THORNBURY PRIMARY SCHOOL

Multi-aged class

Mainstream classSteiner class

GETTING KNOWLEDGE

READY

READING ALOUD VOCABULARY

LITERACY SPECIALIST

7 HRLTPS PEER

OBSERVATIONS

LEARNING WALKS

REVIEWING

QUESTIONS

SUMMARISINGPARAPHRASING

EARLY LEARNING ORAL LANGUAGE

PROJECT PROTOCOLS

LITERACY ASSESSMENT SCHEDULE

LITERACY RUBRICS

P.D.

PRACTISE

LITERACY

Exploring numberlines, doubling whole numbers and fractions.

Resources & equipment: tape measures, rulers, string, tiles, MAB, various materials that can be used as informal units of measure

Goal:To and use formal and informal measurement units for length

Pre-requisite skills & knowledge: Be familiar with language: taller, shorter, longer,height, width

Engage Whole ClassExplicit introduction: Today we are going to be exploring measuring length.

Get chn. order selves from shortest to tallest.Find a partner who is about the same height.Find a partner & describe in a sentence who is taller.

Explore Put up statement’ it is said that your arms span is the same length as you height’ Find out if this is true.Provide students with various measurement materials both formal and informal.

Explain Chn. share findings and what measurement strategies they used.List any questions students have about measuring.

ElaborateUse measurement skills to find the height, length, width of various objects inside or outside the classroom. *Encourage capable students to use formal measurement.

Evaluate How did you measure items ? What did you find out about measuring? What did you notice about the measurements of different objects ?

GRADE 2/3 ‘Making Choices’

P/1T Mathematics - Measurement Date: 19th March, 2009 Goal: use direct comparison to measure and compare objects; inf ormal measurement of length by making, describing and comparing personal units

Pre- requisites: knowledge of concept words eg longer, taller shorter, bigger, smaller, larger, higher, same as

Engage (Make sure chn have pre-requisite skills/ knowledge)

Whole Class -provide chn with assortment of classroom objects – ask them to choose two objects and tell a f riend some things they can say about them Share -chn share what they can say about their two objects -reinforce vocabulary – longer than, shorter than, longest, shortest, lighter than, heavier than, same as, etc

Explore Explain Elaborate

‘Open- ended’ task: Find something in the room longer than this piece of string -chn use their piece of string to find an object that is longer than it -observe chn, note any who use direct comparison -bring chn together, look at ways chn are using to compare string with object. Teach direct comparison and how to record -chn find other objects longer than their piece of string, using direct comparison, record in ‘Maths Book’ Teaching Group – 1: inf ormal measurement of length by making, describing and comparing personal units -chn use informal, unif orm units to measure and compare length of objects

Summarise -chn share their findings -correct, consolidate, summarise

Teaching Evaluation/Learning Assessment

Guiding Principles for all Mathematics Lessons

•  Make the goals for learning explicit to students.  •  Have most of the class working on tasks beyond their current levels of

thinking. •  Communicate high expectations• Reinforce classroom norms for working. •   Explicit number fluency practice. 

ACTIVITY TITLE: Around the World (Mellita)

PurposeDevelop mental computation skills .

ACTIVITYClass sits in a circle, one student is chosen to stand behind one of their classmates. Decide whether to add or subtract the dice numbers. Teacher rolls the dice. The first person to answer between the standing student and person sitting in front is the winner. If it was standing the student- they move onto the next spot in circle. If it was the sitting student, they swap places with the standing student and move onto the next spot. The person who makes it to the end point in circle (Around the World) is the winner !

Possible adaptationsMultiplication of dice numbers.Use 10 or 20 sided die etc. Equipment

2 dice (the larger the better)

BEAT THE CALCULATOR

NUMBER MASTERMIND

Img_0010.pdf

ACADEMIC VISIT

• Analysis of and advice in response to our NAPLAN results for 2008

• Advice on essential resources• Identifying the key priority elements of Numeracy we should be focusing on

• To model lessons in the P/1 and grade 4 which build understanding and cater for a wide ability range within the junior and  middle school.

