GM Chapter 3 and D5 Chapter 2

I loved this chapter of Guided Math. If you want previous chapters go here for chapter 1 (Brenda at Primary Inspired) and here for chapter 2 (Dana at 3rd Grade Gridiron).

Chapter 3 was about Math Warm-Ups, a great way to bridge the time from home to school. I really loved the ideas in this chapter and example chart on page 86 that suggests which warm-up to do on each day of the week. I like organization and being able to plug activities into a framework is super helpful to me.

We did some data collection last year, but we never analyzed it. I'm not sure how to lead a think-aloud for analysis, I need ideas.

I appreciated the ideas for number of the day, what's next, and _____ makes me think of...

As I plan for the daily Math Warm-up I need to remember that I teach first, keep it brief and independent, remember what standards I need to address and that I hope to prompt mathematical thinking and communication. Going to need to teach each warm up to the whole class before i can expect my firsties to do it independently.

Finding a way to connect current events and class-responsibilities will take more thinking.

I am loving that my principal bought me Mountain Math for first grade for next year. It is a wonderful way to review and preview numerous concepts weekly and added to my calendar routine, I think I will love that time of day. I learned about it from The Teacher Tipster. He has a video that shows how he uses it. I modified it and created my own questions for my second and third graders last year, so I know I will love using it with my first graders in the fall.

Review and Reflect:

1. I did not have a set activity for the beginning of the day last year. So much of the year was trial and error, fix it up and try again. With a math warm up in place, I think the students will get to class and have a meaningful start.

2. As students recognize the links between math and their own lives, they develop a reason for learning the math. Math becomes urgent. Students see their why and want to learn, and maybe want to learn more and deeper.

To see what other bloggers wrote on chapter 3 go see Michelle at Making it as a Middle School Teacher.

Now on to the next book...

The Daily 5, Chapter 2.

1 .What goals do you have for your classroom as you work to implement the principles and foundations of the Daily 5 discussed in chapter 2? What support do you need to do this?

Last year I did not do all 5 choices. Writing, words, and listening need to happen this year. I need ideas for what to do with firsties and working with words. And I super hope my DonorsChoose proposal gets fully funded by the end of summer, that will help with listening to reading. I also want someone to pay for a classroom subscription to Raz-Kids.com.

2. What stands out as the most significant aspects of this chapter? 

 Again I am reminded about the urgency of the day (and year). This can apply to all areas of school. When I give the students a "Why" their motivation goes through the roof. I saw that last year. It was amazing.
3. How do the foundational principles of the Daily 5 structure (trust, choice, community, sense of urgency, and stamina), align with your beliefs that support your teaching strategies and the decisions that you make about student learning?

I know that I didn't think about this at all before reading D5 last fall, after using the foundations for a year it really impacts how I speak to the students. So I kind of took the principles, loved them, used them, and now they have become my beliefs as well.

A couple of thoughts that I want to remember: 

a. Trust + Explicit Instruction = Independent Learner

b. Purpose + Choice = Motivation

c. Our shared experiences and knowledge bind us together as a community. I strive to create a community of learners in my class.

d. After instruction, stay out of the way and watch the magic happen.

Head on over to Seusstastic Classroom Inspirations to see what Mel D and others are saying about the D5!