Graphic Organizers

Rational Guideline Visuals

• Academic Vocabulary

• Mastery of TEKS

Ex: 4.1 the student solves problems by collecting, organizing & displaying data

• Technology (Tate)

• Drawing & art work (Tate)

• Assigning Roles (Kagan)

CSCOPE Connection

• Visuals• Makes

difficult concepts easy

• Info easier to recall

• Ideas from larger to smaller

• Interrelationship of complex ideas

(Fountas and Pinell, 2001)

Kagan/Tate

• Teacher models graphic organizers

• Teacher shares thinking

• Students create independently or in cooperative groups

4

Class Made Charts/Anchor ChartsRationale: Charts created with students helps make student ‘s learning and thinking permanent and visible. Builds on earlier learning Serves as a reference guide Clarifies new concepts learned Enhance structure and organizationGuidelines: Created with teacher/student interaction Centrally located to be easily visible when originally created. Then the

chart will be relocated to a reference binder for easy access .

CSCOPE Connection: 3rd grade Unit 1 Place Value Brainstorming: What do you know about Place Value? Task Cards Place Value Mat Foldable/Thinking Map Academic Vocabulary

Kagan/Tate Strategies:o Graphic Organizerso Movemento Justifyo Visualso Manipulativeso Games

o Time-Pair-Shareo Round Robino Literature

Rationale: Problems of the Day and Problem

s of the Week are used to encourage

students to explore, investigate, and hypothesize-all of which appeal to their

inquisitiveness. Their active engagement in problem

solving provides them w

ith opportunities to develop their m

athematical skills and understandings. Posted

work serves as a rem

inder of successful problem solving m

ethods and a jumping

off point for further in depth exploration.

Guidelines:•M

ust be posted and highly visible•Created to have m

ultiple solutions•Positive environm

ent where m

istakes can be made

•Opportunities for students to present m

ultiple solution Students are encouraged to use m

athematical vocabulary

C SCOPE Connection:

Underlying processes and

mathem

atical tool. The students applies grade levelM

athematics to solve

problems connected to

every day experiences and acti8vities in and outside of school

Kagan/Tate/Brain•Discussion•Brainstorm

ing/Discuss•Graphic organizers, Sem

antic Maps, and W

ord w

ebs•Reciprocal Teaching and Cooperative Learning•AllW

rite Round Robin•Tim

e Pair Share•Visualization and Guided im

agery

Problem of the Day

Home Area

RationaleThis area provides easy access to math materials. The Home Area along with set routines and clear directions

enables students to self-sufficient and mathematical explorers. Having all materials readily available peaks their

interest and gives them a sense of accomplishment as a they do most of the work on their own. Students should be

able to complete the challenging tasks independently while the teacher is focusing on guided groups.

Kagan-Fan and Pick- students can review previously

learned vocabularyQuiz –Quiz Trade-

students can check each others word

problems / basic skillsRally Coach-

Heterogenous grouping to help problem solving

strategies

Tate- Summarize- Solve and

Reflect-Connections

-Visuals-Writing

- Explaining- Music

CSCOPE- Academic Vocabulary

-Performance Indicators

-Spiral Review- Essential

Questioning

Guidelines- An area where supplies are kept- Can be placed on desks or tables- Arranged in groupings to allow

for interactions-Familiar with routines

-Tasks are clear and readily- Students take ownership in

creating a safe learning environment (students help

generate expectations)

MATH CO

NN

ECTION

S