GatheringGardiners: 1972 Lower (1st and 2nd grades) Year plan, UES

Minutes of Summer Planning Session

University Elementary School, UCLA

Lower Elementary Unit

Team J -- Curves and Straights

Prepared By

Karen Ehlert

Jay Hobson

Larry Lawrence

Martha Mutz

Joanne Odenthal

June, 1972

Introduction

Our team has been given the opportunity to work together for a second year. We decided to gather together some considerations for the school year 1972-73 at this early date for several reasons:

1. The freshness of the information from the past school year should be

tapped immediately.

2. Brainstorming at this early time allows an unencumbered period in which

to reflect and develop.

3. We can better use the time prior to the opening of school if some of the

decision have been made.

This document is not seen as a finalization, but rather a rough foundation upon which we can build throughout the year.

Table of Contents

Page

I. Priorities for the School Year 1

A Primary Priorities

B. Secondary Priorities

II. Team Organization 2

III. Students (proposed) 3

A. Objectives for Lower Elementary Phase

B. Sub-objectives for Students

C. Student Behavior Expectations

D. Class List as of July, 1972

IV. Team Business 8

A. Reporting and Record Keeping

B. Aides’ Duties (not a team decision)

C. Planning Schedule Prior to School

D. UES Yearly Calendar

V. Schedule Possibilities 11

A. Break in the morning and P.E. in the afternoon

B. Plans with Regular Specialist Block

C. Plan with new Specialists idea

VI. Reading 12

A. Basic Program could be kept

B. What plans we see now

C. How to teach basic sight words to right brains

D. Needs to be enriched – Miscellaneous thoughts

E. Resource Room - - Room 1224

F. Supplies - - room furnishings (suggestions)

G. Priority list for supplies

VII. Language 14

A. All Objectives we worked on last year are still good

B. Need richer environment

C. Placement

D. New Things

E. How to Diagnose Independence in Making Choices

F. How to Efficiently Deal with kids Who are Staying

G. Dictation Program

H. Creative Writing

I. More Discussion Skills

VIII. Social Studies 15

A. Transportation Unit

B. Humanistic Curriculum

IX. Mathematics 16

A. Math Planning

B. Overall Math Objectives

C. Math Plans for the School Year

D. Initial Work on Numeration and Place Value Continuums

E. Ideas for Activities for Numeration/Place Value Strand

F. Miscellaneous Ideas in Math

I. Priorities for the School Year

A. Primary Priorities

1. Teaming priority - - Teachers - Consistent team evaluation and communication skills

a. Schedule times for evaluation and bull sessions

b. Build a continuum for team communication

c. Possible open agenda item for team communication

2. Priority – Pupils

a. Humanistic Curriculum - - Warmer Atmosphere

1) Interaction -- student-staff

staff-staff

student-student

student/staff-visitor

2) Physical Plant

3) Curriculum

b. Concrete to abstract levels of thinking

1) Piaget

2) Brunner

3) Left-right Brain

4) Movement

5) Creativity

c. Decision-making and problem solving

B. Secondary Priorities

1. Student self-evaluation and independence

2. Coordination between levels

3. Documentation

4. Record-keeping (employment of aides)

5. Sexist tendency/role identification and how it influences leadership and kids

6. Coordination between subject matter-inter-disciplinary approach

II. Team Organization

A. Considerations

1. What to do about two separate teams versus one large team

2. Two teams of kids and one team of teachers

a. Problem with discussing individual kids when having only one large team.

b. Problem not having one large team in terms of subject matter organization

c. Power of having several different teachers working with any one student – see many

teacher’s perceptions support viewing of student

d. As a group, probably should start on two separate teams

3. Staffing - - how to determine which teachers operate together with which group of kids

a. Pace

b. Supportiveness – demanding

c. Leader - - follower

B. Decision About Team Organization

1. Begin with two teams of students with subject placement somewhat dependent upon team

placement, which will last until staff and students have been sufficiently integrated. At

this time, discussions of students will be done separately (perhaps divided at team

meetings)

2. Team Staffing - - Identify by Shapes

a. Straights b. Curves

Martha Karen

Jay Larry

Joanne

(Room identification by geometric figures)

3. Level Responsibilities for the first quarter

a. Team Leader: Larry

b. Team Facilitator: Karen

c. Guidance divided into: Straights: Martha

Curves: Joanne

d. Subteam Leaders:

Math: Larry

Reading: Karen

Social Studies: Martha

Specialists: Joanne

P.E. contact: Jay

III. Students (Proposed – not a team decision)

A. Objectives for Lower Elementary Phase

1. Continue and extend the objectives of the Early Childhood Unit.

2. Develop academic tool skills

a. Extent oral and written language skills with special emphasis in the area of reading.

b. Develop skills in number concepts, operations with numbers and special concepts.

