Guided Math Conferences Chapter 1

Note from 6-26-14:  This book study will be starting on July 6.  Brenda (Primary Inspired) decided to delay the start to allow some of the people participating time to get their books and complete another book study that was going on. Good thing since I'm behind in my reading!

Connections to literacy instruction is probably what drew me in to Laney Sammon's first 2 books, Guided Math and Building Mathematical Comprehensions.  As a long time first grade teacher, reading interventionist and literacy coach, my teaching world revolved around literacy.  I was well versed in the works of Lucy Calkins, Fountas and Pinnell, Debbie Miller and others, but my only real professional development in math came from a Math Their Way training when I started teaching 1st grade in 1987 and a Kim Sutton workshop about 10 years later.
So when I stumbled across Laney's Math Stretches book and then Guided Math while preparing to return to the first grade classroom (and math!) 4 summers ago, and read how she had modeled Guided Math and Math Workshop on what was being practiced in language arts, I was immediately hooked!
In Chapter 1 of Guided Math Conferences, Laney again emphasizes the connection between math conferences and the conferring we do as part of our reading and writing workshops. Here are what I consider to be key points from this chapter:

• Math conferences are 1-to-1 conversations with students about their work as mathematicians.
• Math conferences help to promote thoughtful numeracy by helping students to engage in mathematical thinking, problem solving and to clearly share their mathematical thinking.
• Math conferences are different from math interviews and small group lessons
• Math conferences are structured; Laney outlines a structure based on Lucy Calkins writing conferences: Research student understanding of skills, decide what is needed, teach to student needs and link to the future.

The challenge for me will be finding time for these 1-to-1 conversations.  I need to take another look at the schedule I've created for math workshop and make sure I have allowed myself time to visit and talk with my students as they do their work as mathematicians.

Head over to Primary Inspired to read what other bloggers have to say about Chapter 1 and follow along with the rest of the book!

Guided Math Conferences Book Study

I was so excited this morning to discover that Brenda at Primary Inspired is hosting a book study of Laney Sammons newest book Guided Math Conferences.  My goal this year is to strengthen the assessment part of my math instruction and conferring with students should be a huge part of that.  I have learned so much over the past couple of summers by reading and following the book studies of Laney's other books!
If you would like to follow along, here is a link to Brenda's post.

Primary Inspired

The book is currently unavailable on Amazon, but can be purchased on TPT (so you can earn credits for your purchase!)

Teachers Pay Teachers

I'd better go get some housework done so I can spend the day reading-hopefully poolside with a nice cool summer beverage!

Math Stretches and Warm-Ups: Thoughts on Guided Math Chapter 3

I love doing math stretches, warm-ups, number talks and number sense routines with my first graders!  Hearing them talk like mathematicians (and I tell them that's what they are all the time!) and listening to how their ability to explain and justify their thinking grows as the year progresses fills me with pride.
We really have 2 math warm-up times in my classroom.  We start the day with our calendar which is filled with opportunities for math talk, but our math block is in the afternoon so I start our time with another chance to warm-up or stretch our math thinking. This past year I kind of had "Math Warm-Up ADHD!"  I kept finding new ideas to try but never really found a routine or rhythm that worked for us.  For awhile we had a daily stretch from Laney's Math Stretches book.  We completed a Daily Math sheet after lunch while students took a restroom break.  Then I started adding journal prompts. I used dot cards, ten frames and hundreds chart activities. By the end of the year I had added Think Math.  For awhile it seemed liked our warm-up activities were taking over the math block and aside from the Daily Math sheet, the kids really didn't know what to expect each day. (Not a good plan!)  Even our calendar time was getting bogged down with too many types of activities.
So now my goal is to choose the experiences I want my class to have each week and devise a schedule.  So far I know that I want to include:

1. Think Math- I love how this activity helps the kids really think about math problems! (Read how I got started here.)
2. Data Collection and Analysis
3. Number Talks using dot cards or ten frames to help develop number sense and fact fluency. Here are some cards I created for the beginning of the year to remind me of the different activities we could do:

   

   Warm-Up Cards

4. 100 Chart activities.  I won't start these right away but I do eventually want this to be a weekly activity.
5. Math Stretches from Laney like "What's Next?", "How Did My Family Use Math Last Night?" and "___ Makes Me Think of..."

   

   Math Stretch Cards

6. Number of the Day
7. Journals: Last spring I revamped my math workshop and added journal activities as a rotation along with math workstations instead of using them as a warm-up.  I love how it worked out!

Now I just need to sit down and come up with a plan.  I'm headed to a Guided Math workshop today so maybe I'll get some ideas there on how to fit all of this in!

