The Daily 3: Fostering Numeracy Independence ~ HAvbovT ~presented by Jeannie DeBoice. The Math Daily 3 + Math by Myself + Math Writing + Math with Soreond “The Daily 5: Fostering Literacy Independence in the Elementry Grades” This book by Bouchey & Moser (the 2 Sisters) has been a staple for teachers designing literacy lessons for years, But did you know you can use the same "10 Steps to Independence” in your numeracy blocks? Teaching math this way allows you to personalize much more, buying you time to work with small groups and move away from the large-group, ‘one size fits all” math lesson, What do the students do while you are working with a small group you ask? See the next book below.. ‘Well Played: Building Mathematical Thinking Through Number Games and Puzzles” This wonderful book by Dacey, Gartland and Lynch is a timely resource as we move towards more personalization in teaching mathematics. Good math games address important math ideas, are engaging and offer a range of difficulty levels. Games allow students multiple experiences with the same ideas over an extended period of time - time to go deeper, to collaborate, to discuss ideas and strategies with peers, to reflect and self-assess their learning and to struggle productively.~"L* charts~ By Allison Behne One of the first lessons we teach when introducing Math Daily 3 to our students is the foundation lesson about math tools. What should it look like and sound like when we use our math tools? We find that the best way to introduce this is through the use of an anchor chart and the 10 Steps to Teaching and Learning Independence. The anchor chart for math tools has two sides, much like the I-chart we use to introduce Daily 5 and Math Daily 3 tasks, The biggest difference is that on this chart the left side lists behaviors for setup and the right lists behaviors for cleanup. We follow the 10 Steps just the same. 1, Identify what is to be taught—“Today we are going to learn about the math tools we will use during Math Daily 3, We are going to learn how to set them up and how to clean up when we are finished.” 2. Create a sense of urgency—“We are going to learn this because itis fun and helps us to be better at math.” 3. Record desired behaviors—List the behaviors we want to see. 4, Model most desirable behaviors—Select one or two students to model the setup and cleanup of math tools. Review the [-chart and ask, “Will be better successful during Math Daily 3 if this is how he sets up and cleans up?” “Yes.” 5, Model least-desirable behaviors, then desirable ones —Choose one student to ‘model the setup and cleanup incorrectly. Review the I-chart and ask, “Will be successful during Math Daily 3 if this is how she sets up and cleans up?” “No.” ‘Then ask the child to correct her behaviors and model the desirable way. Repeat the question, “Now wi be successful during Math Daily 3 if this is how she sets up and cleans up?” “Yes.” Stop when the tudents: Select tools chimes 109 quickly and : et Clean up guickly Quiclly ie ia “Choose @ Pad things book Suuccesstul Spor] plecre ahey belong neatly Those sing the pols. put ane Quay |-Use madh tools fo practice moth 6. Place students around the room with their toolboxes. 7. Allow students to explore tools for a few minutes. The purpose of this lesson is not to build stamina but to have students practice setting up and cleaning up the tools. 8. Stay out of the way and confer about behavior if necessary. 9. Quiet signal—Clean up and come back to group. 10. Check in—How did it go?Melissa McNally Children as young as kindergarten age are vle to represent their mathematical ideas unrough writing. When I think of the many benefits to using journals in the classroom, three come instantly to mind: 1, Journals provide students with choice over how to represent their thinking. Children can organize their thoughts, process, and work in ways that make sense to them. The confines of a worksheet don’t often allow students to use pictures, words, or numbers in a way that demonstrates their true understanding of a concept. Journaling provides differentiation as children choose how or how much they are capable of answering. 2. Journals provide a wonderful, compact portfolio of growth and progress through the year. Not only do tasks become progressively complex, but the way students are able to communicate their knowledge becomes more apparent. I may see the same types of strategies used over and over at first, but as children begin to have a deeper understanding, you ie EN will see them branch out to try new ie “als ways and methods. 