Math Homework Expectations: Journal Page One

Students in fifth grade at our school are expected to complete approximately 60 minutes of homework each night. That includes 30 minutes of math and 30 minutes of reading and writing.

A recent assessment of student progress demonstrated that students who struggled had difficulty completing homework since the homework last year was difficult to complete on their own and there wasn't a good structure for homework support or check-in that met those students' needs. To remedy that, I'm creating a much more accessible homework pattern with check-ins.

As noted previously, students will follow a similar starting and ending routine for each math lesson, and homework will take on a similar journal page model. Today I created the Day One Homework Page. I'm sure I'll review and revise the pages as I get to know my students well.

Further, when students come in the next day some will share their journal page while others make a number name card. We'll hang the name cards up in numerical order from the card with the lowest value to the card with the highest value as one way to begin our place value study. After that students will have the chance to work together to identify words worth 100. In the end, we'll talk about the strategies used to solve that problem. Students will complete and create number patterns for their home study practice.

Math Journal Home Study

Name:	Date:
Learning Focus: Computation/Fact Practice	Time: 30 minutes total expected
Assignment: Complete the assignment on the front of this page and spend ten minutes practicing skills with one of the following options. Check which options you used to practice. Xtra Math 🔽 Khan Academy  🔽 What level did you practice? _______________________________ Math Games 🔽 What game did you play?____________________________________ Practice facts in fact practice booklet. 🔽
Enrichment (on back of page): Using the alphabet/number chart, how many words can you make that are equal to 100.

Complete the Alphabet/Number Chart below. A C G J M 1 2 4 6 10 N P R U X Z 14 17 20 23 25

Write each letter of your first name in the boxes below. Then write the value of each letter from the alphabet/number chart above. After that add up the value of your first name. First Name Value: _____________

--------------------------------------------

Enrichment (Optional)

What is the value of your last name?

Last Name Value: _____________

What is the value of your homeroom teacher’s last name?

Homeroom teacher’s last name value: _____________

How many words can you think of that are equal to exactly 100 or close to 100.

Value: _____________

Value: _____________

Explain how you found words equal to or close to 100?

Did you spend extra time practicing skills online? Yes _____ No ____

Supporting Students Who Lack At-Home Academic Support

How do we best support students who do not have at-home academic support?

The principal asked me to analyze students' efforts and progress for the year. As I looked over the analysis, I noticed that students who did not complete homework or come to school regularly, did not have as good an attitude or growth as students who regularly completed homework and came to school.

Students' at-home practice made a difference.

Yet, when I looked a little deeper, I realized that the students who did not complete the homework had challenges because they had a hard time completing the homework on their own; there was little tech access for a variety of reasons, and they needed me to check in with them more often with regard to the homework.

Next year, in light of this, I'll do the following:

• Make expected homework easy-to-access and complete.
• Check in daily.
• Offer homework help sessions at lunch, before school, or after school as needed. Provide needed technology at these sessions.
• Work with families from the start of the year to provide as much support as possible.
• Offer an enrichment homework option for those who want to do more and have the support at home for this kind of work.

Data plays an important role when we're willing to use it to assess our work with care and make changes to make a difference. Positive administrators will invite this kind of analysis with an attitude of bettering the work we do for all children. Onward. 

Moving Ahead: New Chapter

Photo Credit

Moving ahead in teaching and learning, as we all know, is not a straight path. Instead it's a twisty turvy river of thought and action or possibly a labyrinth as suggested recently by Greg Richardson.

I've been journeying this teaching/learning adventure for a long time now, and at times a new chapter emerges. New chapters highlight significant turns in the road.

Most recently, our teaching team's words were heard and we were supported in teaching with a relatively new model, a model that is an adaptation of our current, successful teaching model. The new model is a mix of greater autonomy over subject areas and greater collegiality and collaboration around teaching all students well. We are all excited about employing this model with strength and success.

As for my own role with regard to this model and the teaching year ahead, the greatest emphasis will be on listening and response. I've had a lot to say in the past many years, and now, for many reasons, it's time to listen more than speak, and respond more than initiate. I am working with many dedicated professionals and wonderful students and families. They all will bring terrific ideas and challenges to our team, and this is the time for me to work as listener, responder, and supporter.

Specifically with regard to my own growth, it's time to travel the labyrinth as Richardson suggests--a chance to go deeper with regard to building dynamic collegial and teacher-student/family relationships. It's also a time to go deeper with regard to the specific curriculum of math and STEAM as well as my role as a member of a dynamic PLN, PLC, and school.

The path is set, summer is here, and it's time to strengthen my skills, resolve, and energy for the teaching/learning symphony ahead.

Teacher Voice: Moving Towards the Light

#satchat has become a ritual for me every Saturday morning. With coffee by my side, I take part in the 7:30 am weekly chat about educational thoughts and issues. Sometimes I'm right in the thick of it with the conversation, and other times, like this morning, I feel a bit off center from the conversation.

Today's discussion centered on teacher voice. It's been a challenging topic for me at work and on social media. In many ways, my voice is my own--a voice some relate to, but others don't. I continue to write and speak up because I'm journeying toward a vision for positive teaching and learning, a vision that's deep within me.

When I write and speak, I mostly communicate to share this vision, question, learn, and advocate for what I believe is to be right and good for children and educators. I am open to others' comments and remarks, and I am continually reshaping my vision as I read, research, try out new ideas, listen to colleagues near and far, and work with students, families, leaders, and community members.

Teaching and learning for me is truly a journey towards doing what's right in schools to serve children well. Right now the focus of my journey includes developing optimal communication skills, learning about the best ways to teach math and STEAM, and working with colleagues to develop our school-wide processes and systems to best support a dynamic learning community.

When off-center in a chat, I leave with many seeds of new ideas and practice--seeds that I'll nurture in the days ahead. In the meantime, I'll continue to follow the light to better teaching and service to children as part of the ever growing, changing, and deepening learning community I contribute to.

The Year's First Lessons

The way you start a year matters.

Students typically arrive on the first day of school with open hearts and minds, and it is our job as educators to seize the moment and make those first few days inviting, fulfilling, and memorable.

I typically enjoy beginning the year by teaching a few lessons that are new for everyone as well as lessons that help students understand their role and power as learners--the learning to learn curriculum.

Desks
Each students' desk is a place to organize and store useful, personal learning items. We'll discuss desk set-up though it's unlikely that students will use their desk much next year.

Your Homeroom
The first message I want to give students is that their homeroom is their "home away from home." It is a room that should be comfortable to them. I'll introduce the room to them, and then we'll talk about the ways we can keep the room cozy, clean, and helpful to their learning and friendships.

The Coat Rack
We'll discuss ways to hang up coats, and store extra clothing and bags.

Sign In
I'll show students the sign-in routine and we'll practice.

Jobs
I'll introduce a few jobs such as sign in manager, lunch count, and star classroom counters, and those students can begin that work.

Star Classroom
We'll review the school rules and the star classroom attributes. We'll start our work to earn a star right away.

Math Routines
Students will each get a "math drawer" for their math supplies. We'll review the daily math routine and try it out. We'll also review math homework routines. We'll practice and learn math in enjoyable ways.

Numbers Tell Your Story
We'll make a class infographic about the numbers that tell our story as a class, a story that includes birth dates, ages, numbers of siblings, how long you've lived where you live, and more.

The TEAM in STEAM
I'll begin with my favorite team film and after that we'll identify initial STEAM Teams and engage in STEAM team building activities, conversation, and plans.

As I write I realize that the start of the new year will include lots of community building activities, discussion, and efforts. Building positive relationships and an empowered learning community sets the stage for a successful year to come.