3. Lay the groundwork for objectives in Middle and Upper Elementary - - students can

evaluate themselves and set goals.

4. Experiences with different kinds of learning styles (visual, oral, doing, telling)

B. Sub-Objectives for Students

1. Focus on a Task

a. Given an assignment, student will work on it until complete, avoiding distractions.

b. Able to maintain attention to activity at hand.

2. Independence

a. Given a task, student works on it using resources appropriately (parents, teachers,

peers as guides)

b. Able to adequately follow written and verbal directions (when appropriate)

c. Teachers must design activities to foster independent work

3. Participation

a. Volunteers information in class

b. Contributes in small group discussions

c. Makes relevant comments

d. Refines or extends contributions of others

4. Responsible

a. Comes to class prepared

b. Hand work in on time

c. Completes work

d. Comes to class on time

e. Takes care of materials

f. If absent, takes responsibility for making up work

5. Pride in a product (the best s/he can do)

6. Creativity

a. Experiment with alternatives

b. Think of needs

III. Students (Continued)

C. Student Behavior Expectations

1. Lockers

a. Students must share

b. Names taped on lockers

c. Doors closed

d. Cleaned out every Friday

e. No textbooks in lockers

2. Personal supplies will be provided in the classroom

3. Movement

a. Practice movement to the yard

b. Teacher accompanies students to each area until behavior is learned (yard, carpool,

library, etc.)

c. Movement within classes and rooms needs to be established

d. Disruption of classes

e. Closet supplies - - need permission

f. Room supply cabinet - - use at will

4. Within Classroom

a. Taking chairs down in A.M. - - Putting chairs up in P.M.

b. No writing on desks (infraction - will clean desk at break)

c. Reading the bulletin board

d. Pushing chairs in

e. Jackets, coats and sweaters not left in the room

5. Morning Arrival

a. Rooms locked before 8:00 a.m.

b. 8:00 a.m. – 8:25 a.m.

1) Students on the yard

2) Students in the rooms (talking, reading or quiet activity)

6. Use of School Supplies

a. Return supplies a the end of the period

b. No supplies kept in lockers or desks

c. Supplies remain at school unless permission given

d. Devise method for returning library books on time

e. Set up procedures for ball monitors

f. Library books left loose, automatically returned

III. Students (Continued)

C. Student Behavior Expectations (continued)

7. Noon Behavior

a. Eat in patio or designated forest area

b. All students remain on the yard during lunch recess

c. 15 minutes to eat . . . can take 20

d. Check for arrival after lunch . . . on time

e. Zero in on tardiness early in the year

8. Team Responsibilities

a. Check for behavior and reinforce

b. Decide on expectations

c. Teach for behavior desired

d. Work on other behaviors as needs arise

e. Appropriate responses to teachers and aides, addressing them as Mr., Miss.,

Mrs., or Ms.

f. Ask only one teacher as to specific problem

9. Movement to and from the Yard

a. Children will walk at all times except on the playground or on the dinosaur yard

(walking - - one foot needs to be on the ground at all times)

b. Children will be in their classrooms within five minutes after the signal to come in

c. Children will use the restrooms and drinking fountains during outdoor time before

coming to the classroom

d. Children will wait for an adult on the playground at the end of the alley before

coming to the classroom

e. Children will walk to and from their lunch areas without walking through the

classrooms

f. Children will wait for a teacher on the patio outside the activity room before going

to the playground for the break – to get to the patio children may not walk through

