We continue our Profiles in Effective PD series with a visit to Kearney, Nebraska, where teachers are in the middle of a three-year plan to implement the techniques discussed in Jessica Shumway’s recent book, Number Sense Routines. Stenhouse editor Holly Holland recently talked to instructional learning coach Julie Everett and shares how teachers in kindergarten and first grade are helping their students improve their number sense.
Teachers Get Fit with Number Sense Routines
By Holly Holland
Instructional learning coach Julie Everett analyzed math assessment data over several years in the five elementary schools where she works in Kearney, Nebraska, and kept noticing a persistent problem: number sense was lacking. Many students did not have basic understanding of the relationships among numbers. They did not know how to think or talk about numbers or use number sense reasoning strategies to solve problems. Without those foundational skills, Everett believed students would likely struggle in higher-level math classes.
She discussed her concerns with colleagues, and then in Spring 2013, Everett discovered Jessica Shumway, author of Number Sense Routines: Building Numerical Literacy Every Day in Grades K–3 (Stenhouse, 2011). Everett heard Shumway present at the National Council of Teachers of Mathematics annual conference and knew she had found a valuable colleague and resource.
“I was highly impressed with her background knowledge and the research base she had done,” Everett said. “I had several conversations with her, and discussed how we might involve her in consulting with the district. Our curriculum and instruction team believed that we needed to be doing something more systemic and systematic with math and literacy and improving instruction with our teachers.’”
Over the next few months, they developed a three-year plan to help all elementary teachers in the school district learn the techniques that Shumway shares in her book and in her new DVD, Go Figure! Number Sense Routines that Build Mathematical Understanding (Stenhouse, 2014). Their plan started with a book study involving the kindergarten and first grade teachers, expanded to include Skype sessions with Shumway, and finally led to on-site visits where Shumway modeled routines and cotaught small- and whole-group lessons with the faculty.
In addition to reading the book, the Kearney teachers also had to write a personal reflection every month, sharing what they had learned from Shumway’s book and what they were doing differently in their classrooms as a result. Everett believes the requirement made teachers more accountable for synthesizing information and focusing on results.
“It’s just been a really cool experience,” Everett said. “At first, I have to say, our K–1 teachers were overwhelmed by the work that was expected: ‘We have to read every month? What is this all about? We don’t have time for that.’ There was grumbling at first.” But after Shumway showed the strategies in application and helped teachers take risks and raise their expectations, Everett said, “I would have to say that 80-90 percent of our K–1 teachers have now said, ‘Wow, this has totally transformed my thinking about math. I had no idea number sense was so critical.’”
The Importance of Number Sense
As Shumway relates in her book, teaching number sense is not only critical, it’s also complex. “There are many layers to it, and it is rooted within all strands of mathematics,” she writes. “Number sense facilitates problem solving, reasoning, and discussing mathematical ideas.” Students with strong number sense can visualize quantities and perform mental math, understand the relative magnitude of amounts, make comparisons among quantities, and determine the reasonableness of an answer, among other skills. “Embedded in these characteristics of number sense are big mathematical ideas; strategies that utilize number sense; skills, models, and tools for using number sense; and language for explaining number sense ideas and strategies.”
Just as athletes stretch their muscles before every game and musicians play scales to keep their technique in tune, mathematical thinkers and problem solvers can benefit from daily warm-up exercises. Shumway has developed a series of routines designed to help young students internalize and deepen their facility with numbers.
Shumway also shows teachers how to move students through what she calls the Early Number Sense Learning Trajectory, starting with subitizing, understanding magnitude, and counting and progressing to hierarchical inclusion, part/whole relationships, compensation, and unitizing. The goal is to develop children’s flexibility and fluency with math. Shumway says these methods involve teaching the meaning of numbers, rather than procedures and memorization, so that students are able to decompose numbers, visualize them and apply them in the future.
“Think about it in terms of reading,” she writes. “It is cumbersome and inefficient to sound out every letter in a word. When children begin to recognize and use chunks of letters within a word or read sight words, they become more fluent readers. This frees up their cognitive energy for more challenging words. It is the same in mathematics. Seeing groups and thinking about amounts in terms of groups leads students to become more fluent and numerically literate. Their cognitive energy can then be spent on more challenging problem solving.”
The Urgency of Understanding Math
For many elementary teachers, Shumway has instant credibility. In addition to having worked as an elementary teacher and math coach, she acknowledges having had weak preparation and understanding of how to teach math. A history major in college and a “social studies guru” when she began teaching, Shumway had to deepen her own knowledge of mathematical thinking along with her students.
