Kindergarten AMC Professional Development

Kindergarten AMC Professional Development

Introduction/OpeningCounting Assessment Part 1LunchDataCounting Assessment Part 2StationsDiscussion/Breakdown

Schedule

Insert Opening from Amy

Insert geometrics from Amy

Tribal Counting

One two

three

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

Tribal addition and subtraction

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

What’s Happening? Why is this difficult?

Turn and talk with your neighbor

- What does it take to count accurately?- Why do some students struggle?

What’s so Hard about Counting?

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?

Counting is as easy as 1, 2, 3…

http://www.youtube.com/watch?v=PjFL-X3vrVU&sns=em

What did you notice about Abigail’s counting?

Let’s Take a look at Abigail

Go to www.amcanywhere.com

Let’s Try an Assessment

Watch CoreyWhen

presentedwith 32

http://youtu.be/SMjAyVYpnyo

-what does he estimate?

-how does he count?

When presentedwith 21

http://youtu.be/HYufHbyOaSs

-what does he estimate?

-how does he count?

When presentedwith 12

http://youtu.be/KXYA0QEVyBk

-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?

Counting is More Than 1, 2, 3

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

Teacher Tools

Turn to page 28 in your blue book.

Read the indicators for (A) Ready to Apply

Corey’s Results – Instructional Level A

Turn to page 16 in your blue book. What does an “A” mean?

Discuss how to read and where to go for instruction

He’s an “A”…now what?

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

Insert Part 2

As you move to each station…1. Read the teacher directions2. ENGAGE in the work like a student3. Reflect with your partner using your reflection matrix

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?

STATIONS

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”