Conventions Purchase Conventions Read-Alouds Access to convention read alouds will increase student knowledge and comprehension about conventions. IXL Language Arts To increase the opportunity for students to practice convention skills at multiple levels regardless of their grade level. Professional learning To increase the knowledge of members in the area of conventions through training with Literacy coaches. Technology Instructional Framework Design Resource Team (DRT) iLab furniture/equipment/materials – Digital Citizenship To learn about safe online practices. Professional Development-build capacity for teachers in the area of technology Jenkins/Consultant Following are examples of the scientifically-based research supporting our effective methods and instructional practices or strategies: Math was identified as content area weaknesses at Roan. Sherry Parrish (2010), in her book says, talks is a pivotal vehicle for developing efficient, flexible and Number Talks, “number accurate computation strategies that build upon the key foundational ideas of mathematics such as composition and decomposition of numbers, our system of tens, and the applications of properties. Classroom conversations and discussions around purposefully crafted computation problems are at the very core of number talks. These are opportunities for the class to come together to share their mathematical thinking.” Ruth Parker says, practice of number talks is “The one of the most powerful vehicles known for helping students learn to reason with numbers an make mathematically convincing arguments, for building a solid foundation for algebraic reasoning, and for teaching mathematics as a sense making process.” Teachers at Roan are implementing Number Talks into the day and are beginning to make this shift in their practice. In addition, teachers at Roan are the below benchmarks to differentiate their math instruction. Initially, teachers need to identify the knowledge and strategy stages of all students. This information can then be used to group students for instruction and provide direction for teaching and learning. Assessment tools useful for this purpose include: Global Strategy Stage assessment (GloSS) used to assess students’ strategy stages Individual Knowledge Assessment for Numeracy (IKAN) used to assess students’ knowledge stages These tools are also used to determine student progress over time, and provide valuable information for reporting purposes. https://nzmaths.co.nz/
Conventions Purchase Conventions Read-Alouds Access to convention read alouds will increase student knowledge and comprehension about conventions. IXL Language Arts To increase the opportunity for students to practice convention skills at multiple levels regardless of their grade level. Professional learning To increase the knowledge of members in the area of conventions through training with Literacy coaches. Technology Instructional Framework Design Resource Team (DRT) iLab – furniture/equipment/materials Digital Citizenship To learn about safe online practices. Professional Development-build capacity for teachers in the area of technology Jenkins/Consultant Following are examples of the scientifically-based research supporting our effective methods and instructional practices or strategies: Math was identified as content area weaknesses at Roan. Sherry Parrish (2010), in her book Number Talks, says, “number talks is a pivotal vehicle for developing efficient, flexible and accurate computation strategies that build upon the key foundational ideas of mathematics such as composition and decomposition of numbers, our system of tens, and the applications of properties. Classroom conversations and discussions around purposefully crafted computation problems are at the very core of number talks. These are opportunities for the class to come together to share their mathematical thinking.” Ruth Parker says, “The practice of number talks is one of the most powerful vehicles known for helping students learn to reason with numbers an make mathematically convincing arguments, for building a solid foundation for algebraic reasoning, and for teaching mathematics as a sense making process.” Teachers at Roan are implementing Number Talks into the day and are beginning to make this shift in their practice. In addition, teachers at Roan are the below benchmarks to differentiate their math instruction. Initially, teachers need to identify the knowledge and strategy stages of all students. This information can then be used to group students for instruction and provide direction for teaching and learning. Assessment tools useful for this purpose include: Global Strategy Stage assessment (GloSS) used to assess students’ strategy stages Individual Knowledge Assessment for Numeracy (IKAN) used to assess students’ knowledge stages These tools are also used to determine student progress over time, and provide valuable information for reporting purposes. https://nzmaths.co.nz/