the classrooms

III. Students (Continued)

D. Class List as of July, 1972

1. Team J - Straights

Lower Elementary

Hobson, Mutz

Boys Girls

Anker, Paul 9-1 Barton, Allison 6-2

Backlar, Fredric 7-8 Bing, Mary 6-2

Brock, Shannon 7-8 Borun, Amy 7-0

Cortina, Lorin 6-4 Cameron, Heather 6-9

Farrell, Kirani 7-4 Chin, Leah 6-8

Glickborg, Stephen 7-6 Costigan, Margaret 6-5

Jaeger, Stephen 6-11 Day, Janet 5-10

Kaufman, Jeffrey 7-9 Donat, Carol 6-8

King, Christopher 7-3 Fleischmann, Jessica 6-11

Klein, Steven 6-1 Garner, Monica 6-5

Lewin, Nicolas 7-2 Gee, Pamela 5-8

Mayhew, Scott 6-2 Hart-Nibbrig, Jaunice 5-11

Miller, Craig 5-9 Johnson, Kathleen 7-5

Paul, Eric 6-3 Kallis, Jennifer 8-3

Pollack, Stefan 5-3 Manning, Jeffifer 7-9

Ryan, Alden 7-0 Mosk, Julie 5-4

Sakamoto, Robert 7-0 Pappas, Anmarie 6-11

Sato, Stuart 7-3 Reed, Andrea 6-1

Shamlian, Robert 5-8 Robinson, Nancy 6-11

Tanimoto, Christopher 6-5 Rosenthal, Janet 5-8

Williams, Frank 7-6 Rubin, Lisa 7-5

Williams, Phillip 6-4 Schoen, Elizabeth 6-1

Wolf, Brian 7-8 Shkolnik, Leslie 7-9

Trivedi, Maya 6-7

Werckmeister, Christina 5-9

Wilkins, Michelle 7-7

Wiltz, Melanie 7-4

Yamano, Jane 7-9

III. Students (Continued)

D. Class List as of July, 1972 (continued)

2. Team J - Curves

Lower Elementary

Ehlert, Lawrence, Odenthal

Boys Girls

Aller, Joshua 5-11 Ballard, Melanie 6-11

Armer, David 7-6 Beavers, Karen 7-7

Berman, Jacob 7-5 Bilotto, Nicole 5-7

Brodsky, Joseph 7-0 Comora, Sian 7-3

Chan, Bryan 6-8 Cooper, Cyrille 7-9

Costigan, William 7-9 Cortina, Natalia 6-4

Donat, Christopher 7-8 Davidson, Rachel 6-3

Douglas, Mark 7-4 Dailey, Karen 6-0

Hofert, Bruce 6-6 Davis, Deanna 6-1

Hoy, Lance 5-8 Day, Janine 5-10

Kuwayama, Mark 5-10 Herdt, Jacqueline 6-4

Minnis, Maurice 6-6 Hittelmn, Karen 6-8

Moore, Renato 6-1 Kallis, Nicole 5-8

Nizam, Jamil 6-4 Klein, Karen 7-4

Plowden, Damien 6-11 Leventhal, Cathy 7-1

Sakamoto, Keith 6-3 Mansfield, Lisa 7-10

Shamlian, William 7-1 Mayhew, Kelly 7-10

Singleton, Robert 7-9 Moore, Chantez 6-6

Shinsheimer, Tom 7-0 Perkins, Dahra 7-2

Stussy, Dieter 7-3 Sando, Dawn 6-5

Sulemanagic, Aladin 6-9 Roe, Maria 7-5

Waldman, Thomas 6-9 Schaffer, Lesley 7-1

Wasserstrom, Harold 6-3 Schultz, Jill 5-8

Wilson, Gregory 6-3 Triplett, Stacey 6-8

Wong, Steven 5-9 Unger, Elizabeth 6-8

Wiltz, Lorilyn 5-10

Wolf, Michelle 5-11

Yamazaki, Lisa 7-6

IV. Team Business

A. Reporting and Record Keeping (proposed)

1. Filling out parent conference information on Friday of week prior to the conference seemed

to be effective - - will try again this year.

2. However, we need to keep record cards up-to-date (especially when children are

transferred to another group)

3. Files of student work need to be kept up-to-date

a. Aide file all pre- and post-tests

b. File all other exemplary work

4. Record of student programs, including classes and teachers, should be kept up-to-date

a. Have a file for each content area with at least 12 copies of most current group

b. Aide will have the responsibility for maintaining this

5. Model filing system on the Upper Elementary system

6. Have board with cards with each student’s name and placement (and write any pertinent

information on cards) – then when shuffled, can see information – pin names in groupings

C. Aides Duties

1. Supplies should be kept well-stocked and orderly

a. Keep supply areas neat

b. Keep supplies in the middle room and individual room cabinets at a useable level

(1) Keep all supplies students need in room cabinets

(2) Keep any other needed supplies in middle room to be brought out by a teacher

only!

