Section 3
Resources to support instruction
Suggested Math materials and resources for elementary level
Grade
K
Torrington Math
Curriculum
Supplemental
Resource Guide
-Box-It, Bag-It
 Growing With
Math (GWM)
 Teaching Student
Centered Math,
K-3 (TSCM)
-Math Their Way
Materials
Those in bold are necessary-- not
included in the GWM Kit.
-Investigations in Data, Number and Space
(TERC)
-Growing With Math
Manipulative Kit
-two color counters (not in kit)
-MathLand
-Developing Number Concepts: Counting
Comparing and Pattern (Kathy Richardson)
-Assessing Math Concepts (Kathy Richardson)
-Contexts for Learning Math: Games for Early
Number Sense
1
Resource Guide
-Box-It, Bag-It
 GWM
 Teaching Student
Centered Math,
K-3
-Math Their Way
-Investigations in Data, Number and Space
(TERC)
-MathLand
-Developing Number Concepts: Counting
Comparing and Pattern; Addition and
Subtraction (Kathy Richardson)
-Assessing Math Concepts (Kathy Richardson)
-Contexts for Learning Math: Minilessons for
Early Addition and Subtraction; Games for Early
Number Sense
-Growing With Math
Manipulative Kit
Grade
2
Torrington Math
Curriculum
Supplemental
Resource Guide
-Box-It, Bag-It
 GWM
 Teaching
Student
Centered Math,
K-3
-Math Their Way
Materials
Those in bold are necessary-- not
included in the GWM Kit.
-Investigations in Data, Number and Space
(TERC)
-Growing With Math
Manipulative Kit
-ETA
1
1
Inch/ Centimeter
4
2
Rulers
-MathLand
-Developing Number Concepts: Addition and
Subtraction; Place Value, Multiplication and
Division (Kathy Richardson)
-Assessing Math Concepts (Kathy Richardson)
-Marilyn Burns
Resources: About Teaching Mathematics
-Context for Learning Mathematics: Mini
Lessons for Extending Addition and
Subtraction need in Forbes, SW, and East
3
Resource Guide
 GWM
 Teaching
Student
Centered Math,
K-3 or 3-5
-Investigations in Data, Number and Space
(TERC)
-Growing With Math
Manipulative Kit
-MathLand
-Anglegs
-Developing Number Concepts: Place Value,
Multiplication and Division (Kathy Richardson)
-Polygon Tiles Forbes needs
-Meter Sticks
-Marilyn Burns Resources: About Teaching
Mathematics
-E.T.A.
-Context for Learning:
Rulers
Mini Lessons for Extending Addition and
Subtraction; Minilessons for Early
Multiplication and Division need in Forbes,
SW, and East
-Cuisenaire rods Forbes needs
-GUESS Estimation
1
1
Inch/ Centimeter
4
2
-Fraction Dice East needs; SW
might need
Grade
4
Torrington Math
Curriculum
Resource Guide
 GWM
 Teaching
Student
Centered Math,
3-5
Supplemental
Materials
Those in bold are necessary-- not
included in the GWM Kit.
-Investigations in Data, Number and Space
(TERC)
-Growing With Math
Manipulative Kit
-MathLand
-Anglegs
-Marilyn Burns Resources: About Teaching
Mathematics
-Polygon Tiles Forbes needs
-Context for Learning Mathematics:
Minilessons for Early Multiplication and
Division need in Forbes, SW, and East
-Meter sticks
-
1
1
Inch/ Centimeter Rulers
8
4
-100 meter tape measures
5
Resource Guide
 GWM
 Teaching
Student
Centered Math,
3-5
-GUESS Estimation
-stop watches
- www.conceptuamath.com (Tier 2?)
-Cuisenaire rods Forbes needs
-Investigations in Data, Number and Space
(TERC)
-Growing With Math
Manipulative Kit
-MathLand
-Anglegs
-Marilyn Burns Resources: About Teaching
Mathematics
-Contexts for Learning Mathematics:
-Polygon Tiles Forbes needs
-Meter sticks
-100 meter tape measures
Mini Lessons for Extending Multiplication and
Division need in Forbes, SW, and East
-decimal chips (tenths)
-GUESS Estimation
-Cuisenaire rods Forbes needs
- www.conceptuamath.com (Tier 2?)