3, Journals are a great way to communicate with students and parents, Some of the most powerful and timely conferences happen when a misconception is discovered and can be addressed. And journals serve as irrefutable evidence to parents about how a child is doing with concepts and standards that need to be met. 4, When students share with each other, they discover there are multiple representations or ways to solve a problem. Taking the time to periodically have them share their thinking and work with a partner, a small group, or the whole class prompts other students to try out a similar strategy. If you aren’t already using journals, add them in as a choice to your Math Daily 3. You will find the benefits of allowing time for students to write during math.Sample Math Schedules Math Block (60 mi 1:00 - 1% Math Focus Lesson (10) 4:10 ~ Round of Math Daily 3 Choices 4:10 ~1:17 Small group 1 4:17 ~1:25 Small group 2 or conferring 1:25 - 2™4 Math Focus Lesson (We Do) 41:35 ~ Round of Math Daily 3 Choices 1:35 -1:42 Small group 1:42 ~1:50 Small group of conferring 4:50 ~ 3" Math Focus Lesson (You Do) Sharing (done at alater time when a few min are available or shave a min. off of each focus lesson) Math Block (75 min) 1:00 - 1" Math Focus Lesson (ID0) 1:10 - Round of Math Daily 3 Choices 1:10 ~ 1:20 Small group 1 1:20 ~ 1:30 Small group or conferring 1:30 - 2" Math Focus Lesson (We Do) 1:40 - Round of Math Daily 3 Choices 4:40 — 1:50 Small group 4:50 — 2:00 Small group of conferring 2:00 3" Math Focus Lesson (You Do) 2:10 - Sharing Tekaty CALE: BeostansSample Math Schedules Math Block (90 min) 1:00 - 1" Math Focus Lesson (1D) 1:10 - Round of Math Daily 3 Choices 4:10 ~1:20 Small group 1 41:20 ~ 1:30 Small group or conferring 1:30 - 2” Math Focus Lesson (We Do) 1:40 - Round of Math Dally 3 Choices 1:40 ~ 1:50 Small group 1:50 ~ 2:00 Small group or conferring 2:00 ~ 3" Math Focus Lesson (You Do) 2:10 - Round of Math Dally 3 Choices 2:10 2:18 Small group 2:18 2:25 Small group or conferring 2:25 - Sharing Inthe Moment PolDaly CAFE BnetChapter 8 The Math Daily 3 127 Sample Lessons Using the Gradual Release Model. Today's Lesson cess Operations & Algebraic Thinking, Grades 1-4 [many specific standards fit this, lesson} Focus Lesson 1 "A product is the resull or answer when you multiply two numbers together. (ido) Today we are going fo learn how fo use a number fine fo help us find a prod- uct when we multiply." “Starting att 0, and skipping five numbers each time, | want to know how many skips i! fakes fo gel fo the number 20." Using the whiteboard, document cam- eta, of projector, display a number line and model with a counter or pointer how many skips of five can be taken on the number line fo get to the number | 20. Think aloud as you do this, Introduce the equation 5 x 4 = 20. Explain to students, "Starting at 0, | was able to skip four times fo land on the 20." | Encourage the children to count aloud with you as you do the same problem again. Round of Math Daily 3 “Who can tell me what the product of a muftiplication problem is? [Students respond,] Yes! The product is the answer! Earlier ! modeled for you how fo use number line to find the product when multliplying. Now we are going to practice this together." Focus Lesson 2 (We do) Use a large class number line with a pointer and call on various students to model as you present problems. The whole class would be encouraged to count along with the student using the pointer. Class cliscussion should take place and a variety of problems should be answered together. Be sure fo use small and large numbers as factors. After a few problems, encourage students to predict the products chead of time and then confirm their answer by skip-counting using the number line. Round of Math Daily 3 Give each child a counter, a number tine, and a piece of paper. Ask students Focus Lesson 3g create a problem to trade with a friend. Students will trade problems and (You do) use the number line fo solve the problem they are given. After doing this, have class discussion in which children use the number line in their description of how they solved the problem. ‘Ask children, “am a number between 21 and 25. You say my name when | you skip by fours, What number am I?" Encourage children to share how they solved this problem. You may wish to have children create problems similar to this and trade with friends as well (depending on time and perceived student understanding} Student Sharing Figure 8.3. This lesson was adapted from http://lluminations.ncim.org/LessonDetail.aspx?ID=1316.carrer + a Introduction 3 : Woy is this game or puzzle worth exploring? How could student-to-student math talk be increased? © What might teachers notice as students played the game or solved the puzzle that ‘would inform future instruction? ‘What assessment tasks could reinforce student accountability? * What task would provide an opportunity to extend students’ thinking? Is It a Game or a Puzzle or an Activity? (One of the surprises of this work was how murky the distinctions can be among games, puzzles, and tasks, Is