Standards
I am currently teaching 3rd grade at Benson Primary School in Benson, AZ. I teach the subjects of mathematics, ELA (reading, language, and spelling), and social studies. A specials teacher teaches 3rd grade science outside of the general education classroom. I will be in the same role for the 2017-2018 school year. Benson Unified School District subscribes to Beyond Textbooks, which was created by the Vail School District in neighboring Vail, AZ. Beyond Textbooks takes the Arizona College and Career Ready Standards and unpacks them for its subscribers. All teachers within a subscribing school have access to Beyond Textbooks where, for each standard, they can view the timeline, skills, knowledge, cognitive processes used, big ideas, essential questions, common misconceptions, assessments, etc. In addition, teachers have the ability to share lesson plans, PBL activities, worksheets, pre-assessments, etc. All teachers at subscribing schools can use these resources. If I am struggling with ideas for a lesson, I can ask a colleague, search the Internet, or check what's available on Beyond Textbooks. As a new teacher, it is truly is a blessing for me to have so many resources.
The standard I will be focusing on for this assignment is for 3rd grade mathematics. It reads:
Model the process of multiplication using repeated addition, arrays, a number line, and groups of.
I chose this standard because it's one of the first I will be teaching in the 2017-2018 school year and, because I didn't start teaching full-time until December, I did not teach this standard this school year. I want to be prepared and, for whatever reason, I have a more difficult time motivating myself to prep for math lessons. One reassuring thing is that both my son and daughter have recently been through 3rd grade, so many of the concepts are somewhat familiar to me and them. I count on them regularly to help when I am struggling to find a way to teach a particular concept.
Student Proficiencies
I am providing four proficiencies for this standard since the standard contains four components. Below the proficiencies, I have indicated the performance outcomes for the Minimally Proficient student, Partially Proficient student, Proficient student, and Highly Proficient student.
1. Model the process of multiplication using repeated addition.
2. Model the process of multiplication using arrays.
3. Model the process of multiplication using a number line.
4. Model the process of multiplication using groups of.
Minimally Proficient student: Models the process of multiplication using repeated addition, arrays, a number line, and groups of with visual support. Factors are less than or equal to 5 for all problems.
Partially Proficient student: Models the process of multiplication using repeated addition, arrays, a number line, and groups of with visual support. Factors are less than or equal to 9 for all problems.
Proficient student: Models the process of multiplication using repeated addition, arrays, a number line, and groups of. Multiplies within 100 to solve single-step word problems using the aforementioned strategies.
Highly Proficient student: Models the process of multiplication using repeated addition, arrays, a number line, and groups of. Multiplies within 100 to solve multi-step word problems using the aforementioned strategies. Students will use provided context to create an equation to solve a word problem.
Assessments
After providing instruction to my students, and allowing them to model the process of multiplication using the four strategies, I will be ready to assess what they've learned. My assessments are described below.
1. Before any formal assessments take place, I will informally assess students during a classroom learning experience. Students will work collaboratively on an assignment related to this standard. While they are working, I will traverse the room to check in with each group, see if they have any questions, and also ask my own questions. Listening to students work through the problems, asking them questions, etc. will provide me with feedback regarding their level of comprehension. Students will be grouped strategically so that those needing extra support receive it. After my informal assessment, I will determine if afternoon reteach time needs to be dedicated to one or more of the proficiencies/components and plan accordingly.
2. Students will be assessed on their individual performance on worksheets related to the proficiencies/components of this standard. Students will be graded on two worksheets. One will be given during our morning math block, and the other will be given during afternoon reteach. One worksheet will cover multiplication using repeated addition and multiplication using groups of. The other will cover multiplication using arrays and multiplication using a number line. Both worksheets will be graded that day so I know what students are and aren't comprehending. This will help me plan future lessons.
3. Available on Beyond Textbooks is a practice District Formative Assessment (DFA). The practice DFA will be given to predict how students might perform on the DFA. The practice DFA includes five questions that cover multiplication using arrays, a number line, repeated addition, and groups of. This will be entered as a quiz grade and I will base future lessons on student performance.
4. Also available on Beyond Textbooks is the DFA for this standard, which will be the final assessment. It contains five questions that are very similar in nature to the questions on the practice DFA. Results of this assessment will be entered as a test grade. Students receiving a 3 out of 5 or below will attend reteach during specials or recess and be given a chance to retake the DFA. Beyond Textbooks provides a second version of all DFAs for this purpose.
Learning Experiences
The learning experiences I plan will be based on what students are required to know. This will require me to unpack the standard, as well as do backwards planning. I will look at all aspects of the standard, including the DFA. While most have heard the phrase, "Teaching to the test," there is validity in looking at the test to plan lessons. One of the things I have learned in my brief time of teaching is that teaching moves at a fast pace. You have to be strategic in your planning. Often, when looking at a DFA, something jumps out at me that I suspect will be tricky for students. In my planning, I am sure to provide more instruction in that area so that students are prepared.
1. My students' first learning experience is a PowerPoint presentation that will be projected on the classroom whiteboard. Students will need their personal whiteboard and a dry erase marker. The PowerPoint first indtroduces the terminology associated with multiplication, including factors and product. Next, it demonstrates multiplication using repeated addition. Students will have an opportunity to do practice problems with a partner using their whiteboards. Then the PowerPoint demonstrates multiplication using a number line. Again, students will have an opportunity to do practice problems with a partner using their whiteboards. At the end of the PowerPoint, both strategies are reviewed and students will independently do practice problems on their whiteboards. This learning experience introduces two of the four proficiencies/components associated with this standard.
2. My students' second learning experience will be the following day and is a continuation of the same PowerPoint presentation. The slide introducing the terminology will be reviewed so that students start to commit the terminology to memory. Next, the PowerPoint demonstrates multiplication using arrays. Students will have an opportunity to do practice problems with a partner using their whiteboards. Then the PowerPoint demonstrates multiplication using groups of. Again, students will have an opportunity to do practice problems with a partner using their whiteboards. At the end of the PowerPoint, both strategies are reviewed and students will independently do practice problems on their whiteboards. This learning experience introduces the remaining two proficiencies/components associated with this standard.
3. My students' third learning experience involves completing a "Problem of the Week" in a group. The "Problem of the Week" is found on Beyond Textbooks and exists for most, if not all, standards. It can be printed and handed out or projected on the classroom whiteboard for students to solve on their own whiteboards. Groups must read the problem and solve it using repeated addition, groups of, an array, and a number line. Groups must also create an equation using one of the multiplication models they created. This lesson is a great way for students to work collaboratively to demonstrate what they learned from the PowerPoint presentation and practice problems. While students are working, I will make my way around the classroom to check in with groups. This will be a good way for me to assess their understanding and plan future lessons.
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