Suggested Language Arts/Literacy materials for elementary level
Core Curriculum Reading Programs:
Good Habits/Great Readers (Kits for grades K-5)
Reading Recovery/STAR students (strategies used by Reading Recovery)
Small Group Reading Instruction (Primary/Intermediate) by Beverly Tyner
DRP (close) Gr. 2 (Spring), Gr. 3 – 5 (Fall/Spring assessments)
Phonemic Awareness:
Phonemic Awareness in Young Children – A Classroom Curriculum-Marilyn Adams, Barbara Foorman,
Invar, Lundberg, Terrie Beeler
Fountas and Pinnell-Phonics Lessons (Grades K-3)
Poems for Word Study (big 5) Grades 1-2-Tim Rasniski & Karen McGuigan Brothers
Sounds Abound: Storybook Activities-LinguiSystems, Inc.
Phonics:
Phonics Patterns-onset and rhyme word lists-4th edition-Edward Fry 1998
Making Names-Grades 1-3-Hands on Spelling and Phonics Lessons-Patricia Cunningham
Words Their Way-Word study for phonics, vocabulary, and spelling instruction (K-5)
Phonics Pocket Flash Cards
Plastic Letter Tiles-Teaching Research Center
Lots O’Tiles – word games, sight word recognition-Educational Insights
Primary Concepts – Literacy Center
- Word Ladders – Rasinski (K-4)
- Onset and Rime
- Complex Vowels
- Vowels
Variety of hands on games from Lakeshore
Fountas & Pinnell
- Phonics Lessons (Grades K-3)
- Word Study (Grades K-3)
Reading A-Z – (All are available through subscription online. Everyone has access and can download all
of them)
- Poetry
- Alphabet Books
- Nursery Rhymes
Soar to Success
Fountas & Pinnell – Leveled Literacy Intervention – comprehensive sampler-phonics,
Phonemic
awareness, writing about reading
Poems for Word Study (big 5) Grades 1-2, Rim Rasinski and Karen McGuigan
Brothers
Word Matters-Fontas & Pinnell
Word Chains-Building Words from Words-Primary Concepts
Fountas & Pinnell – Poetry (gr. 2)
Making Words – Patricia Cunningham (Grades K-3)
Fluency:
Quick Reads for Fluency (A,B,C,D,E) – Elfrieda Hiebert
Reading Fluency Cards-Learning Resources (Set 2) – 30 leveled fiction and nonfiction
Time for Kids-Exploring Nonfiction (Level 2 and 4)
Soar to Success-Houghton Mifflin (Grades 3-8)
Reading A-Z
- reader’s theater
- fluency
- guided reading
- high frequency books
Fountas & Pinnell – Guided Readers and Writers (Grades K-2, 3-5)
Comprehension:
Launching RTI Comprehension Instruction with Shared Reading-40 Model Lessons
Intermediate Readers-Nancy Boyles
The Comprehension Toolkit (Grades 3-6) Language and Lessons for Active Literacy –
Stephanie Harvey and Anne Goudvis-Firsthand
The Primary Comprehension Toolkit (Grades K-2) Harvey and Goudvis
Constructing Meaning: Comprehension Strategy Instruction-Nancy Boyles
Fountas & Pinnell Guided Reading & Writers (Grades K-2 and 3-5)
Strategies that Work-Harvey and Goudvis
Time for Kids-Exploring Nonfiction (Level 2 and 4)
Soar to Success-Houghton Mifflin (Grades 3-8)
Interactive Read Alouds-Linda Hoyt (Grades K-5)
National Geographic-Nonfiction Reading and Writing Workshops
Vocabulary:
Words Their Way-Word study for phonics, vocabulary, and spelling instruction
Soar to Success-Houghton Mifflin (Grades 3-8)
Interactive Read Alouds-Linda Hoyt (Grades K-5)
Poems for Word Study (big 5) Grades 1-2-Rasinski and Brothers
Fountas & Pinnell-Guiding Readers and Writers (Grades K-2 and 3-5)
Written Language:
Teaching Written Response to Text-Maupin House
Lessons That Change Writers-Atwell-Firsthand
Interactive Read Alouds-Linda Hoyt
Units of Study for Teaching Writing (Grades K-2, 3-5)
Teaching the Qualities of Writing-Portalupi, Fletcher (Grades K-5)
Spelling:
Making Names-Grades 1-3, Hands on Spelling and Phonics Lessons-Patricia Cunningham
Writing Fundamental-Writing Working
Fountas & Pinnell-Guiding Readers and Writers (Grades K-2 and 3-6)
Words Their Way-Word study for phonics, vocabulary and spelling intervention
Words Their Way-Word sorts for derivational relations spellers
Poems for Word Study-Rasinki & Brothers
Word Matters-Fountas & Pinnell
stories
for
Resources:
Rigby books – Newbridge Nonfiction Texts; National Geographic Nonfiction Texts
Read and Wonder books
Little Red Readers-Sundance Publishing
Level Text-book room-all levels A-Z fiction and nonfiction
Building Classroom Libraries
English as a Second Language
Grade
Text/Basal
Supplemental
Materials
Instructional Strategies
Accommodations
K
Good Habits Great