a computer game that requires a player to find clues and the correct path to reach a certain goal a game or a series of puzzles? Are we playing a game when ‘we solve a puzzle? Is pinning numbers in order along a clothesline a puzzle, a task, or @ game? Do young children view every activity where they take turns and usc manipulatives a8 a game? Koster suggests that “games are puzzles to solve, just like everything else we encounter in life” (2018, 34), Note that both games and puzzles involve sequencing and pattern recognition; & require stritegy; and : > offer competition against an opponent, or the clock, or your own abilities to reach a solution, ‘There are, of course, some differences, For example, puzzles can-be lost only by giving, up. We have identified the games and puzzles in this book as either onc or the other, but ‘we found the following criteria important to both Itaddresses important mathematical ideas, Itis engaging, * It offers a range of difficulty levels. | Tt requires and stimulates mathematical insight. | s Tesupposts the habits of mind essential for success with mathematics and real-world, problem solving, How Is This Book Organized? Chapter 2 addresses instructional decisions related to games and puzzles in the classroom. Our goal is to support teacher orchestration of gaming and puzzling as well as assessment of student learning. We pay particular attention to helping students take responsibility {for their roles as players and puzzlers. Kohlfeld (2009) also identifies the need to instructcHapreR 2 Supporting Leoring through Games end Pizzo with increased exposure. As summarized in Figure 2.2, we view the iniroduction stage as an experience that exposes students to different ways of thinking and piques their interest. ‘This introduction often may be the focus of the day's lesson. Students have several oppor funitics for follow-up play in teams, beginning within the initial lesson, during the explora tion stage. During this stage, students are engaged in conversations with peers throughout the playing and solving. They may also be actively involved with large-group discussions that can occur at various points in the process. Through such conversations and discus- sions, conceptual understanding deepens, new ideas become clearer, and generalizations form, During the variation stage, changes in the game allow for greater challenge, and as a result, the interest level in the game and its appropriateness for learning are maintained for a longer period of time, Frequent play or puzzling may be at a practice level, rath- cr than intended for the development of ideas. This practice stage supports autornaticity when such reinforcement is needed and is preferred by students over the typical work- shcet. At this stage, learners are more likely to be working alone or playing against a single ‘opponent. Sometimes games continue to be played as favorites, long after they have met the goal of supporting the development of conceptual understanding or computational fluency. When this zeereation stage is reached, we encourage you to make the game an in- door recesé option or have students play it at home for enjoyment, allowing your class to investigate other mathematical concepts in the limiied instructional time available INTRODUCTION EXPLORATION VARIATION PRACTICE ‘RECREATION Large-group Students play Games or ‘Students Frequent initial + or solve in puzlesare practice to ‘exposure exposure p feams p vied 19 up increase pleads to engages explore ideas support automaticity, recreational learners in and have continued perhapsalone experiences. ps ao new ideas. conversations earning. or with a single opponent, ‘Stages of opportunities to play or solve the Setting Expectations and Sharing Responsibilities with Students Some teachers view the setting of expectations and the sharing of responsibilities as sep- arate topics, but we see them as intertwined. Students cannot be responsible without 2 clear understanding of what is expected of them, This is particularly important when the purposes of playing or solving include opportuni ing, Consider the following reflection from a second-grade teacher who understands that teaching students how to play a game is more than explaining directions and who believes strongly in holding students accountable for their learning. to develop conceptual understand~cchaprer 2 Supporting Leorning Through Gaines end Puzzles asked him, “What do you think you did well?"and“What do you need to work on further?” Abul reported thas thinking about filling in the empty spaces was a good idea. He also ‘noted that he should just know what one more would be. Together they decided that Abdul ‘would choose five frame games that week during math choice time, He would think about ‘inowing one more and use his thinking about filling emply spaces. The