“She is clear to say, “I am not a mathematician and I always felt that I was poor in math and that it was because of a lack of number sense. And what’s why I have an urgency to make sure that teachers understand the very important piece of number sense and why that leads to success for kids,’” Everett says. “Teachers could relate: ‘Oh, this is me,’ or ‘that’s how I feel.’”
As part of their book study of Number Sense Routines, Kearney’s kindergarten and first-grade teachers had to choose three students to follow in a case study through the school year. They set goals for all the students, tracked their progress in math, and shared the information and consulted with their colleagues each month. If a student achieved the goals set for him or her before the end of the year, the teachers selected other students to follow.
“It was fun to hear teachers talking about those kids,” Everett says. “They would ask, ‘How is Karl doing?’ It became very personal. We had never had those conversations before. The sharing piece is just so enlightening and refreshing. It becomes a problem-solving event, as well as a celebration of moving kids along their learning continuum.”
Teachers also taught demonstration lessons, with Shumway observing and deconstructing the vocabulary they were using with students and the questions they were asking. They observed and taught with teachers in other schools.
“I feel it’s important to talk to other teachers outside your building. It gives you more perspective,” says Marissa Schleiger-Kruse, who just finished her first year teaching first grade at Buffalo Hills Elementary in Kearney. “I feel that everyone, new or old, has benefited so much from Jessica Shumway and her Number Sense studies.”
Schleiger-Kruse says she incorporated many of the practices in Number Sense Routines, including one called Count Around the Circle, which helps students understand the pattern the teacher is describing, such as counting by twos or fives or counting backwards.
“I’ve done those every day, and it helps students learn their counting routines,” she says. “Eventually some of my higher learners, I know that it will help them with multiplication because it’s really skip counting. If we practice that daily, they get that.”
The consistent practice benefited every student, Schleiger says. By the end of first grade, her school district expects students to be able to count by twos to fifty and count by fives and tens to one-hundred.
“All of my students have mastered that, and all it takes is five or ten minutes a day,” she says. “We may start at 200 and count backward by fives or tens. They love it; it’s never boring to them. They are always trying to figure out what I’m going to start with.”
Central Elementary School first-grade teacher Tara Abdallah says she and her colleagues appreciated the practical strategies and tools Shumway shared that they could immediately use in their classrooms. One of her favorites is Dot Cards, which resemble domino tiles or dice and help students practice skip counting and recognize groupings and multiples that they can later form into equations. The visual aids help students learn to subitize, but they also let teachers continually assess how students are thinking about amounts.
Kearney teachers adapted some of the strategies in Number Sense Routines for other purposes and for subjects other than math. For example, Abdallah tweaked Shumway’s Count Around the Circle strategy to help students learn to count money, and her coteacher adapted it for guided reading. Instead of using numbers, she substituted the alphabet and phonetic sounds so students could become more fluent when reading.
“There’s some amazing stuff in this book that’s so hands-on and freeing,” Abdallah says. “I cannot wait until next school year. I’m going to implement so much from the book!”
During the 2014-15 school year, Kearney’s second- and third-grade teams will begin the training cycle with Number Sense Routines, and the following year teachers in fourth and fifth grades will get involved. Everett says she hopes that teachers will keep the momentum going in future years, coaching their colleagues and planning collaboratively so that they can eliminate instructional gaps from one grade level to the next.
“Teachers are sharing way more than they ever have in our staff development,” she says. “This is powerful. I am super proud of the work our teachers are doing.”
September 22nd, 2014
We recently had a lovely post from Sarah Cooper about the importance of taking things slow in the classroom. Today’s post from Tracy Zager is based on the same idea — giving students the space and time to figure things out on their own. Tracy was reminded of this important lesson by her daughter during a car ride. Read her story and watch the video and then head over to visit Tracy’s new blog!
“You just listened, so then I could figure it out”
My daughters and I climbed in the car to go shoe shopping before their first day of school. I sat in the driver’s seat while they buckled themselves into their car seats and noticed I was keeping track of the loud clicks I heard for each buckle. I took the opportunity to open a math conversation with my kids.
“I didn’t look, but I know you’re all buckled. How could I know that?”
Daphne, age 5, said, “You looked in the mirror!”
“I did not look in the mirror!”
Maya, age 7, said, “You must have counted the clicks! So, you heard 6 clicks and knew we were all buckled.”
I asked, “How would 6 clicks tell me you’re both buckled?”
Maya answered, “Because each car seat has 3 buckles, and 3 times 2 is 6.”
Daphne started to cry. “That’s what I was going to say!”
