Connection / Yesterday we learned that we use different tools during math workshop, and how to get the tools and put them away properly. Today we are going to learn about the importance of keeping a journal during math workshop.
Teach / Prior to this lesson, the teacher needs to consider what he/she would like for the journals to look like, and how they would like them to be set up. Math journals do not have to be “fancy” but the teacher needs to think about how he/she would like them to be organized (Loose paper in a folder, three ring binder, composition book, will the journal have sections etc.). Keep in mind, the purpose of the math journal is to promote students being able to articulate their thoughts and feelings about math in their own words and using appropriate math language in their writing.
**It is also recommended that the teacher have their own personal math journal that can be used as a modeling tool when needed throughout the year. **
** Prior to this lesson, the teacher will need to find a Journal entry from a Social Studies Historical Figure (Native Americans, Anne Frank, An excerpt from a Historical Fiction book that might be connected with a Social Studies standard).**
The teacher will model his/ her thinking of what they noticed in the journal entries (date, “I”, and “Me”, words that explain an individual’s thoughts or feelings….)
Explain that in a math journal, we want to do the same, put the date that we are working, use “I, and Me” since it is our OWN thinking, use math language that explains my thinking.
At this point, the teacher can show the students his/ her journal, making sure the students see how it is organized. The teacher may want to pull a familiar word problem or other problem to use while modeling the concept of writing a math journal entry.
Model how to write a journal entry that involves that problem. Make sure that you explain your thinking in your own words, and use mathematical language.
Consider doing this on the Hover Cam, and using colored highlighters to show different parts of your journal entry.
At this point you may also want to explain the routine/ procedure for journals where are they located, what signal will you give if you want the students to bring their journals to the rug etc…) Before doing the active engagement part, you want each student to have their own math journal.
Once they have their journals, move to Active Engagement
Active Engagement / Give students a similar word problem or math problem that you just used. Give them time to “journal” their thoughts about the math problem. Let students share their entry with a partner.
Have specific partner groups share what they notice about the journal entries that their partners wrote.
Students that are having trouble during this portion may need to stay with the teacher for help in writing their first journal entry.
Link / Remember, if you want to grow as a mathematician, you will sometimes want to keep your mathematical thoughts in a journal. As we go into this year, we will get better and better at journaling.
Independent: Give students a task that they can try that requires them to journal their thinking. As they are working, move around and look for model entries that could be used during share time.
Watch for:
- Students that are having trouble getting started, you may wish to pull them in small groups or one on one to model the concept of journaling more.
- Just like in writing, some students may be better if they “Talk it out” before writing, they could do this with the teacher or a partner. They may also do well if they “Explain their thinking across their fingers” to help organize their thoughts.
Share Time: Pick one or two students to share their own entry for the day, and let the class listen for mathematical language.
*Thank you to Allison Funk & Keri Smith, Instructional Coaches at Lyman Hall Elementary for their hard work on developing these lessons.