Here's a link to Laney's Math Stretches book. She also has them for other grade levels.

Guided Math Chapter 2 2014

I'm linking up with Primary Gal for her book study on Laney Sammons Guided Math book.
Note: This is a post from last summer with a few updates.  Today was my last day with kids and I am exhausted so I'm recycling! When I was preparing to switch from 4th grade to 1st grade many years ago, the importance of a print-rich classroom was drilled into my brain.  Each year as I set up my classroom I considered how to create an environment that focused on literacy.  But other than the required Every Day Counts calendar, no one ever seemed to think about making the classroom math friendly.
But in this chapter, Laney explains the importance of also creating a classroom environment of numeracy and gives us the foundational principles of Guided Math.

One of the biggest ideas in this chapter is the importance of communication in math.  The NCTM Communication Standard states that programs should enable students to:

• organize and consolidate their mathematical thinking trhough communciation
• communicate their mathematical thinking coherently and clearly to peers, teachers and others
• analyze and evaluate the mathematical thinking and strategies of others
• use the language of mathematics to express mathematical ideas

Our Texas TEKS state that the student is expected to:

•  communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
•  create and use representations to organize, record, and communicate mathematical ideas;
•  analyze mathematical relationships to connect and communicate mathematical ideas; and
• display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Here are two books that I have found helpful this year for encouraging math talk:

Edited to add:  I really love these dot cards by Donna Boucher at The Math Coach's Corner!  We used them a lot for warm ups and to talk about addition strategies.

TPT

The rest of the chapter explains how to set up a classroom that will promote literacy. Just like literacy instruction, math requires a large group area, a small group area and an area for students to work independently or with a group or partner.  I arranged my large group area this year so that we could  use the Smart Board for whole group lessons as well as an easel.  My guided reading table also served as the meeting place for small groups in math.  I kept two sets of storage drawers behind my table; one for guided reading matherials and the other for math manipulatives and other supplies for guided math.  Student desks were grouped in clusters, and there was plenty of floor space for students to work with a partner at math stations or problem solving.

Organization is crucial!  Students need easy access to manipulatives during math activities.  I keep all of mine in labeled plastic storage containers on a counter in my classroom.  Students also have a math toolkit in their desks with counters, number lines and other frequently used materials.  (An idea from Kim Sutton!)
Math anchor charts are displayed throughout the room.  This year I hope to add a word wall dedicated to math vocabulary.  I didn't get a whole word wall set up, but I did add vocabulary to my math focus wall.  Math stretches or problems of the day/week can also be displayed so that students can work on them throughout the day.  This year I added Think Math- the kids loved it! Journals provided a place for students to solve problems and explain their thinking using words, pictures, diagrams, etc.

My manipulatives and math tubs.  The pocket chart is used for  math station rotations.

A chart we created early in the year.

This chapter was so full of information, and I feel like I've just skimmed the surface!

Questions to think about:
1.  How do visitors to your classroom know that math is valued?
2. What ideas to you have or use for encouraging communication in math?
3.  Do you have any organizational tips for math manipulatives or guided math?

I can't wait to hear your thoughts!

2014 Guided Math Book Study

Guided math is one of my favorite things to discuss, so I was thrilled to see that Primary Gal was hosting a book study for Laney Sammons book Guided Math.  This will be the 3rd summer that I have participated in a study of this book, but I learn something new each time!
Here is a link to my post from last summer:
Guided Math Revisited

I'll be back next week when school is out to write a new post for the next chapter but in the meantime,
Laney has posed these questions on Amanda's blog.
1. What aspects of your current math instruction are successful?
2. What aspects of your current math instruction trouble you?

1.  Workstations!  My workstation set up was inspired by Deb Diller's book Math Work Stations.  I love that my kids work with a partner and have clearly defined tasks to complete at each station.  This year I was able to incorporate more technology by using our iPad and creating Symbaloos to use on the computers. Although it took several attempts, I finally have a rotation system that worked for me and allowed me to meet with each small group for guided math lessons at least twice during the week.
2.  Assessment still troubles me.  I would like to do more pre-assessing before beginning new units to help differentiate.  I also feel like I am still too dependent on worksheets.  Laney has a new book that I can't wait to dive into this summer, Guided Math Conferences, that should be helpful for using observation data and anecdotal records to help assess my students' progress.

If you have not read Guided Math yet, I highly recommend getting a copy NOW!

