Lindsey's Coaching Corner

Keeping Smith Teachers in The Know

Something to PONDER...

"When we plan with the end in mind, we set our goals for children first. We ask ourselves, "What do I want children to know, understand and be able to do at the end of a study and remember ten years from now?" What guiding questions will foster inquiry, understanding, and transfer of learning? What books and resources are rich in content, provoke discussion, offer a variety of perspectives. Thinking about assessment up front- before designing specific lessons and activities-gets us away from "COVERING THE CURRICULUM" with a bunch of set lessons and activities, and moves us toward more thoughtful, intentional teaching" -Debbie Miller, Reading with Meaning

Why Model? Why Think Aloud?

When we want to cultivate dispositions for thinking in our students, we want to show them what good thinking sounds like, why it's important, and where it can lead us. Yes, we can TELL them the importance of being curious or reflective, or even explicitly teach lessons focusing on attributes like these, but unless we also share our lives with children and think aloud to make our thinking visible in authentic ways, it's unlikely to make a real difference. Teachers who put their thinking on display are teachers who are present. We make our thinking visible to show students what we want for them;' we're showing them how being curious, thoughtful and reflective enriches who we are as learners.


Reflect on lessons this past week...How did you put your thinking on display for the learners in your class? Think about yourself as a learner...do we need to see it modeled? If so, our students K-5 do as well.

Why Number Talks?

"Most teachers lament their students' lack of mathematical understanding. They often secretly wonder what students have done in the past grades or how they survived with the lack of facts skills. Why don't they know their facts in fifth, or even tenth grade? Why do some students still hide their fingers under the table as they count? Why do they have so much trouble with fractions? The fact that this happens tells us that the failure lies not with the students or even the teachers, but in how math has been taught year after year.


A brief daily practice where students mentally solve computation problems and talk about their strategies has dramatically trasformed teaching and learning in math classrooms. Something wonderful happens when students learn they can make sense of mathematics in their own ways. As students sit on the edge of their seats, eager to share ideas, digging deep into why procedures work, they come to like math and know that they can understand it." Making Number Talks Matter


What does # Talks look like in your class? Are students highly engaged or playing with pencils as one student answers? Where are they sitting? Does it matter if they are in their desks or on the floor?

Please watch the video below. This is an essential component of the Reading Workshop, Enjoy!
The Lens Talk Book Boxes
Below are ideas about how to get grades using the workshop model!
Assessing Students in the Workshop

Math

  1. CURRICULUM UPDATES: Lessons will not be posted for grades 3-5 until the last week in September for Cluster 2. K-2 has curriculum writing on September 28; lessons for Cluster 2 will be posted on October 5. Teams can backwards plan for Cluster 2 and use the Cluster Planner, CBA, and Scaffolding Documents to work on the following: unpack the TEKS and identify SB and TB, create CFAs, plan LS problem solving and work stations.
  2. Why Exemplars? Exemplars is our best resource to intentionally teach the process standards. We all know that from our time spent on August 18th learning about process standards and STAAR, that STAAR questions have at least 3 processes per questions. Therefore, we are doing our students a great service by utilizing this resource. This is a stretch in all of our learning...please know that the district has a purpose, and we are lucky they are doing so much research to prepare us and our students for the states' expectations.
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What I'm Studying

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