teacher recorded these decisions in her log, and she made Abul a five-frame with four red dots and one yellow dot. She suggested that if he put this in his geome folder, i would remind him of his ‘goals, Abdul understood that these goals provided an important focus for his learning and that he would be held accountable for meeting them, ‘The teacher then asked Abdul to go back to is seat and she invited one of the other thee students to have a condersation wither ) Examining the Evidence of Learning ‘Once learning goals are established, we collect evidence as to whether or not students are ‘meeting them, There are a variety of assessment artificts connected to gumes and puzzles, hhut they are not always observed, recorded, or analyzed, and we all know that teachers cantt be everywhere or consider every piece of student work. We beliove there are ways, though, to make such evidence more visible and chus be more readily available to inform our instruction- al decision making. The process begins with the initial introduction of the game or puzzle. Observations ‘As soon as students begin to solve or play, we encourage you to take your clipboard or tablet and become an active observer. In your first observation, you want to make sure everyone understands expectations, and you want to look for trends or patterns among the students, We suggest specific observations within the “What to Look For” section for each game or puzzle, but, in general, there are four major goals for this initial observation: + Make sure students are following directions correctly, and intercede as necessary, before misinterpretations are practiced and become more difficult to change. Note what students are talking about and how they are relying on one another to reach success, What vocabulary do they use? What questions do they ask one another? Look for examples you want to share during the large-group debriefing regarding partial understandings, strategies, or interactions. Gain students’ willingness to share, and note the order in which you want them to do so. Look for any challenging situations in which the students are having difficulty getting along while playing a game or solving a puzzle. Sometimes you may wish to address such a situation immediately, while at other times you may prefer to wait. If ‘waiting seems best, you may wish to create a related manner expert card to discuss ata later time,Games & Puzzles for “Math with Someone” Games & Puzzles Criteria (from “Well Played” p. 3): v Involve sequencing and pattern recognition v Require strategy Y Offer competition against © Opponent © Clock © Self Games alone should: Y Address important math ideas v Be engaging Y Offer a range of levels ¥ Require/stimulate insight ¥ Support habits of mind for success in math and Problem Solving Where can I get good games Math Makes Sense (both ‘old’ and ‘new’ editions!) ~ check out the beginning of each unit. A page called ‘Mathematics Centres’ has 4 games for each unit. Kindergarten has even more! “Well Played” a great resource with 25 games to be copied and used right away! Fosnot & Dolk “Context for Learning Mathematics” kit (ail in DRC)~from Matk Makes Sense. CCut ~ tape to baggies) ' Same Number, Different Ways [appropriate for use afier Lesson 3) Materials: {Ms 3to 10, 17, and 18, heavy paper, plastic bags with top seals + Haye children use numeral cards, number Word cards, dot eards; five and lerframes to represent numbers indifferent ways. See a Same Number, Different Ways {oppropriate for use after Lesson 3) Materials: IMs 3'to 10, 17, and 18, heavy paper, plastic bags with top seals + Have children use numeral cards, number word cards, det cards, ive ond tenframes to reprosent numbers in cifferent ways E | | | | | ] 1 [eJelelele 1 Eeptld Lo I | ] \ [Visual PR ec ae teeter eee ete eee tee Race a ea eo Doe sot ems wat mat cot ae aes ow) ome Sa oh 2 400-Chart Puzzles # 100-Chart Puzzles 2 (appropriate for Use affer Lesson 8} + © appropriate for use after Lesson 8) z + Resources: LM 8, copied onlo colour paper, cut info» = 4. Resources: LM 8, copied onlo colour paper, cut info a 1 variely of puzzle shapes along grid lines, and each set of variely of puzzle shapes along grid lines, and each set of * pieces plaéed in an envelope oat _ 2. 9 places placed in an envelope i 4» Children work together in [2a]a5|26]27[28] ; — § * Children work togsthorin _[2a]25]20]27[26| 2 pairs, or individually, to ; 38]. °. Baits, oF individually, to ale assemble a 100-chart © assemble a 100-chart i Meets! 48} pune, 4a] } = While children work, osk (88, =, * While children work, ask Ea them fo explain the strategies [2g them to explain the strategies [2g See they are using fo connect the {they are using to connect the 3 1 pieces and order them by (salsd[es[ee pieces and order them by 33} 94) | 2 fons and ones. This is a 44|45 | "fens and ones. This is a 44] 3 valuable activity for assessing 1 valuable activity for assessing i children’s understanding of place value. {children’s understanding of place velue. * [Logical; Visual] poet A f é cal; VisualUnit 5: Numbers to 100 Name zt Date: Gne master?) 