I turned to Daphne. “Tell me where the 6 comes from, in your own words.”
Daphne said, “Each car seat has 3 buckles, and 3 plus 3 is 6.”
Ah! There was my first opening.
“Maya, you said 3 times 2 is 6. And Daphne, you said 3 plus 3 is 6. Can those both be true? They sound different.”
Maya and I played with this idea for a few minutes, but I could see in the mirror that we were losing Daphne. When Maya and I were done, I asked a question just for Daphne.
“Daphne, what if we had 3 car seats? How many clicks would I hear then?”
There was a long pause while she thought, Maya waited, and I drove.
“How did you figure that out?”
“Well, I remembered the 6, and then I said 7, 8, 9.”
Maya gasped. “Daphne, you’re counting on again!”
Daphne beamed and said, “I know!”
We were all excited because Daphne had counted on for the very first time that morning, when we were baking popovers.
I asked, laughing, “Since when are you counting on? How did you learn that?”
Daphne said, “Well, you gave me a lot of time to think. You didn’t say anything, and you didn’t tell me what to do. You just listened, so then I could figure it out for myself.”
My jaw dropped. For the rest of the car ride, Daphne talked about how school should be filled with lots of time when the teacher “doesn’t say anything and lets the kids think, because that’s how we can learn. The teacher can just listen.” There was so much wisdom in what she was saying that I asked her if we could make a quick video once I parked the car.
Daphne knows what she needs to learn math: time and something tricky to figure out.
“Do you like when a problem is tricky?”
“Because then I get some time to think, and I learn something.”
I am a teacher, and I also coach other teachers. How many times have we all talked about think time, and how important it is? But, here’s the truth: about halfway through the time Daphne was thinking about the fourth car seat, I got a little nervous. I tried to keep my face encouraging on the outside, but on the inside I heard a tiny voice:
“Uh-oh. Maybe this problem is too hard. Should I help her? What would be a good question to help her?”
While I was secretly worrying, Daphne was calmly figuring out how many clicks 4 car seats would make. To a teacher who makes decisions every few seconds, 20 seconds of think time—which is what Daphne took to solve this problem—feels like an eternity. New teachers, in particular, tend to break silences after a second or two with some kind of “help.” With practice, I’ve learned how valuable think time is, and I now sustain those long silences. But internally, I still find it hard to quiet that worried voice.
Later that night, after we watched the video together, I asked Daphne about the reason she gave for why counting on is challenging. She’d said, “You have to remember while talking about something else.”
“What did you mean by that, Daph?”
“Well, you have to remember a whole bunch of things. Like, I had to remember the 6, because that’s where I started. And I had to remember the 3, because I had to stop after 3. And I was counting at the same time. It’s a lot to remember!”
“It sure is. Can I tell you something? While you were doing all that, I was wondering if I should help you.”
She looked shocked. “But I didn’t need help, Mommy! I was just thinking!”
“What would have happened if I had said something while you were remembering where to start and where to stop while you were counting?”
“I would have forgotten what I was doing and had to start all over again! That wouldn’t have helped at all, Mommy! That would have been so frustrating!”
“You know, Daphne, you’re making me a better teacher. You’re teaching me, again, that sometimes when teachers want to ‘help’ a student, we’re actually not helping at all. Sometimes we just need to be quiet. And we need to be comfortable with silence.”
“Yeah. So kids can think!”
We were quiet for a minute together, each thinking.
“Mommy, can you tell other teachers that too? Tell them what I taught you? To not interrupt us when we’re thinking, and just listen while we figure it out?”
“Yes, honey, I think I can.”
Tracy Johnston Zager is the author of the upcoming Stenhouse book Becoming the Math Teacher You Wish You’d Had: Ideas and Strategies from Vibrant Classrooms. You can find her on twitter at @tracyzager, and at http://tjzager.wordpress.com.
September 17th, 2014
My teenage children hate history. It was always my favorite subject, and that was mostly with teachers who believed in names and dates, and little else. During homework hour at night (or hours these days), I try and explain Faulkner’s famous quote to my kids: “The past is never dead. It’s not even past.” And I’m greeted with blank stares or a roll of the eyes and always another complaint about history being boring and irrelevant. I don’t expect it to be their favorite subject, but irrelevant? I could go on and on…
One of the ways a book gets published is that an editor has a zeal and passion for the manuscript. This is especially true in the trade world where countless examples exist of a famous book turned down sixty times before some editor read it, loved it, and made sure everyone in the office knew just how wonderful it was. We are not a trade house, but passion still plays a significant role.