NAPLAN 2008School Summary Report

NAPLAN 2008Year 5

NAPLAN 2008Grade 3

AIZ Online Testing

NAPLAN 2009Grade 3

Year 3 Online results

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BUILDING UNDERSTANDING

WORKSHOPS

WORKSHOPS

0.5 1.0 1.25 1.5 1.75 2.0 Cou

ntin

g an

d pl

ace

valu

e associate number names

with numerals and models of numbers (counting or subitising)

Order objects f rom fi rst to third

use of one-to-one correspondence and numbers 1 to 10 when counting

compare sets of objects count small sets using the

numbers 0 to 20 use one- to- one

correspondence to compare whether two sets are equal in size

use ordinal numbers to describe the position of elements in a set f rom fi rst to tenth

order lists of small sets of numbers up to 20

count f orwards and backwards by 1 f rom starting points between 1 and 100

Count and represent collections by grouping objects in bundles of 10s

count by 2s, 5s and 10s f rom 0 to a given target, and recognise the associated number patterns; for example, 7, 9, 11

Model the place value of numbers

0 to 100 I dentif y the numbers before

and af ter a given number (0-100)

Count by 1s, 10s and 100s f rom 0 to 1000

Use effi cent ways of counting large collections

Estimate large collections by visually grouping items in tens

Count f orwards and backwards f rom 90-110

Represent numbers to 100 on a numberline

model the place value of the natural numbers f rom 0 to 1000

order numbers and count to 1000 by 1s, 10s and 100s

Addit

ive

use materials to model addition and subtraction by the aggregation (grouping together) and disaggregation (moving apart) of objects

add and subtract by counting forward and backward using the numbers f rom 0 to 20

calculate the next number when asked to add 1 or 2 to any natural number f rom 0 to 10

draw diagrams to show sharing of up to 20 items

draw diagrams to show subtraction activities including numberlines to show subtraction and addition

add & subtract two-digit multiples of ten by counting on and counting back

count on f rom the larger of two collections to fi nd their total

in mental computation use commutative properties and recognition of complements to ten; for example, 3 + 4 + 7 + 6 = 3 + 7 + 4 + 6 = 10 + 10 = 20

develop and use ‘fact family’ linking 25 + 5 = 30 to 5 + 25 = 30, 30 − 5 = 25 and 30 − 25 = 5

add and subtract numbers less than 10 through recall and use of number facts

add and subtract one- and two-digit numbers by counting on and counting back

mentally compute simple addition and subtraction calculations involving one- or two-digit natural numbers,

use number facts such as complement to 10, doubles and near doubles

use partitioning for addition & subtraction- e.g. 8+5=8+2+3 12-5=12-2-3

Mul

tipl

icat

ive

draw diagrams to show sharing of up to 20 items

Solve multiplication number stories using materials

Make and copy groups and arrays.

Make models of division both partition (sharing) and quotation (how many)

skip count by 2s, 4s and 5s f rom 0 to 100 starting f rom any number

describe and calculate simple multiplication as repeated addition, such as 3 × 5 = 5 + 5 + 5; and division as sharing, such as 8 shared between 4

Fra

ctio

ns

identif y every day uses of ½ and ¼ e.g. ¼ past on a clock, ½, ¼ time at f ootball

use half and quarter as a descriptor; for example, a quarter of a cake

identif y half of a set of objects, including 1/ 2 of an odd number of objects

describe simple f ractions such as one half , one third and one quarter in terms of equal sized parts of a whole object, such as a quarter of a pizza, and subsets such as half of a set of 20 coloured pencils

Recognise and draw f ractions of a shape

Patt

ern

&

stru

ctur

e order objects and sets;

f or example, largest to smallest

f orm patterns and sets of numbers based on simple criteria such as odd and even numbers

Mon

ey Recognise and identif y

f eatures of coins order coins and written money

amounts amounts in cents group coins of the same

denomination in sets of $1

order money amounts in dollars and cents and carry out simple money calculations

NUMBER RUBRICS

WHERE ARE WE NOW?

Monitoring & Assessing

• PLTs are using data from a variety of sources (ondemand/online testing, EY interview, classroom observations of what student say, make, write and do) to inform Learning logs & ILPs. 

