Forest Guide

Christine Scroggs
Region 16 ESC Christine.Scroggs@esc16.net (806) 677-5275

Objectives
CONTENT
I will understand how to effectively use journals in the math classroom.

LANGUAGE
I will share information in cooperative learning interactions with my CSCOPE friends. (ELPS c.3.E)

Why Journal?

Writing is how we think our way into a subject and make it our own.
William Zinsser Writing to Learn

Advantages

Disadvantages

 Strengthens student learning Builds deeper understanding of content

 Provides students an opportunity to organize their thoughts related to the math topic, which helps clarify their thinking and build math reasoning

Provides valuable insight into a students mastery of math concepts

 Can be used as an informal or formal assessment tool

Informs instructional planning and intervention strategies

 Provides useful information to teachers about incorrect assumptions by students

Engages students in the learning

 Helps students construct meaning of the learning

Provides an opportunity for students to use mathematical vocabulary

 Time

Kindergarten Students:
I like them because you can do a lot of imagining.

I think its great to write a math story and we can read them whenever we want.

Kindergarten Students:
They make me have to think more.

I think theyre great because you get to color your math.

Terry Tunkel, Kindergarten Teacher, North Plainfield, NJ

First Grade Student: My journal records everything that I have learned kind of like a video camera.

Journaling: What Does It Look Like?

 Bullet Points

 Bullet Points

http://www.suite101.com/view_image_articles.cfm/1276260

Title
Bullet Points

 Bullet Points

Title
Bullet Points

So, How Do I Do It?

Bullet Points

So, How Do I Do It?

SIX Easy Points to Ponder

Point 1:
Gather supplies!

Point 2:
SPEAK it FIRST!

Point 3:
Model, model, model!

Point 4:
Stick with it!

Point 5:
Read them! View them!

Point 6:
Connect to your curriculum!

Point 6 Continued.
Connect to your Curriculum!

What does that mean?

So, How Do I Do It?

SIX Easy Points to Ponder
1.Gather supplies! 2.SPEAK it FIRST! 3.Model, model, model! 4.Stick with it! 5.Read them! View them! 6.Connect to your curriculum!

Point 6 Continued.
Connect to your Curriculum!

What does that mean?

Title
Bullet Points

Connect to your Curriculum

Connect to your Curriculum

Topics: Subitizing Engage 2 Students discuss how subitizing with the use of tools can help one determine the total number of objects quickly and efficiently.

Connect to your Curriculum

Connect to your Curriculum

Subitize

2 dots 3 dots Two dots Three dots

Connect to your Curriculum

Subitize

4 dots Four dots

5 dots Five dots

Connect to your Curriculum

Explore/Explain 4 Students explore the use of appropriate comparison vocabulary using concrete models. Students use the models to justify their comparisons.
Clarifications and/or Considerations: For Handout: Ten-Frame Mat 2 and to facilitate class discussion regarding comparative language, use Instructional Procedures CSCOPE 2010-11 U02L01 Explore/Explain 3, #1-11.

Connect to your Curriculum

is greater than

If you have 12 pencils and I have 10 pencils, you have a greater number of pencils than me.

Connect to your Curriculum

EVALUATE 1:
Present a real-life or classroom situation such as: Mrs. May has 21 students in her class and Mrs. Garza has 17 students in her class. Use concrete models to represent each quantity. (Then draw a picture.) Create a written record of the model and record the number of each set in standard form, expanded notation, and words. Write one comparative statement using mathematical language.
(1.1A, 1.1B, 1.1D, 1.5C, 1.11D, 1.12A, 1.12B. ELPS: 1E, 5B, 5G)

Journey to JOURNALING

Forest Guide
Christine Scroggs
Region 16 ESC Christine.Scroggs@esc16.net (806) 677-5275