Supporting Elementary Students
in the 21st Century
January 23, 2013 Webinar
Office of Early Learning
Lynn Baker, NBCT
Coordinator, Math Science Partnership
lhbaker@access.k12.wv.us
Goals for This Section
•
•
•
•
Creating an Environment
Supporting Literacy
Providing a setting for homework
Supporting Numeracy through small
group tutoring
Creating an Environment
• What type of learning does your
physical environment encourage?
• What type of learning does your
schedule encourage?
Physical Environment
• Is there a location where students are
able to run and explore outdoors and
indoors?
– Outdoors--What types of equipment do
you provide?
– Indoors—What opportunities do students
have to move?
Physical Environment
Have you provided a location and
materials that encourage creativity?
– Assorted paper
– Crayons, markers, paint, chalk
– Found materials for sculptures
– Tape, glue, wire, string
Physical Environment
Is there a location where students can
“curl up” with a good book?
Is there a location where writing
materials are available for students to
use?
Schedule Considerations
• Make snack time a time of learning
• A time for physical play (outside if at all
possible)
• Consider “studying” a concept or idea
– Books
– Experts
– Internet Resources
• A time for student choice
• A time and place for homework
Screen Time Recommendations
NAEYC
• Active vs Passive technology
• Discourages passive and noninteractive uses with children ages 2-5
Supporting Literacy
• Assortment of books
• A collection of books on a topic of
study-bridges, buildings, bugs
• Read Alouds
• Writing Journals
• Student created newsletter
Tutoring vs Homework
Homework
• Incomplete classwork
• Assigned by the teacher
• Short term/long term
• Usually follows classroom
instruction
• Provides opportunity to
practice
Tutoring
• Focuses on gaps in learning
• Build understanding of
precursor concepts
• Helping students with new
learning
Homework Support
• Remember it is the student’s work
• Provide a location, resources, and
materials
• Provide clarification, guidance, and
direction
• Assist students in “chunking”
assignments
• Monitor from a distance
Tutoring
• Groups of 3-5 students with similar
needs
• Length of sessions dependent of age
of student
– 1st – 3rd
– 3rd – 5th
30 minutes
45 minutes
Support for Elementary Students
Mathematics
• Make numbers visible
• Develop conceptual understanding the
fluency
• Build an understanding of our Base 10
number system
Mathematics Fluency: A
Balanced Approach
From Memory ≠ Memorize
Pathway to Fluency
Conceptual
Understanding
Practice
Drill
Fluency
Required Fluencies in K-6
K
K.OA.5
Add/subtract within 5
1
1.OS.6
Add subtract within 10
2
2.OA.2
2.NBT.5
Add/subtract within 20
Add/subtract within 100 (paper & pencil)
3
3.OA.7
3.NBT.2
Multiply/divide within 100
Add/subtract within 1000 (paper & pencil)
4
4.NBT.4
Add/subtract within 1,000,000 (paper & pencil)
5
5.NBT.5
Multi-digit multiplication (paper & pencil)
6
6.NS.2
6.NS.3
Multi-digit division (paper & pencil)
Multi-digit decimal operations (paper & pencil)
Strategies
Addition
Subtraction
Multiplication
Division
Counting All/Counting
On
Adding Up
Repeated Addition or
Skip Counting
Repeated Subtraction or
Sharing/Dealing Out
Doubles/Near-doubles
Removal or counting
Back
Making Landmark or
Friendly Numbers
Partial Quotients
Making Tens
Place Value and
Negative Numbers
Partial Products
Multiplying Up
Making Landmark or
Friendly Numbers
Adjusting One Number
to Create an Easier
Problem
Doubling and Halving
Proportional Reasoning
Breaking Each Number
into Its Place Value
Keeping a Constant
Difference
Breaking Factors into
Smaller Factors
Compensation
Adding Up in Chunks
Computational Strategies
Resources
• http://www.keyschool.org/documen
ts/Strategies%20for%20Basic%20Nu
mber%20Facts.pdf
• http://olc.spsd.sk.ca/de/math1-3/pmentalmath.html
• http://wvde.state.wv.us/learn21/
Dot Cards-4
Dot Cards-4
Rekenreks
Number Racks
Five-Frames
Five-Frames
Ten-Frames
Can you make a difference?
• 10 min/180 days
• 1800 minutes
• 30 hours
Final Quote
Often when you think you’re at the end
of something, you’re at the beginning of
something else.
Fred Rogers