2. Bulletin boards should be taken down and replaced (when and if asked)

3. Up-to-date records of students should be kept and filed

a. Keep record of student absences

(1) Correct absence records from student monitor each day

(2) Keep teachers informed of excuses, or lack thereof

b. Keep a readily seen record of children’s transportation changes each day

c. Keep files of schedules, class lists, etc. up-to-date (10 copies of each)

d. Keep lists of students in each class current on students and teachers’ bulletin boards

e. Keep team calendar up-to-date

NOTE: Take dates off team and cross-team minutes as well as from staff bulletins

f. Type all minutes

4. Lunch duty responsibilities will be outlined by Craig

5. Extra duties should be done after any high priority business has been completed

a. Keep “kitchen” area neat and orderly

b. Keep middle room clean

6. Priorities for getting work done are as follows:

a. Do individual team business first, especially minutes for team and level

b. Do other team’s business

c. Do individual teachers’ work

IV. Team Business (continued)

C. Planning Schedule Prior to School

1. Tues. Sept. 5^th – a.m. discuss reading program

p.m. work on room

2. Wed. Sept. 6^th - a.m. work on materials

p.m. conclude reading discussion

3. Thurs. Sept. 7^th a.m. work on materials

p.m. discuss language program

4. Fri. Sept. 8^th a.m. continue language discussion

p.m. work on materials

5. Mon. Sept. 11^th

a. Entire staff meets and has lunch together

b. p.m. discuss social studies program

6. Tues. Sept. 12^th a.m. continue social studies discussion

p.m. work on materials

7. Wed. Sept. 13^th a.m. discuss math program

p.m. work on materials

8. Thurs. Sept. 14^th a.m. continue math discussion

p.m. work on materials

9. Fri. Sept. 15^th finish any unfinished business

10. Mon. Sept. 18^th sop up day

11. Tues. Sept. 19^th - - School Begins

U.E.S. Calendar 1972-73

Sch Mon.	M	T	W	Th	F	M	T	W	Th	F	M	T	W	Th	F	M	T	W	Th	F	Pln Day	Tea Day	Hol
1st	Sept. 11	12	13	14	15	18	19	20	21	22	25	26	27	28	29	Oct. 2	3	4	5	6	6	14
2^nd	9	10	11	12	13	16	17	18	19	20	23	24	25	26	27	30	31	Nov 1	2	3	5	15
3^rd	6	7	8	9	10	13	14	15	16	17	20	21	22	23	24	27	28	29	30	Dec 1		18	2
4^th	4	5	6	7	8	11	12	13	14	15	18	19	20	21	22	25	26	27	28	29		10	10
5^th	Jan 1	2	3	4	5	8	9	10	11	12	15	16	17	18	19	22	23	24	25	26		19	1
6^th	29	30	31	Feb 1	2	5	6	7	8	9	12	13	14	15	16	19	20	21	22	23	4	15	1
7^th	26	27	28	Mar 1	2	5	6	7	8	9	12	13	14	15	16	19	20	21	22	23		20
8^th	26	27	28	29	30	Apr 2	3	4	5	6	9	10	11	12	13	16	17	18	19	20		14	6
9^th	23	24	25	26	27	30	May 1	2	3	4	7	8	9	10	11	14	15	16	17	18	3	17
10^th	21	22	23	24	25	28	29	30	31	Jun 1	4	5	6	7	8							14	1
																					18	156	21

Key: doublestrike (‡) identifies a staff planning day

Red identifies holidays

V. Schedule Possibilities

A. Break in the Morning and P.E. in the Afternoon

1. P.E. in the morning creates a heavy teaching load

2. Break on the Dinosaur Yard

a. Can make break shorter

b. Teachers can use the time to prepare

B. Three Possible Plans with Regular Specialist Block

1. 8:30 -- 9:30 Reading and Language Arts

9:30 -- 9:55 Free Play – Dinosaur Yard

10:00 -- 10:55 Reading and Language Arts

10:55 -- 11:40 Lunch

11:45 -- 12:30 Math

12:30 -- 1:00 P.E.

1:00 -- 1:40 Specialists and Social Studies

2. 8:30 -- 9:30 Reading and Language Arts

9:30 -- 9:55 P.E.

10:00 -- 11:00 Specialists and Social Studies

11:00 -- 11:40 Lunch

11:45 -- 12:40 Reading and Language Arts

12:40 -- 1:00 Free Play – Dinosaur Yard

1:00 -- 1:40 Math

3. 8:30 -- 9:25 Reading and Language Arts

9:25 -- 10:00 P.E.