Reflecting on the Year So Far

I am finally returning to the blogging world after a very long absence.  It's been kind of a rough school year so far. It seems like it has taken much longer than normal to get things going this year.  We've had some changes at school- a new lesson plan system, new curriculum and of course,more paperwork- that have taken some getting used to. In addition to this and  a few behavior problems in my class, I also have a student with special needs (both academic and behavior) who is not yet identified.  Although he's getting some support through RTI, I'm the one who is dealing with him most of the time. And I'm tired!  I've even started to ask myself if it's time to retire. (My husband says it's not!)
So I decided this weekend to stop wallowing in self-pity and focus on what is going right in the classroom and spend some time taking care of ME!  My craft room is covered with school projects, but I put aside my laminator and centers, pulled out my crochet hooks and some thread, and made some Christmas ornaments.

I also took some time to reflect on what is good in my classroom this year.  Reading groups and Daily 5 are finally up and running.  I even added Listen to Reading this year!  I've avoided it for the past few years because I hate dealing with tapes/CDs, headphones and players.  But now I am using my computers- much easier!  We are using Tumblebooks right now and the kids love it!  I'm looking into other sources for online books; please share if you have any to recommend!
I love my math workshop this year!  I finally have a system that allows me to pull guided math groups on a regular basis.  My kids rotate through 10 work stations during a 2 week period, working with a partner.  I pull 2 groups/day, 3 days per week.  Monday is a whole group lesson, usually introducing a new concept or skill, with guided practice.  On Thursdays we usually do a whole group problem solving lesson and worksheet or other activity for assessment.  As with reading, I am finally learning to utilize my 3 classroom computers more efficiently and have them set up as one of the math stations.
Our wonderful PTA purchased a mini iPad for every classroom this year so we have been using it during our guided math groups.  On Friday, we experimented with Educreations to show our work.  Here's one of my friends showing how she solved a subtraction problem.



(I've enjoyed having the iPad so much I wrote a Donors Choose project for 2 more!  Click here to view my project.)

Now I'm off to have fun with bats, spiders and all things Halloween!  Have a great week!

Guided Math Chapter 6: Part 2

Mrs. Crofts' Classroom

Today I am guest blogging on Crofts' Classroom again to share my thoughts on Chapter 6 of Laney Sammons' Guided Math.  This chapter is all about math workshop, which I absolutely love!  I summarized the chapter on Tina's blog, but I also wanted to share a little bit about how workshop works in my classroom and how I hope to improve it this year.  I also wrote several posts about my work stations last summer; you can read them here, here and here.

Deb Diller's book Math Work Stations was the inspiration for how I set up my workshop. I use 10-12 stations, depending on the number of students I have, so that two or three students work at each station. (Note:  I have 12 stations, but not necessarily 12 different activities. I often have 2 tubs with the same activities and materials.) I like this because I think it keeps the noise level down and is a little more controlled. Once I have a handle on my students' abilities and needs, I create the partner pairs who will work together for several weeks.  Other teachers have had great success with other formats similar to CAFE in language arts where the students complete activities in different strands like measurement, fact fluency, using math tools, etc. (See this blog post about BUILD.)  Some teachers have their students work in groups and rotate through stations, seatwork and small group work.  All of these systems have merit; you have to choose what works best for you!

This year I want to:

1. Create at least one tub that always has some sort of graphing/data activity to complete. My plan is to eventually turn this into an investigation station where the students are actually gathering data.
2. Avoid getting too caught up in "themed" stations.  Just because I bought a really cute packet of math centers for Halloween does not  mean that every activity in that pack is right for my class. I need to remember to choose activities that match the curriculum and the needs of my students.
3. Continue to develop and use stations with similar formats.  One idea that I have is to have one tub that  always has activities using number cards.  The number range will vary, and I can use Donna's wonderful themed number cards for variety! (Math Coach's Corner on TPT)  Another tub will utilize Marcy Cook's number tile task cards.
4. Create "I Can" charts for each new station.  I was really good about doing this at the beginning of the year, but slacked off mid-year.
5. Try for more differentiated activities within the stations.  Keep the higher levels of Bloom's taxonomy in mind when planning activities. Are the students analyzing and creating?  I really want to utilize technology here!

One thing I have learned is that you have to introduce stations slowly and really practice the procedures.  For the first few days, all we do is free exploration of materials while we practice working quietly, getting our math tubs and cleaning up.  Then I add a task to each tub of manipulatives like "Take a number card and create a set using the manipulatives" or "Create a pattern."  Next I introduce a simple game, and we practice playing it with a partner.  I also like to do number tubs from Math Their Way (Chapters 7-8) during these first few weeks.  Here's a link to Math Their Way info, but basically the students work with a given number and use the manipulatives to represent their number and show combinations.  Then they draw or make a model of their work.  For example, one of the stations has toothpicks.  Students make arrangements of 5 or whatever number they are working with and then glue the toothpicks on construction paper and write a sentence to describe their work- 3 toothpicks and 2 toothpicks make 5 toothpicks.  I also include counting books at each station for early finishers.

