illustrativemathematics Illustrated Standards Count to 100 by ones and by tens. (see illustrations) Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Write numbers from 0 to 20. Understand the relationship between numbers and quantities; connect counting to cardinality. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said tells the number of objects counted. Understand that each successive number name refers to a quantity that is one larger. Count to answer “how many?” Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals. Fluently add and subtract within 5. Compose simple shapes to form larger shapes.
Chapter #4... Now Let's Explore! Freebies Galore! Well it is finally my turn as I wrap up the year and start packing up my classroom. I feel honored to have the opportunity to discuss this chapter with the blogging community I have grown to love and respect so much. A big shout out to Deedee Wills since this was her vision and I hope this meets her expectations. Maybe this book will help us to bring more joy into our classrooms. The party begins right here so link up with me. Here are a set of cards to use as part of your daily routine. Next year I will post these on my website for parents to use at home. Another whole group activity I use for a quick whole group warm-up: I practice recognizing and ordering numbers from 1-10 by having kids wear these around their neck and putting themselves in order and saying, "My number is ___." I am also the queen of routine cards such as I have... Tell me some of the strategies you use. 2. Great Idea: "I Can" Chart: I love this idea and will implement it next year using photos to keep kids on task.
Model Curriculum: Mathematics (K-12) Mathematics (K-12) REVISED Model Curriculum – June 2014 The model curriculum is intended as a tool to support districts in their own curricular planning. During its development, teams of educators used all available information about the Common Core State Standards and PARCC to appropriately organize and sequence the standards across five units. Since the model curriculum's original development, PARCC has released the Evidence Tables for grades 3 through Algebra II ( The evidence tables indicate which evidence statements and standards will be assessed on the Performance Based Assessment (PBA) occurring at approximately 75% of the school year and which will be tested on the End of Year (EOY) assessment. In response to this release, the model curriculum underwent a revision to ensure that standards occurring on the PBA were addressed in the first four units of the curriculum. Introduction Course Overviews (Standards Into Units)
planning kindergarten standards-based math curriculum What are the thought processes that go on in a teacher’s mind when creating her own standards-based math curriculum? This might be a scary trip, but I invite you into my planning process. I hope to reveal how I learned to plan my guided math curriculum this past year. This isn’t meant to tell you exactly everything I taught and in what order, but to give you a guide on what the process looks like. To begin, I knew a few things that affected how I plan. I knew the standards that needed to be covered, mastered (sometimes those two are different) and the basic layout of the ways I could cover them in my classroom. I kept a checklist of the standards close by that we’d be covering in a quarter (nine weeks). Quarterly Standards I could have used some of our calendar math time (mainly in the spring) to give extra repetition, but I didn’t want to rely on that time. I couldn’t plan all of these on one day, nor in one planning “session”. a) the right amount of practice b) the right kind of practice
never ending story My literacy centers are a core part of our kindergarten schedule. They are active literacy centers that keep us on our toes and working so that I can work with small groups {ahem} teaching. Let me roll out my kindergarten retell literacy center directions and expectations for you and the 20 stories that make up this year-long center. I believe that literacy centers can accomplish Common Core Standards, while matching up with a 90 minute reading block goal and be less work for the teacher once in place. Most of the stories that I place into the retell literacy center are famous, but there may be one or two new ones for you. This is great news since you probably already have the tools needed to quickly implement a story or two with the stuff you already have. Kindergarten Retell Literacy Center Activities This literacy center is the one I enjoy “spying” on while I’m reading with my guided reading groups the most. Kindergarten Retell Literacy Center Standards {Ser.ious.ly.}
five days, five minutes In mentoring beginning teachers, I recommend active ways to reach all the different kinds of learners. By taking roughly 3-5 mins. every day you can teach a focus sight word and use songs to accomplish appealing to the non-traditional learners. (That’s not to say that’s the only word you ever mention or teach in a week, but I’m talking about focus here – so everyone with “no more letter/word of the week” mentality – I’m with you!)I felt that after my post of using our sight word songs to teach sight words, that I should share how we infuse those songs each day and how we make it work for us. We use nursery rhyme tunes and familiar tunes to teach – the songs are like 8-20 sec. long so they are super effective! Students can also earn a “sight word treat” (one m&m, skittle, jellybean) for finding the word during quiet reading time first thing after they’ve finished their morning routine. A student is chosen to post it. More Language Arts
read a little louder When I first started teaching I thought I did a pretty good read aloud. My kinders generally were paying attention and I was hoping they were getting something out of it. I have to admit, I’m not sure how many read alouds I did in a day or how well they were ever planned. Boy, have I grown and changed! Now I fit in as many read alouds as I can and I have grown to incorporate all of the aspects of balanced literacy into our day. I love using big books in my roombut don’t often use them for the purpose of shared reading as probably do most teachers. And I could make those resources myself. This concept works along the same principle. Monday, we are introduced to the poem, one strip at a time. At the beginning of the year? We break it down a bit differently as the year progresses and we start to know the strategies like sight words. Tuesday, we review what we noticed yesterday and model growth in pointing 1:1-tracking along with someone else reading (aka the CD player).
am I the last one? Two weeks ago, I was fussily taking some photos from our math journals to share and it hit me. I was teaching my kinders wrong! Okay, not wrong, but I could be teaching them better! Why, when I am working with them in groups or during our whole group calendar time, am I modeling subtraction by doing this? Why am I modeling crossing out individual items for subtraction? I am so thankful that I realized they were seeing taking away an entire group of objects (which is higher level thinking than I was giving them credit for) and they were also able to “see” (without counting 1:1) the set to cross it out! It may be a small tweak, but to me, its a meaningful one! To help with building our subtraction skills, I recommend making copies of these subtraction cards onto colored construction paper for keeping track of multiple sets easily (when working with groups) and for increased durability if you laminate them. Subtraction Equation Cards – Free Ha! More on Number Sense Now… be honest.