10:00 -- 10:55 Reading and Language Arts

10:55 -- 11:40 Lunch

11:40 -- 12:30 Math

12:30 -- 12:45 Free Play – Dinosaur Yard

12:45 -- 1:40 Specialists and Social Studies

C. Plan with New Specialists Idea

1. One day for Specialists -- Vertical Scheduling

a. Carolyn, Stan, and Olga tend to favor having one specialist day for all students

b. Students have Art, Music, Science and Library on one day

c. Other four days plan #1, #2, or #3 with only Social Studies in Specialist Slot.

2. Proposed Schedule Group

A B C D

8:30 -- 9:15 Music Art Library Science

9:20 -- 10:00 P.E. - Regular Groups

(Specialists go to Early Childhood)

10:05 -- 10:50 Science Music Art Library

10:55 -- 11:40 Lunch

11:45 -- 12:30 Library Science Music Art

12:30 -- 12:50 Break

1:00 -- 1:40 Art Library Science Music

1:40 Home

VI. Reading

A. Basic Program Could be Kept

1. Large numbers of students in language experience room

2. Small reading groups in other three rooms

--- basal reading program

3. Students stay with one teacher for the first two weeks

B. The Plan

1. Begin with the same structure we had last year.

2. Move in small groups in the direction of new Self-Selection program.

3. Each teacher could have groups of low/medium/high in terms of basal reading.

4. Need to arrange bank area – resource area – section off middle room as resource area

C. How to Teach Basic Sight Words to Right Brains

1. Individual word – make vivid

2. Cut and paste words

3. Attach association to individual words

4. Initial teaching out of context

D. Needs to be enriched – Miscellaneous Thoughts

1. More library reading while still developing skills can be built into almost every level

-- reading is more than the basal reader

2. Beginning reading

a. Diagnose and then place where students can develop sight vocabulary and skills.

b. Extend reading beyond basal reading after having basic sight word vocabulary.

c. Need to set criteria for when to begin self-selection.

3. Need to consider which students will be able to locate books on an individualized basis.

a. How do we set criteria?

b. When do we meet with individual students?

c. How much of an individualized program?

4. Could possibly try individualized reading with a small group of students we think could

handle it as a test run (need to identify who could do what).

5. Some students need one-to-one.

6. Allow for difference in pace of learning sight words.

7. Take Dolce sentence and teach words quickly for those who can handle it.

8. Use readers other than basic readers ~~ i.e. supplementary books

9. Many reasons for grouping – skill, level, interest, peers

10. Projects – following directions on cards, for example:

a. Recipe cards

b. Crossword puzzles

c. Weekly Readers

11. IPI, Fresno Developmental and Scholastic materials to be used as references

12. Continental Press

a. Story on ditto with comprehension skill

b. Begin at 2-1 level

13. Will have some coordination between reading and language arts activity

14. Need for consistent vivid available materials for teaching words –

Electric Company KCET 28 – need cable hookup.

VI. Reading (Continued)

E. Resource Room – Room 1224

1. Cutoff middle room

2. Store supplies for reading and language (and math)

3. Easy access

F. Supplies -- Room Furnishings (suggestions)

1. Peg board with shelves

2. Paperbacks -- IPI manual -- list of books

3. Furniture

a. Kids make

b. Hassocks – made form juice and wired together, padded and covered

c. Push for ordering furniture

beanbag chairs

cushions

cubes

small, short round tables

rugs

G. Priority List for Supplies

1. Rugs (4) 9’X6’ -- four bright colors

2. Bean bag chairs (12) -- 3 per room

3. Cushions (12) -- 3 per room

4. Peg board

5. Burlap – to cover every bulleting board

6. Paint

7. Drawer file cabinets (2)

8. Binder rings for stories

Purpose: reading center in each room --- corner, comfortable -> warmer atmosphere

-- book display -- motivate reading, looking at books, easily accessible, comfortable,