Readers
Reading A-Z
Big Books
Picture books
Listening Centers
Oral Language Development
Strategies and Interactions
Use of Native language
materials to reinforce
concepts
(shared reading,
guided reading
approach)
Additional Leveled
Readers in a book
room shared
throughout the
building
On Our Way to
English grade 1
(thematic units
– academic
language
builders,
vocabulary
cards, phonics
audio CD, oral
language audio
CD, concept
posters, kit of
leveled
readers, shared
writing cards)
On Our Way to
English
Newcomer
Interactive language
and Phonics CDROM,
Comprehension Retelling stories
eBooks CD-ROM, Big
Books audio CD
Building Background Knowledge
Writing resource
guide from On Your
Way to English Grade
1
Academic vocabulary development
Direct instruction of high utility words
like infer
Content specific vocabulary taught
and reinforced
books, phonics
practice kit and
skills masters
1
On Our Way to
English
Good Habits
Great Readers
(thematic units –
academic
language builders,
vocabulary cards,
phonics audio CD,
oral language
audio CD, concept
posters, kit of
leveled readers,
shared writing
cards)
(shared
reading, guided
reading
approach)
On Our Way to
English Newcomer
books, phonics
practice kit and
skills masters
Additional
Leveled
Readers in a
book room
shared
throughout the
building
Reading A-Z
Picture books
Big Books
Listening Centers
Oral Language Development
Strategies and Interactions
Interactive language
and Phonics CDROM,
Comprehension Retelling stories
eBooks CD-ROM, Big
Books audio CD
Building Background Knowledge
Writing resource
guide from On Your
Way to English
Academic vocabulary development
Use of Native language
materials to reinforce
concepts
Adapt and simplify
material in textbooks to
make it more
comprehensible.
Provide pictures to
illustrate new words and
terms whenever possible.
Direct instruction of high utility words
like infer
Content specific vocabulary taught
and reinforced
Make connections between content
being taught and students’ prior
knowledge and experiences.
Adapt difficult passages
from textbooks and record
on CD for listening
activities in class and/or at
home.
Create a library of
supplementary books that
allow students to access
Use pictures, tables, maps, diagrams,
globes, and other visual aids often to
help make comparisons.
Use outline maps or webs for
students to assist students in
organizing their writing.
Paraphrase and model correct
grammar for ELL students’
responses.
Have written instructions posted for
group activities and posted outcomes.
grade level content in
native language and an
easier reading level in
English. (high interest,
low-level books)
(If you share students
native language) Allow
students to organize
thoughts in journals using
their native language or
allow students to respond
orally in native language
while responding to the
students writing/speaking
in English as an English
immersion technique.
2
On Our Way to
English
Good Habits
Great Readers
(thematic units –
academic
language builders,
vocabulary cards,
phonics audio CD,
oral language
audio CD, concept
posters, kit of
leveled readers,
shared writing
cards)
(shared
reading, guided
reading
approach)
On Our Way to
English Newcomer
books and skills
masters
Additional
Leveled
Readers in a
book room
shared
throughout the
building
Reading A-Z
Picture books
On Your Way
to English
Big Books
Listening Centers
Oral Language Development
Strategies and Interactions
Interactive language
and Phonics CDROM,
Comprehension Retelling stories
eBooks CD-ROM, Big
Books audio CD
Building Background Knowledge
Writing resource
guide from On Your
Way to English
Academic vocabulary development
Use of Native language
materials to reinforce
concepts
Adapt and simplify
material in textbooks to
make it more
comprehensible.
Provide pictures to
illustrate new words and
terms whenever possible.
Direct instruction of high utility words
like infer
Content specific vocabulary taught
and reinforced
Make connections between content
being taught and students’ prior
Adapt difficult passages
from textbooks and record
on CD for listening
activities in class and/or at
home.
Create a library of
phonics
practice kit
grades K - 1
knowledge and experiences.
Use pictures, tables, maps, diagrams,
globes, and other visual aids often to
help make comparisons.