100-Chart 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 yt | 42) 43} 44] 45 | 46 | 47 | 48 | 44 | 50 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | 60 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | 70 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 8l | 82 | 83 | 84 | 85 | 86) 87 | 88 | 84 | 90 a | 92 | 93 | G4 | 95 | 96 | 97 | AB | 99 | 100 Je 58 The right to reproduce or modify this page is restricted to purchasing schools. This page may have been modified from its original. Copyright © 2007 Pearson Education CanadaUnit 2: Number Relationships Name: Date: 100-Chart (101 to 200) Y 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | Ilo HW | 2 | WB | We | SE | 6 | 7 | | A | 120 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | 130 IZ] | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | 140 THE | 142 | 43 | 44 | 45 | 146 | 147 | 148 | 149 | 150 Qo I51 | 152 | 153 | 154 | 155 | 156 | 157 | 158 | 159 | 160 161 | 162 | 163 | 164 | 165 | 166 | 167 | 168 | 169 | 170 171 | 172 | 173 | 174 | 175 | 176 | 177 | 178 | 179 | 180 I81 | 182 | 183 | 184 | 185 | 186 | 187 | 188 | 189 | 190 IAt | 192 | 193 | 194 | 195 | 196 | 197 | 198 | 199 | 200 70 Copyright © 2005 Pearson Education Canada Ine, The right to reproduce this page is restricted to the purchasing school30 31 302 1/312 303 3/314 304 305 306 307 |308 309 [310 315 316 317 |318 319 320 32 322 323 324 325 326 327 | 328 329 330 33 332 333 334 335 336 337 | 338 339 340 34 342 343 | 344) 345 346 347 | 348 349 350 35 352 353 354 355 356 357 | 358 359 360 36 362 363 364 365 366 367 |368 369 (370 37 372 373 374 375 376 377 | 378 379 380 38 382 383 384 385 386 387 |388 389 TEE 390 | 39 392 393 394 395 396 [397 398 399 400Play in pairs Use 1 gameboard (paper), 2 dice, a pencil, 2 markers and a deck of Leapfrog cards. nr Roll the dice. Move that number of steps and write that number. . Flip a leap card for your leap of tens. Leap the tens and write the new we number. 4, Keep going until someone reaches the end of the path. Fly Capture * Play the same as above, but you get a fly each time you land on a decade (10, 20, 30, 40, 50, 60...) * You can leap first then roll, if that helps! * You can break your rolled number into 2 parts, if that helps! + Help each other - you count all your flies together. (Gut instruchons~ » Lok. bag\ Zip Lek db g tape te Fasnote Dole ie, hee Hits, Lavestt git Matfema v Subtraticn Bex I Leapfrog game board 1 10 ] 60 et i 90 nto | | e : x Ss au ~I EA x a o co Of) : elaine nee aLeapfrog game cards Leap 2 tens .Leap 3 tens Leap 1 ten Leap 2 tens 56 Games for Early Number Sense\Capture Ten Capture Ten provides opportunities to make equations. It also supports the making-ten strategy. Play in Pairs 1, Stack the cards, face down, between the players. 2. Each player turns over a number card. 3. Together players find the sum of the 2 cards. Decide which ‘10¥” space it matches on the game board. Paperclip, then put both cards there. (ex: 4 = 9 = 10 = 3, so the ‘4’ and the ‘9’ cards go together on the ‘10 + 3 space.) If the sum is less than 20, put cards back in the deck and shuffle. «Capture Ten Capture Ten provides opportunities to make equations. It also supports the making-ten strategy. Play fa 2 3. in Pairs Stack the cards, face down, between the players. Each player turns over a number card. Together players find the sum of the 2 cards. Decide which ‘10+’ space it matches on the game board. Paperclip, then put both cards there. (ex: 4 = 9 = 10 = 3, so the ‘4’ and the ‘9’ cards go together on the "10 + 3” space.) 4, If the sum is less than 10, put cards back in the deck and shuffle.6+O0b 8+0L Z+0OL 9+0L S+ObL v+Or €+0r Z+Ob b+OL OL+OL ua aunjde)Number cards (Set 1) = ee 3 BE 3 Oo 2a lo © = SCG x : a ae & Be SS oO oe | ; ap 3 © Ge co Co Oo Se OoCnoD 2 ue 7 ae CCL KD: 53APPENDIX AS Count 20 Directions Materials Needed » 20 small counters, 10 in each of 2 colors, per group 21 die per group > 1 cup per team » 1 Count 20 Game Board per group {page A-4) » Optional; 1 Count 20 Directions per group Directions Goal: Have the mast counters in your cup at the end of the game. » Decide which team goes first. The other team chooses the color of counters for each team. » Each team begins with ten counters of the same color. On each turn: » Roll the die and choose a counter to move. » Count forward the number of:spaces shown on the die, As one team member moves the counter, the other says the numbers on the spaces cloud. if there is another counter of either color on the number at which you finish, put