THORNBURY PRIMARY SCHOOL
Multi-aged class
Mainstream classSteiner class
GETTING KNOWLEDGE
READY
READING ALOUD VOCABULARY
LITERACY SPECIALIST
7 HRLTPS PEER
OBSERVATIONS
LEARNING WALKS
REVIEWING
QUESTIONS
SUMMARISINGPARAPHRASING
EARLY LEARNING ORAL LANGUAGE
PROJECT PROTOCOLS
LITERACY ASSESSMENT SCHEDULE
LITERACY RUBRICS
P.D.
PRACTISE
LITERACY
Exploring numberlines, doubling whole numbers and fractions.
Resources & equipment: tape measures, rulers, string, tiles, MAB, various materials that can be used as informal units of measure
Goal:To and use formal and informal measurement units for length
Pre-requisite skills & knowledge: Be familiar with language: taller, shorter, longer,height, width
Engage Whole ClassExplicit introduction: Today we are going to be exploring measuring length.
Get chn. order selves from shortest to tallest.Find a partner who is about the same height.Find a partner & describe in a sentence who is taller.
Explore Put up statement’ it is said that your arms span is the same length as you height’ Find out if this is true.Provide students with various measurement materials both formal and informal.
Explain Chn. share findings and what measurement strategies they used.List any questions students have about measuring.
ElaborateUse measurement skills to find the height, length, width of various objects inside or outside the classroom. *Encourage capable students to use formal measurement.
Evaluate How did you measure items ? What did you find out about measuring? What did you notice about the measurements of different objects ?
GRADE 2/3 ‘Making Choices’
P/1T Mathematics - Measurement Date: 19th March, 2009 Goal: use direct comparison to measure and compare objects; inf ormal measurement of length by making, describing and comparing personal units
Pre- requisites: knowledge of concept words eg longer, taller shorter, bigger, smaller, larger, higher, same as
Engage (Make sure chn have pre-requisite skills/ knowledge)
Whole Class -provide chn with assortment of classroom objects – ask them to choose two objects and tell a f riend some things they can say about them Share -chn share what they can say about their two objects -reinforce vocabulary – longer than, shorter than, longest, shortest, lighter than, heavier than, same as, etc
Explore Explain Elaborate
‘Open- ended’ task: Find something in the room longer than this piece of string -chn use their piece of string to find an object that is longer than it -observe chn, note any who use direct comparison -bring chn together, look at ways chn are using to compare string with object. Teach direct comparison and how to record -chn find other objects longer than their piece of string, using direct comparison, record in ‘Maths Book’ Teaching Group – 1: inf ormal measurement of length by making, describing and comparing personal units -chn use informal, unif orm units to measure and compare length of objects
Summarise -chn share their findings -correct, consolidate, summarise
Teaching Evaluation/Learning Assessment
Guiding Principles for all Mathematics Lessons
• Make the goals for learning explicit to students. • Have most of the class working on tasks beyond their current levels of
thinking. • Communicate high expectations• Reinforce classroom norms for working. • Explicit number fluency practice.
ACTIVITY TITLE: Around the World (Mellita)
PurposeDevelop mental computation skills .
ACTIVITYClass sits in a circle, one student is chosen to stand behind one of their classmates. Decide whether to add or subtract the dice numbers. Teacher rolls the dice. The first person to answer between the standing student and person sitting in front is the winner. If it was standing the student- they move onto the next spot in circle. If it was the sitting student, they swap places with the standing student and move onto the next spot. The person who makes it to the end point in circle (Around the World) is the winner !
Possible adaptationsMultiplication of dice numbers.Use 10 or 20 sided die etc. Equipment
2 dice (the larger the better)
BEAT THE CALCULATOR
NUMBER MASTERMIND
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ACADEMIC VISIT
• Analysis of and advice in response to our NAPLAN results for 2008
• Advice on essential resources• Identifying the key priority elements of Numeracy we should be focusing on
• To model lessons in the P/1 and grade 4 which build understanding and cater for a wide ability range within the junior and middle school.