colorful

VII. Language Arts

A. All the Objectives We Worked On Last Year Still Look Good

1. Sharing, choices, listening, speaking, letter formation

2. Keep these from last year

B. Need a Richer Environment

1. Use creative writing to develop use of language.

2. Use Nebraska materials as a jumping off place.

3. Need to push for punctuation and sentence structure.

C. Placement

1. Use 1221 as activity room with small adobe house outside.

2. Resource Center in 1224.

D. New Things

1. Add literature-based creative writing

2. Nebraska materials

3. Color code choices and key skill

E. How to Diagnose Independence in Making Choices

1. Could have three choices the first day and add more as we go along.

2. Color code – you may choose from colors

3. Introduce two or three choices, but also have other choices around the room.

F. How to Efficiently Deal with Kids Who are Staying

1. Use as models

2. Big and little sisters and brothers program

3. Push them onto new choices

4. Put them in charge of a particular activity

a. Take out and put away materials

b. Show new kids how to use materials

c. teach rules and guidelines

G. Dictation Program

1. Language experience approach to teaching punctuation, spelling, sentence structure

2. Need to adept upper and middle programs to lower

H. Creative Writing – Expand What Was Begun in the Foods Unit

I. More Discussion Skills

1. More interaction between students in smaller groups

a. Sharing experiences

b. Sharing stories

2. Need to model questions – how to speak with vividness and expression

VIII. Social Studies

A. Transportation Unit

1. Field Trips

a. Train and bus stations – possible train ride – end of January/beginning of Feb.

b. Harbor – possible boat ride – first part of May

c. Airport – possible plane ride – end of January/beginning of February

d. Blimp – if any possibility – end of May

2. Construction as an Umbrella Activity

a. Items to be used to display in the room rather than dramatic play

1) Airplanes to hang from the ceiling

2) Trucks, trains on a platform on papier mache mountain

b. Information gathering and input for construction will involve basic research skills

3. Time Sequence

a. Air and land – September to February break

b. Water – after February break

4. Will contact transportation sources for materials and information

B. Humanistic Curriculum – skills in inter-personal relations

1. Honest feedback for kids to know how they are coming across

a. Positive – Normal -- Negative

b. Teach them phrases that indicate positive and negative responses

2. Listening skills, speaking skills, cognitive domain and affective domain are all involved.

3. Take something to Arrowhead in order to get feedback

a. Our first six-week unit

b. A video of kids interacting with a video of them watching a video and discussing

interaction; then a video of interaction after discussion to look for growth.

4. Will contact Margaret, Kent, Doug, and Roxie for a report on their work with mankind

curriculum.

IX. Mathematics

A. Math Planning

We have mapped out the year in terms of math content. We have been specific in our plans for the first six-week unit, concentrating on numeration and place value. We plan to group the students heterogeneously (120 students – four groups) and design the program to accommodate a wide range of ability, achievement and maturity.* This initial period will include a fair amount of time on diagnosis, including:

1. Numeration

a. Counting concrete, oral, written by 1’s, 2’s, 3’s, etc.

b. Vocabulary: for example: ‘larger,’ ‘smaller.’

c. Cardinal and ordinal numbers

d. Patterns

e. Counting by 1’s, 2’s from, say, 684 to 720. (if students can explain it orally, in writing or with objects – then they probably have it.)

2. Place Value

a. Concept of grouping for efficiency

b. Concept of different values of place

c. 1’s, 10’s, 100’s, . . .

d. Transfer to other combinations (ten 10’s is one 100)

3. Also conservation type activities

4. Perhaps some work on addition – subtraction

5. Choice-making

6. Special concepts

In order to facilitate appropriate choice-making we will explore the idea of color coding various choices as well as expanding to include more problem-solving type activities.

* We’ll continue to explore an organization where students have a choice of

activities within a specific strand (in this case numeration and place value)

while the instructor work with groups of students who have similar needs.

IX. Mathematics (continued)

B. Overall Math Objectives (General and Tentative)

1. Students will enjoy math

2. Students in Lower Elementary will reach a minimal level of competence

a. Count to 100 as demonstrated by completing a written sequence of

Consecutive numbers.

b. Demonstrate comprehension level of place value by representing any whole number

<100 10="" 1="" and="" by="" combinations="" o:p="" of="" s.="" s="" three="">

c. Addition facts at the recall level.

d. Verbally generate and solve word problems requiring the addition of whole numbers

for sums <100 .="" o:p="">

e. Verbally generate word problems in subtraction of whole numbers <100 o:p="" where="">

the difference is ≥ 0.

f. Identifies penny, nickel, quarter and dollar.

g. Demonstrates knowledge of various vocabulary terms – more, less, before, after, etc.

h. Measure length with a specified standard length.

i. Reproduces square, triangle, rectangle, and circle.

j. Constructs a simple histogram for a set of measurements.

3. Assumed students will move beyond minimal level of competence whenever appropriate –

there will be no ceiling. The policy will be to move into depth or study a supplementary

strand before going on to multiplication and division of whole numbers.

4. When appropriate, students will set their own goals and choose those activities which facilitate

attainment of those goals.