that counter into your cup and leave your counter in that space. » If your move ends on 10, put your counter into your cup. » IF your counter gets to 20, put it into your cup. ) The game ends when one of the teams does not have any counters to move. > The team with the most counters in its cup wins. ee Wolpe tig Methane sig Trowgh Numer Games nd Peles rods K2 TOMS Stine Sony tran Coan ent yee amd inc Capit ©2018 Staub lsh1/2/3/ 4/5 20 19 18 7 15 14) 13) 12/11 [16Assessment check list: Count 20 (k-1) Counting, predicting outcomes of counts, comparing collections of counters. (Roll a die and move your men, earning extra if you land on the ‘10’ or ‘20’ square or capture an opponent's man.) Encourage teammates to talk to each other about strategies as they play. Jot clear feedback you overhear to share with the class as you debrief the games. Counting on Dice: Counting Gountto | Compare counters at spaces: predict | end: move? hoe Count|Part- [Ata [at | Mis all Whole | glance | accurate | ©unts | Yes | No | Notes: Notes on examples of peer feedback: Feedback: Y {notice you counted all the dots on the dice. You can tell how many without counting on 1& 2..what about the 3 dots? ¥ (After rolling dice) Before you move your man, can you count to predict which man you should move? Talk to your partner — how can you check? Y {notice you lined the counters up to compare at the end — did that strategy work for you? Exit Slip: How did you decide which counter to move? How are you getting better at this game? What strategies can you use’Copy these instructions. Cut out and tape onto the front of the Zip Bag. Store game board sand counters inside. ‘Fabulous 5 Worm!’ from Carole Fullerton’s blog, Mathematical Thinking’ Materials: * Game board * 2 sets of coloured counters, one set & colour for each player. Instructions: * Tallest player goes first. * Each player takes turns placing 2 counters of their colour on 2 spots that add to 5. « When no nore counters can be placed, the winner is the person with the most of their colour in a row. ‘Terrific 10 Snake!’ from Carole Fullerton's blog, Mathematical Thinking’ Materials: * Game board * 2 sets of coloured counters, one set & colour for each player. Instructions: * Tallest player goes first. * Each player takes turns placing 2 counters of their colour on 2 spots that add to 10. * When no more counters can be placed, the winner is the person with the most of their colour in a row.Terrific 10 snake!Hippo Number Line Board Game This game is based on a hippo poster from Let's Talk About It. . This game is designed for partners. Students will have the opportunity to work with a concrete number line. Materials: Game Board Hippo Counters Number Dot Cards (0,1,2 & 3) Instructions: The object of the game is to move the hippo along the concrete number line to the water hole. Player one picks up a number card and moves the number of spaces indicated on the card. Player two repeats the process. The game continues until the hippo reaches the water hole. winw.amds b.ca/ teachmathdendix D: Tips and Tools for Planning Routines (7 / Analysis Tool i humuny's “amber 3 Routines! ANALYZING STUDENTS’ WORK, THINKING, AND LEARNING se 167 Evidence of Student What Can the What Can the: Student Thinking Student Do?. ‘Almost Do?, Nest Steps i Process for Using the Analysis Tool Evidence of Student ‘What Can the What Can the Student ‘Thinking Student Dot Almost Dot Next Steps {you are doing this ina study (If you are doing this in a study (If you are doing this in a stady (If you are doing this in a study roup, the teacher of this rudent is not discussing, only scening.) e completely cbjective Jescribe only what is on the page to not make inferences yet! troup, the teacher of this student is not discussing, énly listening.) Infer: Now make some assutmptions about the saudene’ thinking based on the evidence What do you think the student did and why? What does the student understand? ‘What are next steps for the studene? group, now the teacher gets to respond to the descriptions and analysis. The teacher may tall about the child, what happened in class that day, chservations ofthe student 2s he or she solved the problem, sand so on, but everyone should stay focused on the evidence.) “Think about problems this student as solved in addition to the problem you ave analyzing Is the student close to making leap to a new understanding? Is the student using ehis strategy or skill group, the teacher continues t0 participate in the discussion.) Based on your analysis of the ‘evidence presented, what does the student understand, and now how do we build on the student's current knowledge and level of understanding? ‘Where is the student's knowledge fragile, and what will help the student fill im gaps of knowledge or remedy miisconceptions? ‘What are next steps for this student?