DI Strategies & Activities for Math and Reading

This session is designed to offer the most current information for integrating strategies in your classroom. Please visit the link below for session information created especially for you by this presenter. Link: http://www.cherylsclassroomtips.com/2015/03/di-strategies-and-activities-for-math.html

 

Sample of Strategies and Activities: • Others discussed in this session will be posted here:

http://www.cherylsclassroomtips.com/2015/03/di-strategies-and-activities-for-math.html

Bring Vocabulary to Life: • Most Important Word: My students LOVE debating their

words. It’s a great way to easily incorporate higher-order thinking skills in a fun and engaging way!

• Vocab in Motion: Drill and thrill. Don’t drill and kill. ~Eric

Jensen • Vocabulary Notebook: Subject: Science Vocabulary Word: transpiration

My current understanding of the word: 1 2 3 4 5

My definition:

The science book's definition:

Brain picture:

My new understanding of the word: 1 2 3 4 5

ABC Vocabulary Chart:

A

B C D

E F G H

I

J K L

M

N O P

Q

R S T

U V W XYZ

Guided Conversations Increase Comprehension:

Increase Number Sense:

Making 10s Card Trick – This is an easy way to engage kids of all ages – even adults. J

Model Drawing Makes Problem Solving EASY.

In Mrs. Perry's 4th grade class, 1/3 of the students like to play golf during P.E. and the rest like to go on the climbing wall. If Mrs. Perry has 27 students in class, how many of her students like to go on the climbing wall? Show your work and explain your answer.

 

Possible Seating Chart: *This are NOT their ELA/Math Groups.

Notes:

Possible Anecdotal Record Form:

Quick Check

Quick Check Example Skill: Addition with Regrouping

Name

Date

8-15

8-16

8-19

9-2

9-15

10-4

10-2

7

1. Jonathan

4 3+ 3+ 4 4 3+ 4

2. Billy

3+ 4 3+ 3 2+

3 3

3. Juanita

3- 3 3 3 3 3+ 3+

4. Phyllis

4 4 4 4 4 4 4

5. Monica 4

4 4 4 4 4 4

6. Renee 2-

2 2 2 2 2+

3

7. Lawrence 3

3 3 3 3 3 3

8. Johnna 3

3 3 3 3 3 3

9. Enrique 4

4 4 4 4 4 4

10. Phillip 2

1 1 1 1 2 2+

11. Frankie 4 4 4 3 3 4 4

12. Bernica 3

3 3 3 4 4 4

13. Liam 3

3 3 3 4 4 4

14. Grant 3 3 3 3 3 3 4

15. Shirley 2

2 2 2 2 1+ 1+

16. Nicolas 1+

2 2 2 3 3 3

17. Frances 2 2 2 2 3 3 3

18. Timothy 3

3 3 3 3 4 4

19. Lindsey 3

3 3 3 3 3 3

20. Ferdinand 4 4 4 4 4 4 4

21. Lao 4 4 4 4 4 4 4

22. Dimas 1 1 1 2 2 2 2

23. Jackson 1 1+ 1+ 1+ 2 2 2+

24. Hailey 4 4 4 4 4 4 4

4 = Advanced 3= Proficient 2=Basic 1=Below Basic

Quick Check Skill:

Name

Date

4 = Advanced 3= Proficient 2=Basic 1=Below Basic

Scoring Guide 4 Advanced In addition to the 3 score, student demonstrates in-depth

understanding and applications that go beyond what was taught.

3 Proficient No major errors or omissions regarding the information.

2 Basic No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes.

1 Below Basic With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

*Modified from Robert Marzano’s scoring guide.

Possible Conversion Scale:

• 4 points = 10 points (100%) • 3 points = 8.5 points (85%) • 2 points = 7 points (70%) • 1 point= 5.5 points (55%)

Anchor Activities Anchor Learning • They allow the teacher to work with individual students or

groups of students. • They communicate that learning never stops in your

classroom. • They provide ongoing activities that relate to the learning

standards. • They allow the teacher to develop independent group work

strategies in order to incorporate a mini lab of computers in classroom.

Anchor-activity ideas can be found at this link: http://www.cherylsclassroomtips.com/2015/03/managing-flexible-intervention-groups.html

Resources and Research-Based Citations

• Allen, R., Rickert, C. (2010). High-Five Teaching K-5: Using Green Light Strategies to Create Dynamic, Student-Focused Classrooms. Thousand Oaks, CA: Corwin Press.

• Arens, A., Loman, K., Cunningham, P., Hall, D. (2005). The Teacher’s Guide to Big Blocks. Greensboro, NC: Carson-Dellosa Publishing.

• Cunningham, P., Hall, D., Cunningham, J. (2000). Guided Reading the Four-Blocks® Way. Greensboro, NC: Carson-Dellosa Publishing

• Fisher, D., Frey, N. (2007). Checking for Understanding: Formative Assessment Techniques for Your Classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

• Graphics: Thistle Girl Designs • http://www.corestandards.org/the-

standards/mathematics/introduction/standards-for-mathematical-practice/ • http://www.nctm.org • Kagan, S., Kagan, M. (2009). Kagan Cooperative Learning. San Clemente, CA:

Kagan Publishing. • Hollas, B. (2005). Differentiating Instruction in a Whole-Group Setting.

Peterborough, NH: Crystal Springs Books. • Jensen, E. (2006). Enriching the Brain: How to Maximize Every Learner’s

Potential. San Francisco, CA: John Wiley & Sons. • Jensen, E. (2003). Tools for Engagement: Managing Emotional States for

Learner Success. San Diego, CA: The Brain Store. • Jensen, E. (1997). Brain Compatible Strategies. San Diego, CA: The Brain

Store. • Marzano, R.J. (2007). The Art and Science of Teaching: A Comprehensive

Framework for Effective Instruction. Alexandria, VA: Association for Supervision and Curriculum Development.

• Marzano, R. (2006). Classroom and Assessment and Grading that Work. ASCD. Alexandria, VA

• Marzano, R.J. (2001). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. ASCD.

• Tomlinson, C. (1999). The Differentiated Classroom, Responding to the Needs of All Learners. Danvers, MA: Association for Supervision and Curriculum Development.