NAPLAN 2008School Summary Report
NAPLAN 2008Year 5
NAPLAN 2008Grade 3
AIZ Online Testing
NAPLAN 2009Grade 3
Year 3 Online results
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BUILDING UNDERSTANDING
WORKSHOPS
WORKSHOPS
0.5 1.0 1.25 1.5 1.75 2.0 Cou
ntin
g an
d pl
ace
valu
e associate number names
with numerals and models of numbers (counting or subitising)
Order objects f rom fi rst to third
use of one-to-one correspondence and numbers 1 to 10 when counting
compare sets of objects count small sets using the
numbers 0 to 20 use one- to- one
correspondence to compare whether two sets are equal in size
use ordinal numbers to describe the position of elements in a set f rom fi rst to tenth
order lists of small sets of numbers up to 20
count f orwards and backwards by 1 f rom starting points between 1 and 100
Count and represent collections by grouping objects in bundles of 10s
count by 2s, 5s and 10s f rom 0 to a given target, and recognise the associated number patterns; for example, 7, 9, 11
Model the place value of numbers
0 to 100 I dentif y the numbers before
and af ter a given number (0-100)
Count by 1s, 10s and 100s f rom 0 to 1000
Use effi cent ways of counting large collections
Estimate large collections by visually grouping items in tens
Count f orwards and backwards f rom 90-110
Represent numbers to 100 on a numberline
model the place value of the natural numbers f rom 0 to 1000
order numbers and count to 1000 by 1s, 10s and 100s
Addit
ive
use materials to model addition and subtraction by the aggregation (grouping together) and disaggregation (moving apart) of objects
add and subtract by counting forward and backward using the numbers f rom 0 to 20
calculate the next number when asked to add 1 or 2 to any natural number f rom 0 to 10
draw diagrams to show sharing of up to 20 items
draw diagrams to show subtraction activities including numberlines to show subtraction and addition
add & subtract two-digit multiples of ten by counting on and counting back
count on f rom the larger of two collections to fi nd their total
in mental computation use commutative properties and recognition of complements to ten; for example, 3 + 4 + 7 + 6 = 3 + 7 + 4 + 6 = 10 + 10 = 20
develop and use ‘fact family’ linking 25 + 5 = 30 to 5 + 25 = 30, 30 − 5 = 25 and 30 − 25 = 5
add and subtract numbers less than 10 through recall and use of number facts
add and subtract one- and two-digit numbers by counting on and counting back
mentally compute simple addition and subtraction calculations involving one- or two-digit natural numbers,
use number facts such as complement to 10, doubles and near doubles
use partitioning for addition & subtraction- e.g. 8+5=8+2+3 12-5=12-2-3
Mul
tipl
icat
ive
draw diagrams to show sharing of up to 20 items
Solve multiplication number stories using materials
Make and copy groups and arrays.
Make models of division both partition (sharing) and quotation (how many)
skip count by 2s, 4s and 5s f rom 0 to 100 starting f rom any number
describe and calculate simple multiplication as repeated addition, such as 3 × 5 = 5 + 5 + 5; and division as sharing, such as 8 shared between 4
Fra
ctio
ns
identif y every day uses of ½ and ¼ e.g. ¼ past on a clock, ½, ¼ time at f ootball
use half and quarter as a descriptor; for example, a quarter of a cake
identif y half of a set of objects, including 1/ 2 of an odd number of objects
describe simple f ractions such as one half , one third and one quarter in terms of equal sized parts of a whole object, such as a quarter of a pizza, and subsets such as half of a set of 20 coloured pencils
Recognise and draw f ractions of a shape
Patt
ern
&
stru
ctur
e order objects and sets;
f or example, largest to smallest
f orm patterns and sets of numbers based on simple criteria such as odd and even numbers
Mon
ey Recognise and identif y
f eatures of coins order coins and written money
amounts amounts in cents group coins of the same
denomination in sets of $1
order money amounts in dollars and cents and carry out simple money calculations
NUMBER RUBRICS
WHERE ARE WE NOW?
Monitoring & Assessing
• PLTs are using data from a variety of sources (ondemand/online testing, EY interview, classroom observations of what student say, make, write and do) to inform Learning logs & ILPs.
