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Literacy Model Continuum
Click to edit using google docs
https://docs.google.com/Doc?docid=0AW-wFZDpTn-6ZGdoc3Azc3NfNmNuejJqcmNm&hl=en
Click to download a copy of Salem-Keizer's Literacy Model Continuum
Literacy Model Implementation Continuum Self Reflection.doc
Maybe would could name it the Gradual Release Math Continuum (based on the Literacy Model)
Instructional Model Implementation Continuum Math (Draft)
Components
ObservablesFirst Draft Hammond Elementary Technology Rich Classrooms Grant Team 2009-2010 **
COMPONENTS
OBSERVABLES
Inside the Math Workshop
Math Instruction:
an instructional practice in which the teacher verbally models a math concept, skill or strategy, to the students.
Teacher shares & refers to purpose of the lesson (e.g. essential question, kid-friendly objectives)
connection (e.g. manipulatives, pictures, mathematical text, real world examples, manipulatives)examples)
Mentor text when possible
Lesson is supported visually (e.g. charts, word walls, realia, manipulatives, etc.)
knowledge (schema)
Teacher models fluent mathematical thinking
thinking skills
Teacher
Teacher checks for up-pair up,)
Students
Students are purposefully and engaged
Teacher
Teacher sets clear IIM (Intentional IndpendentIndependent Math)
Shared Math Instruction:
an
an instructional practice equations aloud
and
and interacts
with
with the students.
Written math materials are visually available to both teacher and students
Teacher solves problem as students follow along
Teacher demonstrates concepts, skills, and/or strategies, (e.g. vocabulary, mathematical thinking, hands-on learning, problem solving, locating relevant information)
Students actively respond and share prior knowledge related to the topic
with guidance
Students actively participate and share the responsibility of mathematical thinking while teacher interacts with students (e.g. cueing, questioning, prompting, clarifying)
Teacher checks for understanding and adjusts instruction as needed
Inside the Math Workshop
Guided Math:
(small groups)
an instructional practice in which the teacher can re-teach or reinforce a specific concept, skill or strategy with a group of students who have similar needs.
Students work in groups of 6 or less
Students grouped based on proficiency levels (concept, skill, strategy or language)
Teacher selects materials and resources appropriate for groups needs
Teacher reviews or revisits a concept, skill, strategy or math objective previously introduced
Teacher introduces math concept, topic, or vocabulary
Students are working on appropriate level math at their pace (e.g. silently or pairs, etc.)
Students are consciously applying a skill or strategy with teacher direction
Students may engage in familiar repeated practice of a math concept
Teacher monitors & supports using cues, prompts & questions (what tools can you use?, etc.)
Teacher directs students to apply learning during IIM
Intentional Independent Reading:
Is providing regular opportunities for students to apply concepts, skills and strategies that the teacher has taught during previous instruction
Students select a variety of materials to work with based on interest, purpose, level, and topic
Teacher monitors appropriate use of resources
Students engage in exploration of concept, (may be repeated practice of concepts, skills, or strategies previously introduced in shared or guided groups)
Students practice (individually or collaboratively) applying what they have previously been taught
Students practice building stamina & self-management
Students demonstrate application in an observable way (e.g. conferring, written mathematical responses, group work, word study)
Teacher confers with students, assesses students & meets with small groups
Teacher facilitates community sharing of students use of skills, strategies (closure, class discussion, reporting)
Students select a variety of materials to work with based on interest, purpose, level, and topic.
First Draft Hammond Elementary Technology Rich Classrooms Grant Team 2009-2010 **

Literacy Model Implementation Continuum Self Reflection.doc
Maybe would could name it the Gradual Release Math Continuum (based on the Literacy Model)
Continuum Math (Draft)
Components
Observables
Students actively participate and share the responsibility of mathematical thinking while teacher interacts with students (e.g. cueing, questioning, prompting, clarifying)
Teacher checks for understanding and adjusts instruction as needed
the Math WorkshopWorkshop
Guided Math:
(small groups)