C. Math Plans (Content Outline) for the School Year (tentative)

1. 6 weeks -- September 19^th to October 27^th

a. Heterogeneous grouping by teams

b. Numeration and place value is Main Strand

(See details later on)

c. Graphing – for own sake as well as using to add depth to numeration and place value

concepts.

d. Geoboards – Number and Geometric concepts

e. Cuisenaire Rods – use for numeration, place value and beginning fraction concepts.

Arrowhead Break

2. 6 weeks from November 6^th to December 15^th

a. Addition is Primary Thrust or Main Strand

1) Include experiences with subtraction concept when appropriate

2) Grouping to be decided – possibilities:

a) level of abstraction

b) right/left brain

c) reading type groups

d) achievement

3) Include Open Sentences where appropriate.

IX. Mathematics (continued)

C. Math Plans (Content Outline) for the School Year (continued)

2. 6 weeks - from November 6^th to December 15^th (continued)

b. Measurement is Secondary Thrust

1) Categories

a) length and area

b) weight

c) time

d) money

e) achievement

2) Perhaps develop a store

3) include water play, cooking and conservation of liquids in liquid measure

4) include graphing

Winter Holiday

3. 3 weeks – from January 2^nd to January 19^th

a. Geometry and measurement are the Primary Thrusts

1) Use measurement ideas from the previous section.

2) Emphasize buying, selling, cooking

b. Numeration, Place Value and Addition are secondary thrusts

4. 2 weeks – January 22^nd to February 2^nd

a. Numeration and Place Value are the Primary Thrusts

b. Review and diagnose for concepts of the next unit.

5. 5 weeks – from February 5^th to March 16^th

a. Addition and Subtraction are the Main Thrusts

b. February Planning Break is February 19^th to 23^rd

6. 4 weeks – from March 19^th to April 13^th

a. Geometry is the Major Thrust

b. Fractions is the Medium Thrust

c. Addition, subtraction, graphing and measurement are secondary thrusts

d. Introduce multiplication to those for whom it is appropriate.

Spring Holiday

7. 3 weeks – from April 23^rd to May 11^th

a. Numeration and Place Value are the Main Thrusts

b. Addition and Subtraction are Main Thrusts

c. Measurement, graphing are secondary

Spring Conference Break

8. 3 weeks – from May 17^th to June 7^th -- Catch what needs to be done

School Ends June 8^th

IX. Mathematics (continued)

D. Initial Work on Numeration and Place Value Continuums

1. Partial Numeration Continuum

Code for Student Response

O – oral

M – manipulative

PP – paper/pencil

O & M 1) Count objects through 9

O 2) Orally label numbers through 9

O & PP 3) Write digits through 9

PP 4) Finish sequence given orally for numbers through 9

O & M 5) Count objects through 100

O & PP 6) Student will identify values of place in a two-digit number

O 7) Orally label numbers through 99

PP 8) Students will go from 9 (in one’s) to the next number when counting objects

O 9) Finish a sequence orally for numbers less than 100

PP 10) Finish a sequence written for numbers less than 100

O & M 11) Count objects through 1000

O & PP 12) Students will identify values of places in a 3-digit number

O 13) Orally label numbers less than 1000

PP 14) Finish a sequence written for numbers less than 1000

2. Partial Place Value Continuum

Critical Attribute: The position of a symbol determines the quantitative value of that symbol.

1) Grouping (Efficiency Game)

Students will select bean sticks and/or beans to replicate picture on ditto in the most

Efficient way (Picture is displayed in arrays)

(bean placement can be random on sheet by children

point of the game is to find the quickest display)

IX. Mathematics (continued)

D. Initial Work on Numeration and Place Value Continuums

2. Partial Place-Value Continuum (continued)

2) Place in position by base

Children will place sticks with ten beans in tens column on the left and single beans

In ones column on the right:

3) Position by Abstract Counters

Children will replace stick and beans with appropriate number of tiles, in the

appropriate column.

IX. Mathematics (continued)

D. Initial Work on Numeration and Place Value Continuums

2. Partial Place-Value Continuum (continued)

4) Position by Numerals

Children will replace counters with appropriate numerals.

5) Translation

Given beans (sticks and singles), children will write the appropriate numeral

Representing the number of beans and visa versa.

IX. Mathematics (continued)

D. Initial Work on Numeration and Place Value Continuums

2. Partial Place-Value Continuum (continued)

6) Greater than – Less than Game

a. Child draws 2 cards by chance. Each card has a numeral on it. S/he must create a new number

(the largest number s/he can)

b. Child will locate the numbers on a number line to verify claimed winner.

7) Combining sets and create one 2-digit numeral.