• Assessment rubrics started• Online testing
Teaching and Learning• Timetabled PLT, year level and area meetings• Introduction to planning templates• 2/3 team weekly planning differentiated lessons using launch , explore, summarise model
• Daily number fluency in most classrooms.• Introduction and exploration of E5 framework • Established practice and proforma for ILPs and Learning Logs.
Professional Learning
• Established professional learning teams both at year level (which combines the 2 streams) and EY , MY and college of Teachers (Steiner)
• Established peer observation procedures • Documented protocols and proformas for peer observations
Peer Support – Protocols and Procedures
PROTOCOLS Our school values underpin all relationships at our school and are paramount to the success of our peer support program Our protocols are based on the school values: -
RESPECT – discreet and non-intrusive, enter and leave quietly, suspend judgement, listen calmly and attentively, acknowledge others concerns
TRUST – Confidentiality about observations, use own discretion (e.g. when to leave), debrief related to goal/ focus only
CARING – provide constructive feedback – warm and cool – in supportive manner
DOING YOUR BEST – make balanced observations – stick to the goal/ focus
RESPONSIBI LITY – commitment to pre and post (debrief) briefing, observers to be positive and honest, both parties have a clear understanding of the goal/ focus of the class visit, welcome suggestions
PROCEDURES 1. Arrangements
A weeks notice is given to Kathleen and Carolyn re when class visits are taking place to confirm release time
Pre class visits and debrief date and times arranged between staff involved Goal/Focus discussed, documented and agreed. Preferred proforma type agreed and ready for class visit
2. Pre- Class visit meeting
Goal/ focus understood and clear – this discussed and clarified at meeting Discuss length of time in classroom and other relevant information e.g. where to observe from, walking
around room Proforma ready with goal stated
3. Classroom Visit
Observe / listen to teacher, children the class environment Keep goal/ focus uppermost in observations Observations- based on evidence not opinion or impression Take notes – use agreed proforma ( or at a later time recount evidence) Visitor to classroom to keep track of time
4. Debrief
Feedback to be both warm and cool Clarify feedback ensure both observer and teacher have understanding Focus on evidence, not on the person, Record feedback and action planned from feedback Make copy of feedback to be retained by both teachers
Professional Learning
• Established professional learning teams both at year level (which combines the 2 streams) and EY , MY and college of Teachers (Steiner)
• Established peer observation procedures • Documented protocols and proformas for peer observations
• 5 week professional development cycle .
AIZ - Professional Learning – High Reliability Literacy Teaching Procedures 2009 Achievement Milestone: all teachers consistently and competently using all HRLTPs
TERM 2 Task W1 W2 W3 W4 W5 W6 W7 W8 W9 W10
AiZ P.D. -intro Questioning VOCAB Practice Questioning Questioning Questioning Questioning Questioning VOCAB VOCAB VOCAB VOCAB VOCAB AiZ PD and visits Questioning VOCAB
Team meeting Questioning VOCAB AiZ PD -evaluate Questioning VOCAB SIG Meetings 28/04 @3.45 12/[email protected] 26/05@ 3.45 09/[email protected] 23/[email protected]
TERM 3
Task W1 W2 W3 W4 W5 W6 W7 W8 W9 W10 AiZ P.D. -intro P&S Review Practice P&S P&S P&S P&S P&S Review Review Review Review Review AiZ PD and visits P&S Team meeting P&S Review AiZ PD -evaluate P&S Review SIG Meetings 28/[email protected] 12/[email protected] 26/[email protected] 09/[email protected] 15/[email protected]
Cycle of Professional Learning:- this cycle is repeated second half of term with NEW HRLTP Week 1 – Introduce new HRLTP Week 2 – Start practising the new teaching practice – continue to practise this HRLTP plus those already known (e.g.Getting Knowledge Ready, Reading Aloud) over the following weeks . Evidence in working program. Begin peer observations particularly looking at new and known HRLTP. Week 3 – Continue PD on new HRLTP and peer observations Week 4 – Discuss @ team meetings – work programs, share, evaluate Week 5 – Revisit new HRLTP and known
LEARNING WALKS
WHERE TO NEXT ?
• Develop maths plan • Develop rubrics for all numeracy dimensions• Inducting new staff• Numeracy PD• Monitoring and supporting Indigenous students
CHALLENGES
• Time• Teacher participation • Partner and team planning• Data.