After about 3 weeks the students are fairly independent so I can start pulling some small groups.  Again, you have to really teach the procedures and expectations of how to work when the teacher is with a group.  Have a plan for the restroom, questions, supplies, etc.  Basically, I tell my kids you don't interrupt the teacher unless there's blood or vomit!  (And I've had to explain that picking the scab off of a mosquito bite is NOT what I mean by blood!)  Some teachers wear a crown or use signs to remind their students not to interrupt when they are with a small group.  

Math workshop has become one of my favorite times during the day.  It takes a lot of work to get it going, but once it's up and running, you will love having time to work with groups and individuals!

Guided Math Book Study Chapter 2

Click here for my post!

Please head over to Tina's blog Mrs. Crofts' Classroom to catch my post on Chapter 2 of Guided Math. I was so excited to hear that Tina was hosting a book study of Guided Math this summer so I volunteered to blog about a couple of chapters.  I read this book last summer and tried to implement guided math in my classroom this year.  This summer I am revisiting this book as well as reading Laney's other book Building Mathematical Comprehension. I'm looking forward to another great year of math!

I highly recommend all of Laney Sammons books!
            

I've been so focused on the math book studies so far this summer that I've neglected my other goal, improving writing instruction.  We use Lucy Calkins Units of Study, but I feel like I need more.  If you have any writing ideas or books to recommend, please share!  You can link up here.

Revisiting Guided Math

I am so happy that Tina at Crofts' Classroom is hosting a summer book study of Laney Sammons' Guided Math.  I read the book and participated in a book study last summer, but after attempting to implement guided math during this past school year, I'm ready to reread and make guided math work even better in my classroom next year.  However, due to traveling in Colorado without reliable internet, I'm going to revisit a post I wrote last summer for chapter 1.  Here's last year's post with some thoughts  I've added.

I had to become reacquainted with math 2 years ago when I returned to the regular classroom after years of reading intervention, and I discovered I loved it!  Last summer I followed an online book study of Deb Diller's Math Work Stations and implemented math tubs in my classroom.  The kids loved them and were always disappointed when we couldn't do them.  This year I want to really implement guided math, so this summer's book study of Guided Math by Laney Sammons is perfect!  Head over to Primary Inspired for all the details!

Chapter 1 covers the framework of math instruction including guided math.  It was reassuring to read that small group guided math does not have to occur every day.  I was worried about how to fit in all those groups, particularly if our class sizes continue to increase. (Getting to everyone enough times each week was a real challenge in guided reading this year!)  The schedule suggested is very flexible and can be easily adjusted to meet each classroom's needs.  The reflection questions at the end of the chapter asked us to think about our current practices in our classroom.  Here are my thoughts.

What worked this year:

• Math stations:  Because I didn't have a lot of math materials, these took some time to create, but it was so worth it!  I love putting together new stations!  Two sources I rely on for quality activities are Donna at Math Coach's Corner and Lory Evans' Common Core workstations.

From Lory Evans

Math Coach's Corner: CRA Fact Family Workstations

• Organizing manipulatives:  I put all of my manipulatives in labeled plastic boxes so they were easily accessible for lessons and for students to use during independent work.
• Calendar:  I created a calendar routine for my Smart board.  I tried to vary the activities a little bit each month and added a lot of number talk opportunities.  If we ever missed calendar time, I heard about from the kids!
• Focus on numeracy:  As primary teachers, we all know the importance of a print rich environment, but we've never really focused on numeracy.  This year, I had a math wall and I displayed math anchor charts.  It was a small step, but I wanted the kids to know we valued math as well as literacy.
• Math talk:  Kids were regularly given a chance to explain their thinking to others.  I need to do more, but it was a start!

Numeracy and math talk are so important!  This past year we made and displayed many math anchor charts just like we do in language arts.  I still want to create a permanent math word wall.  I am also reading Laney's book Building Mathematical Comprehension and just hosted the chapter on vocabulary.  (Check out my post here.) I definitely want to spend more time working with the language of math.