Use outline maps or webs for
students to assist students in
organizing their writing.
Paraphrase and model correct
grammar for ELL students’
responses.
Have written instructions posted for
group activities and posted outcomes.
supplementary books that
allow students to access
grade level content in
native language and an
easier reading level in
English. (high interest,
low-level books)
(If you share students
native language) Allow
students to organize
thoughts in journals using
their native language or
allow students to respond
orally in native language
while responding to the
students writing/speaking
in English as an English
immersion technique.
3
On Our Way to
English
Good Habits
Great Readers
(thematic units –
academic
language builders,
vocabulary cards,
phonics audio CD,
oral language
audio CD, concept
posters, kit of
leveled readers,
shared writing
cards)
(shared
reading, guided
reading
approach)
On Our Way to
English Newcomer
books and skills
masters
Additional
Leveled
Readers in a
book room
shared
throughout the
building
Reading A-Z
Picture books
Big Books
Listening Centers
Oral Language Development
Strategies and Interactions
Interactive language
and Phonics CDROM,
Comprehension Retelling stories
eBooks CD-ROM, Big
Books audio CD
Building Background Knowledge
Writing resource
guide from On Your
Way to English
Academic vocabulary development
Use of Native language
materials to reinforce
concepts
Adapt and simplify
material in textbooks to
make it more
comprehensible.
Provide pictures to
illustrate new words and
terms whenever possible.
Direct instruction of high utility words
like infer
Content specific vocabulary taught
and reinforced
Adapt difficult passages
from textbooks and record
on CD for listening
activities in class and/or at
home.
On Your Way
to English
phonics
practice kit
grades K - 1
Make connections between content
being taught and students’ prior
knowledge and experiences.
Use pictures, tables, maps, diagrams,
globes, and other visual aids often to
help make comparisons.
Use outline maps or webs for
students to assist students in
organizing their writing.
Create a library of
supplementary books that
allow students to access
grade level content in
native language and an
easier reading level in
English. (high interest,
low-level books)
(If you share students
native language) Allow
students to organize
thoughts in journals using
their native language or
Paraphrase and model correct
allow students to respond
grammar for ELL students’
orally in native language
responses.
while responding to the
students writing/speaking
in English as an English
Have written instructions posted for
group activities and posted outcomes. immersion technique.
4
Scott Foresman
ESL 4
(Texts and student
resource book)
Good Habits Great
Readers
grade 4
(shared reading,
guided reading
approach)
On Our Way to
English grades
1–3
Writing resource
guide from On Your
Way to English
grades 1 - 3
Oral Language Development
Strategies and Interactions
Use of Native language
materials to reinforce
concepts
Comprehension Retelling stories
Good Habits
Great Readers
grades 1 - 3
(shared
reading, guided
reading
approach)
Building Background Knowledge
Academic vocabulary development
Adapt and simplify
material in textbooks to
make it more
comprehensible.
Provide pictures to
illustrate new words and
terms whenever possible.
Direct instruction of high utility words
like infer
Content specific vocabulary taught
and reinforced
Adapt difficult passages
from textbooks and record
on CD for listening
activities in class and/or at
home.
Make connections between content
being taught and students’ prior
knowledge and experiences.
Use pictures, tables, maps, diagrams,
globes, and other visual aids often to
help make comparisons.
Use outline maps or webs for
students to assist students in
organizing their writing.
Create a library of
supplementary books that
allow students to access
grade level content in
native language and an
easier reading level in
English. (high interest,
low-level books)
(If you share students
native language) Allow
students to organize
thoughts in journals using
Paraphrase and model correct
their native language or
grammar for ELL students’
allow students to respond
responses.
orally in native language
while responding to the
students writing/speaking
in English as an English
Have written instructions posted for
group activities and posted outcomes. immersion technique.
5
Scott Foresman
ESL 5
(Texts and student
resource book)
Good Habits Great
Readers
grade 5
(shared reading,
guided reading
approach)
On Our Way to
English grades
1–3
Writing resource
guide from On Your
Way to English
grades 1 - 3
Oral Language Development
Strategies and Interactions
Use of Native language
materials to reinforce
concepts
Comprehension Retelling stories
Good Habits
Great Readers
grades 1 - 4
(shared
reading, guided
reading
approach)
Building Background Knowledge
Academic vocabulary development
Adapt and simplify
material in textbooks to
make it more
comprehensible.
Provide pictures to
illustrate new words and
terms whenever possible.
