeing... Better thinking Better work habits (they keep working) Better making sense of the problems

We are NOT seeing... Precision Checking for reasonableness Willingness to go back and try a different way Close reading

**__May 6, 2015__**
Collaboration Meeting 2:05-3:00 pm - with Pat, Jen, Kathy, Scott came in to talk about next year

We spent the whole 40 minutes talking about next year - do we want to share kids next year?

**__May 12, 2015__**
Collaboration Meeting 2:05-3:00 pm - with Pat, Jen, Kathy

Last reading and writing unit - Read and Research in the Content Areas and Present History in Engaging Ways

We decided we are all going to focus both units on our study of the Erie Canal. This will be our social studies, reading and writing combined. Each student will pick a topic to focus their report on - and write in several formats to present their research. Students might write a newspaper article, a journal/diary entry, a report, an historical fiction story, a report, an interview, a timeline or any other genre they choose. Students will focus on reading, taking notes, looking for appropriate resources and writing up their research in engaging ways.