My goals:

• More small group guided math. I'm still struggling with this a bit.  I did a lot more work in small groups, but I know I need to do more!
• Utilize math journals:  We used journal prompts regularly, but I want the kids to use the journals to record their thinking and learning during lessons and activities as well. Our district also uses Exemplars, a problem solving program, and following some of the procedures from this program really helped my students communicate their math thinking.
• Use individual math toolkits:  I attended a workshop by Kim Sutton who advocates that the students build a supply of math tools to keep in their desks.  I also want to use her number line.  These kits were lifesavers!  It saved a lot of time because I didn't have to pass out supplies like counters every time we wanted to use them, plus the students always had tools at their fingertips when working.  This year we kept 2 color counters, a number line, a 100 chart and a part-part-whole mat in our kits all year.  This year I am thinking about adding dice and coins.  I also want to follow Kim's suggestion and add small chalkboards made from poster board and contact paper.
• Authentic assessments and record keeping.  Whoa, still need lots of work in this area!,
• A new goal for this year: Utilize technology more.  We use our smart board all the time, but I want to see my kids use technology tools for problem solving and to share their thinking.

How does/will guided math work in your classroom?  I'm looking forward to hearing other thoughts on this book and how you are implementing the ideas in your classrooms.
Please come back and read my new post on chapter 2 on July 2.

Guided Math: Putting It All Together

I just received the summer newsletter my principal sends out every year  and saw that guided math is going to be required in all classrooms this year. YES!  But now the hard part begins...What will this really look like in my first grade classroom this year?
My team leader has asked me to help our team put together binders for guided math similar to what we use in guided reading.  Our guided reading binders contain information about reading levels, strategies to teach, and helpful hints like suggestions for prompting readers and extending thinking, and they house our running records, rubrics and other student data.  We also use them for our lesson plans for each group and to show how our students are currently grouped for instruction.
So what should a guided math binder contain?  This is what I have come up with so far:

• Objectives/standards to be taught.  Here in Texas, that's our TEKS.  For many of you, this would be the Common Core standards.  No Common Core in Texas:(
• Road map for the year and each grading period
• Resources- problem solving strategies, CGI problem types, question stems to promote higher level thinking
• Lesson plans
• A section for each student's assessment data and observation records
• Blank anecdotal record forms, rubrics, checklists, etc.
• Grouping information

I've been searching for lesson plan templates.  Here are a couple I've found so far.

From Mandy Gregory

I found this last night, but now I don't know where!  If it is yours or you know where it is from, please let me know!

My version

Questions:
What would you include in a guided math binder?
Do you have a lesson plan template or data form to share?
Any hints for successful implementation of guided math in first grade?

Thanks for any help you can offer!

Guided Math-Chapter 2

There was so much in this chapter but here are several thoughts I have after reading.

• It is important to build a sense of community.  This was lacking in my class last year.  This particular group of students had a difficult time working together and spent a lot of time trying to get each other in trouble.  I had to be very careful who I put in groups together or who I paired up for station work.  I'm not exactly sure what went wrong, but building a learning community will be priority one next year!
• Communication is key.  Students need time to talk about their work.  I ask a lot of questions requiring the kids to really explain how they attempted a problem.  They got used to me saying "Tell me about your thinking."  I want to expand our math journals to record more of our thinking.
• The classroom needs work space for large group discussions, small group instruction and space for independent and group work.  I use my Smart board a lot- love it!- so my large group area is going to be near the board.  I'll put my easel and tools I use for large group lessons in this area.  I have a large horseshoe table that I use for small group work. I try to put my student desks together in groups of 4 or 6 so that students can work together easily.
• Everything needs to be organized.  This is definitely a challenge for me!  I do have my math manipulatives pretty well organized.  Chapter 2 of Diller's Math Work Stations has fabulous organizational suggestions if you need to get your stuff together.  My trouble spots are my teaching areas.  My large group area tends to get kind of cluttered so I need some organizers for the things I use there, both for math and language arts.  My teaching table is the worst spot.  I have to confess that several times last year I had to meet with guided reading groups on the floor because the table was such a mess!  If I am also going to meet with guided math groups, it has to be clear and all of my supplies have to be stored nearby.  Thank goodness for blogs and Pinterest-I have found some wonderful ideas for storage.
• Every one who enters the room should know that math is valued in the classroom.  I have a math wall with vocabulary, a simple calendar (I use my Smart board for our daily calendar activities), and my district's problem solving model.  I want to add a space for a problem of the day or math stretch.  Anchor charts are hung around the wall.  I need to do more of these next year!  I'm also adding a number line like what Kim Sutton uses.  (Click on Kim's name to watch a video of her explaining her number line.) Manipulatives are readily available.  I have a basket of math books and I also use math books to extend some of the work stations.

I am really enjoying this book study!  I can't wait to hear what others have to say about this chapter.

Carol