Direct instruction of high utility words
like infer
Content specific vocabulary taught
Adapt difficult passages
from textbooks and record
on CD for listening
and reinforced
Make connections between content
being taught and students’ prior
knowledge and experiences.
Use pictures, tables, maps, diagrams,
globes, and other visual aids often to
help make comparisons.
Use outline maps or webs for
students to assist students in
organizing their writing.
Paraphrase and model correct
grammar for ELL students’
responses.
Have written instructions posted for
group activities and posted outcomes.
activities in class and/or at
home.
Create a library of
supplementary books that
allow students to access
grade level content in
native language and an
easier reading level in
English. (high interest,
low-level books)
(If you share students
native language) Allow
students to organize
thoughts in journals using
their native language or
allow students to respond
orally in native language
while responding to the
students writing/speaking
in English as an English
immersion technique.
Behavioral Interventions: Practical Suggestions for Improving Classroom Management
1. Start as soon as possible to train, practice and rehearse your students in classroom procedures:
routines, chores, and transitions. Create your own classroom culture.
2. Organize seating for maximum teacher mobility. Where the furniture isn’t more important than
where it is.
3. Work the crowd! (or the crowd will work you).
4. Practice relaxation in the classroom, and especially before dealing with disruptions. They key to
relaxation is slow, deep breathing.
5. Recognize and ignore student tactics for distracting you and pulling you off course: backtalk, the
three stages of cute, pseudo-compliance, pseudo-scholarship, etc.
6. Do not engage in verbal power struggles with students; remain silent and expressionless except for
offering brief prompts. (Open your mouth, slit your throat!)
7. When not sure what to do, do nothing (except relax).
8. Say “thank-you” when the student really gets back on task.
9. Never go “public” if you can help it.
10. Leave your egos at the door.
11. Although teaching is a hard job, it is the students – not the teacher – who should be doing most of
the work. Evaluate the nature of the “work” you are doing.
12. Review the effectiveness of methods you employ to motivate student cooperation. Short of
coercion, you can’t force anyone to do anything. Be able to answer the question: “Why should I?
What’s in it for me?”
13. Be aware constantly of ways values and values education are relevant to classroom/school
discipline, and how values awareness can be integrated into your work with students. Become
familiar with the moral development of children.
14. Conceptualize the school day from the students’ viewpoint (empathic awareness).
15. Beware of enabling student dependency and fostering learned helplessness.
16. Don’t deprive your family and friends of your presence and charm because you spent all your energy
at school with other people’s kids, and have come home exhausted, discouraged and angry.
Re-thinking the Basics
1.
Discipline means teaching, not punishment.
2.
The main objectives of Positive Classroom Discipline are:
1) to calm the student 2) to get the student back on task
3.
Relationships are the key to a student’s motivation to learn and behave appropriately.
4.
Discipline issues in classrooms are power issues – who’s really in control?
5.
Your body language speaks louder than words. Students read it (and you) fluently.
6.
Your stress reactions – and the students’ – are the biggest obstacles to good classroom management:
Recognize and avoid the verbal components of the fight-flight reflex.
7.
Evolutionary paradox: Getting upset is natural; managing a classroom full of students is not natural.
Familiarize yourself with triune brain theory.
8.
Gaining social power is a learned skill and must be practiced; it is not natural or instinctual. Rather it is
leadership, management, diplomacy.
9.
Calm is strength. Upset is weakness.
You cannot control the behavior of others until you learn to control yourself.
Open Your Mouth, Slit Your Throat! It takes one fool to talk back. It takes two fools to make a conversation
out of it.
10. Three components of effective social power:
Confidence = remaining calm, relaxing, responding slowly
Commitment = taking time, following through, ie. “meaning business”
Intensity = increasing proximity, focusing
11. Emotions are contagious: You get back exactly what you give.
12. Getting a student to stop an unwanted behavior (limit-setting) is different from getting a student to comply
with your request (responsibility training). They require two different strategies.
13. Discipline comes before nurturing. Discipline comes before instruction.
14. No means no. (Say what you mean and mean what you say).
15. Effective classroom discipline requires early training and practice. “We are going to keep doing this until we
get it right.” Change through staff development is intimate and personal, risky, difficult and disruptive.
Change must survive the critical period.
16. Good classroom discipline is not a set of “how-to” gimmicks; It is a set of skills requiring
practice, practice, practice
17. Good discipline is invisible. Effective techniques will self-eliminate.
18. Discipline strategies are never guaranteed to work every time with every student in every situation. Think
adaptively, know when and how to use them, and when to dump them!