Given two 2-place numerals, the child will represent the total with the most efficient stick

and bean distribution.

8) Optional: Introduce addition algorithm for 2-digit numbers

Child will apply addition algorithm of regrouping using no concrete objects

9) Number Line

Child will create a number line to 100 (in order to prepare him/her for work in 3-place digits.

10) Challenge: Repeat steps 1 – 9 using base 3 and base 7.

IX. Mathematics (continued)

D. Initial Work on Numeration and Place Value Continuums

2. Partial Place-Value Continuum (continued)

11) Place Value to 3 positions (100’s, 10’s 1’s) – repeat steps 1 – 9. Exceptions:

Step 1: child will now select from three alternatives (add cards with 10 sticks glued on)

Ditto picture will now have at least 200+ x’s

Step 2: add hundred’s column

Step 3: add hundred’s column

Step 4: add hundred’s column

Step 6: child draws three cards

Step 7: child combines sets and creates one 3-digit numeral

Step 8: use 3-digit numerals

Step 9: eliminate

12) Repeat steps 1 – 9, using base 5 and 7 using three-place numerals

13) Can go on to four-place numerals and repeat entire procedure. It would be necessary to

create a number line to 1000 before starting.

IX. Mathematics (continued)

E. Ideas for Activities for Numeration/Place Value Strand

1. Have a center where place value and numeration are explored

a. greens – 10, blues – 100, and yellow – 1

b. have a continuum of counting things

c. have 5’s, 2’s etc.

d. also have a set-up where it’s divided into places

e. include small blocks

2. Grouping sticks and pasting beans

3. Dot to dot series

a. Not join numbers in a picture

b. Key for this

4. Pattern sheets – 1, 2, 3, 4, 5

5. Series of sheets from Wirtz

6. Various activities investigating the invariant properties of number

7. Center of grouping by 10’s and 100’s (also 5’s, 7’s, etc.)

8. Make a number line

a. Repeat last year’s

b. Make more difficult

9. Jigsaws at several levels

a. Have one number line by 1’s, 2’s, 3’s, 4’s, 5’s, 10’s, 100’s

b. Have also by how many in the row

10. Fill in sheets of numbers

11. Comparison – Two groups of objects – which has more?

12. Different names for numbers or different ways of labeling number

a. Line

b. Standard numeral

c. One-to-one representation with concrete objects (rocks and sheep)

d. Blocks as numbers

e. Visual auditory differentiation – kids need a framework

f. do some kids relate numbers in an unrelated association? (poison and 13)

13. Even – odd

14. Matching numerals with number of objects

15. Using graphing projects to count things (like leggo blocks)

16. Projects for determining 10’s and 1’s (1000’s, 100’s, also)

Tens Can

Ones Can

1) put objects

2) put numerals from choice

IX. Mathematics (continued)

E. Ideas for Activities for Numeration/Place Value Strand (continued)

16. Projects for determining 10’s and 1’s (1000’s, 100’s, also)

Tens Can

Ones Can

1) put objects

2) put numerals from choice

b. Sheets with the same thing

c. Verbalize 100’s, 10’s, and 1’s

d. How do they best see a concept? On a line? In a group?

17. Efficiency Game

18. Geoboards – Counting and patterns

19. Cuisenaire Rods

20. Small group problems – measure a group of objects

a. Place Value – Example:

Concept of Place Value – Efficiency of Grouping

1. Count the number of __________ (sticks)

2. You need to group these _________ (sticks) so that most people in the class

can count them in _______ (30 seconds).

3. When you are finished, ask someone who is not in your group to the

_______ (sticks) and time how long it takes them.

b. Numeration – sets, number patterns, etc.

Given 15 chips, what kind of a shape would you come up with?

How many rows of _______?

How many columns of _______?

IX. Mathematics (continued)

F. Miscellaneous Ideas in Math

1. Have stories for drill in addition and subtraction problems

2. Have differentiated choices (by color?)

3. Group in Interpersonal Relation Goals

4. Periodically and consistently, force students to use strong and weak areas

abstract – concrete – left brain – right brain

5. Still need to investigate various organizational patterns

6. Obtain materials from Cornell (Ithica)

a. Activities oriented at concepts

b. Claims seem a bit much

7. We have categorized paper work in a master notebook

a. Need to fit what we have to continuums

b. Design what belong in gaps

8. Need to design task cards for individual and group problems

9. Need to design projects for the total group

Wednesday, June 5, 2013

1972 Lower (1st and 2nd grades) Year plan, UES