• Assessment rubrics started• Online testing  

Teaching and Learning• Timetabled PLT, year level and area meetings• Introduction to planning templates• 2/3 team weekly planning differentiated lessons using launch , explore, summarise model

• Daily number fluency in most classrooms.• Introduction and exploration of E5 framework • Established practice and proforma for ILPs and Learning Logs.

Professional Learning

• Established professional learning teams both at year level (which combines the 2 streams) and EY , MY and college of Teachers (Steiner) 

• Established peer observation procedures  • Documented protocols and proformas for peer observations 

Peer Support – Protocols and Procedures

PROTOCOLS Our school values underpin all relationships at our school and are paramount to the success of our peer support program Our protocols are based on the school values: -

RESPECT – discreet and non-intrusive, enter and leave quietly, suspend judgement, listen calmly and attentively, acknowledge others concerns

TRUST – Confidentiality about observations, use own discretion (e.g. when to leave), debrief related to goal/ focus only

CARING – provide constructive feedback – warm and cool – in supportive manner

DOING YOUR BEST – make balanced observations – stick to the goal/ focus

RESPONSIBI LITY – commitment to pre and post (debrief) briefing, observers to be positive and honest, both parties have a clear understanding of the goal/ focus of the class visit, welcome suggestions

PROCEDURES 1. Arrangements

A weeks notice is given to Kathleen and Carolyn re when class visits are taking place to confirm release time

Pre class visits and debrief date and times arranged between staff involved Goal/Focus discussed, documented and agreed. Preferred proforma type agreed and ready for class visit

2. Pre- Class visit meeting

Goal/ focus understood and clear – this discussed and clarified at meeting Discuss length of time in classroom and other relevant information e.g. where to observe from, walking

around room Proforma ready with goal stated

3. Classroom Visit

Observe / listen to teacher, children the class environment Keep goal/ focus uppermost in observations Observations- based on evidence not opinion or impression Take notes – use agreed proforma ( or at a later time recount evidence) Visitor to classroom to keep track of time

4. Debrief

Feedback to be both warm and cool Clarify feedback ensure both observer and teacher have understanding Focus on evidence, not on the person, Record feedback and action planned from feedback Make copy of feedback to be retained by both teachers

Professional Learning

• Established professional learning teams both at year level (which combines the 2 streams) and EY , MY and college of Teachers (Steiner) 

• Established peer observation procedures  • Documented protocols and proformas for peer observations 

• 5 week professional development cycle .

AIZ - Professional Learning – High Reliability Literacy Teaching Procedures 2009 Achievement Milestone: all teachers consistently and competently using all HRLTPs

TERM 2 Task W1 W2 W3 W4 W5 W6 W7 W8 W9 W10

AiZ P.D. -intro Questioning VOCAB Practice Questioning Questioning Questioning Questioning Questioning VOCAB VOCAB VOCAB VOCAB VOCAB AiZ PD and visits Questioning VOCAB

Team meeting Questioning VOCAB AiZ PD -evaluate Questioning VOCAB SIG Meetings 28/04 @3.45 12/05@3.45 26/05@ 3.45 09/06@3.45 23/06@3.45

TERM 3

Task W1 W2 W3 W4 W5 W6 W7 W8 W9 W10 AiZ P.D. -intro P&S Review Practice P&S P&S P&S P&S P&S Review Review Review Review Review AiZ PD and visits P&S Team meeting P&S Review AiZ PD -evaluate P&S Review SIG Meetings 28/04@3.45 12/05@3.45 26/05@3.45 09/06@3.45 15/09@3.45

Cycle of Professional Learning:- this cycle is repeated second half of term with NEW HRLTP Week 1 – Introduce new HRLTP Week 2 – Start practising the new teaching practice – continue to practise this HRLTP plus those already known (e.g.Getting Knowledge Ready, Reading Aloud) over the following weeks . Evidence in working program. Begin peer observations particularly looking at new and known HRLTP. Week 3 – Continue PD on new HRLTP and peer observations Week 4 – Discuss @ team meetings – work programs, share, evaluate Week 5 – Revisit new HRLTP and known

LEARNING WALKS

WHERE TO NEXT ?

• Develop maths plan • Develop rubrics for all numeracy dimensions• Inducting new staff• Numeracy PD• Monitoring and supporting Indigenous students

CHALLENGES

• Time• Teacher participation • Partner and team planning• Data.