Click to download a copy of Salem-Keizer's Literacy Model Continuum
Literacy Model Implementation Continuum Self Reflection.doc
**MaybeMaybe would could Literacy Model)
Instructional Model Implementation Continuum Math
Components
Observables
Inside the Math Workshop
Modeled Math Instruction:
an instructional practice in which the teacher verbally models a math concept, skill or strategy, to the students.
Teacher shares & refers to purpose of the lesson (e.g. essential question, kid-friendly objectives)
Teacher uses mentor representations to demonstrate concept, skill, strategy or language connection (e.g. pictures, text, real world examples, manipulatives)
Mentor text is relevant to teaching point & may lend itself to cultural connections when possible
Lesson is supported visually (e.g. charts, word walls, realia, manipulatives, etc.)
Teacher builds on students background knowledge (schema)
Teacher models fluent mathematical thinking
Teacher uses ‘Think Alouds’ and ‘I’ statements to engage students in higher-order thinking skills
Teacher checks for understanding (e.g. think-pair-share, physical responses, stand up-pair up,)
Students are purposefully listening and engaged
Teacher sets clear expectations for students use of concept, skill or strategy during IIM (Intentional Indpendent Math)
Shared Math Instruction:
an instructional practice in which the teacher explains math concepts, expressions, or equations aloud
and interacts
with the students.
Written math materials are visually available to both teacher and students
Teacher solves problem as students follow along
Teacher shares and identifies the focus of the lesson
Teacher demonstrates concepts, skills, and/or strategies, (e.g. vocabulary, mathematical thinking, hands-on learning, problem solving, locating relevant information)
Students actively respond and share prior knowledge related to the topic
Students solve parts or all of problem aloud with guidance
Students actively participate and share the responsibility of mathematical thinking while teacher interacts with students (e.g. cueing, questioning, prompting, clarifying)
Teacher checks for understanding and adjusts instruction as needed
Inside the Math Workshop
Guided Math:
(small groups)
an instructional practice in which the teacher can re-teach or reinforce a specific concept, skill or strategy with a group of students who have similar needs.
Students work in groups of 6 or less
Students grouped based on proficiency levels (concept, skill, strategy or language)
Teacher selects materials and resources appropriate for groups needs
Teacher reviews or revisits a concept, skill, strategy or math objective previously introduced
Teacher introduces math concept, topic, or vocabulary
Students are working on appropriate level math at their pace (e.g. silently or pairs, etc.)
Students are consciously applying a skill or strategy with teacher direction
Students may engage in familiar repeated practice of a math concept
Teacher monitors & supports using cues, prompts & questions (what tools can you use?, etc.)
Teacher directs students to apply learning during IIM
Intentional Independent Reading:
Is providing regular opportunities for students to apply concepts, skills and strategies that the teacher has taught during previous instruction
Students select a variety of materials to work with based on interest, purpose, level, and topic
Teacher monitors appropriate use of resources
Students engage in exploration of concept, (may be repeated practice of concepts, skills, or strategies previously introduced in shared or guided groups)
Students practice (individually or collaboratively) applying what they have previously been taught
Students practice building stamina & self-management
Students demonstrate application in an observable way (e.g. conferring, written mathematical responses, group work, word study)
Teacher confers with students, assesses students & meets with small groups
Teacher facilitates community sharing of students use of skills, strategies (closure, class discussion, reporting)
Students select a variety of materials to work with based on interest, purpose, level, and topic.
First Draft Hammond Elementary Technology Rich Classrooms Grant Team 2009-2010 **

Click to download a copy of Salem-Keizer's Literacy Model Continuum
Literacy Model Implementation Continuum Self Reflection.doc
**Maybe would could name it the Gradual Release Math Continuum (based on the Literacy Model)

Literacy Model Continuum
Click to edit using google docs
https://docs.google.com/Doc?docid=0AW-wFZDpTn-6ZGdoc3Azc3NfNmNuejJqcmNm&hl=en
Click to download a copy of Salem-Keizer's Literacy Model Continuum
Literacy Model Implementation Continuum Self Reflection.doc

http://www.kidsonthenet.org.uk/
http://www.scholastic.com/kids/stacks/games/
Writing www.writingfix.comwww.writingfix.com Interactive prompts, lessons, and resources for writing classrooms

http://www.kidsonthenet.org.uk/
http://www.scholastic.com/kids/stacks/games/
Writing www.writingfix.com

All Subjects
Virtual Manipulative Web site Links to K-5 Math, Reading, and Writing activities, organized by strand.
Another Virtual Manipulative site
Math
Another Virtual Manipulative site National Library of Virtual Manipulatives
Basic fraction building game - http://www.vectorkids.com/vkfractions.htm
Variety of games at all grade levels - http://www.harcourtschool.com/menus/math_advantage.html

A comprehensive list of digital resources
(Taken from within our Wiki)
All Subjects
Virtual Manipulative Web site Links to K-5 Math, Reading, and Writing activities, organized by strand.
Another Virtual Manipulative site
Math
Basic fraction building game - http://www.vectorkids.com/vkfractions.htm
Variety of games at all grade levels - http://www.harcourtschool.com/menus/math_advantage.html
Variety of games in different math areas - http://www.arcademicskillbuilders.com/
games in all math areas - http://www.mathplayground.com/games.html
An animated, interactive math dictionary defining common math terms and concepts http://www.amathsdictionaryforkids.com/
Literacy
http://www.kidsonthenet.org.uk/
http://www.scholastic.com/kids/stacks/games/