Grade 4: Support
Day 1
Before the event:
Copy: Agenda, Reflection Sheet, Clock Buddies, Sample of EEMLA results, MDR Process Guidelines for appropriate grade level, A Teaching Resource: Guiding Questions, A Support Resource: Guiding Questions, Evaluation Form and PowerPoints (Flexible Grouping, Interpreting the Report, Exit Cards, Differentiated Instruction), table for area activity and grid paper
1. Post the norms where they can be seen by all participants.
2. Prepare a Clock Buddy Sheet for each participant. Fill in some of the times (partners for 1 and 2 o’clock, quads for 3) Leave some time slots blank.
3. Organize room to facilitate groups of 2, 3 and 4.
As participants enter the room, keeping only their personal belongings with them, have them sit in comfort pairs.
1. Agenda (10 min) – Distribute and review the agenda and norms of the day:
Start on time, stop on time
Be ready to listen to one another
Be open to ideas
Be ready to participate
2. Reflection Activity (15 min) – Let the participants know that only they will be seeing their responses, have them independently fill out the left side of the reflection sheet, then seal in an envelope and put their name across the seal. Collect and put away for Day 2.
Flexible Grouping Discussion (15 min) – (PPT) Distribute Clock Buddies and discuss how teachers might use the clock buddies to preset groupings, pairs, triads, quads, etc. Setting up groups takes time and can cause frustration. Preset groups for some activities allow a smoother transition to activities. Additionally, it provides teachers with the opportunity to set up groupings for a variety of reasons, including homogenous, heterogeneous and social groupings.
3. The Early Elementary Mathematical Literacy Assessment (EEMLA) (25 min)
BREAK
4. Planning and Tracking Process for Students Not Yet Meeting Expectations in Mathematics (30 min) – Discuss the requirements for teachers in the board as per information received. Choose a partner and write each other’s name in for 5 o’clock. Meet to review the timeline and prepare questions and comments to share with the whole group.
5. The province has provided some resources to support teachers as they plan their curriculum and MDRs. Mathematics Grade 4: A Teaching Resource (30 min) – have participant move so they are sitting with their 3 o’clock partners. Pass out binders with Mathematics Grade 4: A Teaching Resource and Mathematics 4: A Support Resource. Pass out guiding questions, have group discuss and then debrief with whole group.
6. Exit Card: (10 min) – have participants complete an exit card before break: write one thing you learned and one question you still have. Discuss how these are a quick, rich source of assessment data in the classroom.
LUNCH
7. Mathematics Grade 4: A Support Resource (30 min) – participants can continue to work with their 3 o’clock group. Have them break into to pairs. Pass out guiding questions and EEMLA Communication Rubric, have group discuss then debrief with whole group.
8. Differentiated Instruction (60 min) Make the literacy connection (Just right books: just right numbers) Tomlinson’s work with differentiation is the guiding influence for this section. Present PPT with 3 types of differentiation. Participants will model each type of question in their table groups.
9. Evaluation and Substitute Claim Forms
LIST OF REQUIRED FILES
1. Facilitators’ Notes
2. Agenda
3. Reflection Activity
4. Clock Buddies
5. MDR Process Timeline
6. Guiding Questions
a. A Teaching Resource
b. A Support Resource
7. Communication Rubric from EEMLA website
8. Table for Area and Perimeter Activity
9. Evaluation Form (2 to a page: cut in half)
10. PowerPoints
a. Flexible Grouping
b. Interpreting the Report
c. Instructional Support (timeline)
d. Exit Cards
e. Differentiated Instruction
LIST OF REQUIRED MATERIALS
1. Binder with Mathematics Grade 4: A Teaching Resource / Mathematics 4: A Support Resource
2. EEMLA Information
3. Copies of MMS and Curriculum Document