I love the three books we currently publish on ways to teach history that are meaningful and engaging. Making History Mine by Sarah Cooper, Eyewitness to the Past by Joan Brodsky Schur, and Why Won’t You Just Tell Us the Answer? by Bruce Lesh. What they give history teachers are the tools to prove to kids that while names and dates are important, history is much more than that. Kids research and interpret history. They learn firsthand what historians actually do. It’s nonfiction that requires full engagement of the imagination. What a wonderful blend!
September 16th, 2014
When students talk about their ideas for writing, they often exhibit spark, personality, and pizzazz, expressing interesting ideas fearlessly and creatively. Yet the writing they submit lacks this same enthusiasm and originality. They have the ideas, but what happens between that talk and the written draft?
Jeff Anderson and Debbie Dean provide a practical framework for smoothing the space between ideas and drafting in their new book, Revision Decisions. Starting at the sentence level, Jeff and Debbie show you how to create learning experiences where students discover and practice the many options available to them as writers.
The heart of the book is a series of ten lesson sets with printable handouts that will give your students a repertoire of revision techniques using elements such as serial commas, interrupters, and sentence branching. A key part of the lessons is talk—collaborating in small groups on revision decisions and developing a writer’s vocabulary in whole-class discussions.
Revision Decisions helps teachers engage their students in the tinkering, playing, and thinking that are essential to clarify and elevate writing. You can now preview Chapter 1, “Revision Decisions Are Possible: Actively Processing to Develop Options for Revision.”
September 15th, 2014
We are celebrating International Literacy Day today and so a few of our lovely Stenhouse employees shared why they love to read. Head over to Twitter to follow us all day long with more reasons to read from our authors. Tweet us why you read and you could win a free Stenhouse book! Just use this form, take a selfie, and tweet to @stenhousebup using the hashtag #whyiread!
Louisa, our newest employee
Chandra, our conference guru
Stenhouse President Dan Tobin
September 8th, 2014
On September 8 we are joining the International Book Bank in celebrating International Literacy Day with the hashtag #whyiread, and we need your help to remind your friends and the world that:
- Currently 775.4 million adults cannot read or write; two thirds are women.
- Illiteracy affects an individual’s access to education, ability to exercise her civil rights, and even impacts her health and development.
- The consequences of illiteracy are devastating for the individual, the community and the world.
In 1965, UNESCO declared September 8 International Literacy Day (ILD) in an effort to focus attention on global literacy issues. You can be a part of the effort by doing the following on September 8:
(1) Write! Using our printable form, tell us why you read.
(2) Take a selfie! Snap a photo of yourself with your sign.
(3) Share! We want to see the many (and varied) reasons people read around the world. Post your photo on Twitter using #whyiread and be sure to tag IBB and @stenhousepub. We’ll be retweeting and sharing #whyiread posts from Stenhouse authors all day long. We’ll also raffle off five free books at the end of the day, so be sure to mention @stenhousepub in your Tweet!
Stenhouse Blog editor Zsofi McMullin
September 3rd, 2014
How can you intentionally help your students find balance and purposeful direction in their reading lives–weaving together reading for relaxation, informational reading, reading for meaning, fluency, and selecting texts–to become their best reading selves?
In their new book, Reading Wellness, Jan Burkins and Kim Yaris take you beyond reading strategies to give you specific ways to support your students’ enjoyment, perseverance, risk-taking, and connection-making as readers.
Anchored by four key intentions–alignment, balance, sustainability, and joy–Jan and Kim offer field-tested lessons, organizers, book lists, and other practical ways to teach reading skills while instilling the long-term attitudes and habits that your students need to become lifelong readers.
Reading Wellness will inspire you to stay connected to your broader vision of students as readers as you address the external requirements of educational standards. Preview the entire book online now!
August 28th, 2014
Summer is winding down and many of you are back in your classrooms and back to the hectic days of fall. In her new post Sarah Cooper invites you to linger in summer for a bit longer and consider what the slow pace of summer can teach you about, well, teaching. “The more time I take, the more sophisticated the students’ work becomes, and the more I understand how they learn,” she writes. Sarah teaches U.S. History at Flintridge Preparatory School in La Canada, California and she is the author of Making History Mine.
Striving for Slow
Summer is the land of slow for teachers.
Slow mornings when we have time to sit and read the paper. Slow afternoons when we drink coffee with a colleague and talk in terms of what-ifs, not what must be done, in the classroom next year.
Even those of us who teach summer school, take care of family or attend professional growth seminars find that the days dance to a different rhythm. Calmer. Not dictated by bells or meetings. Subject to more of our control, our curiosity.
The “slow teaching movement” has gained momentum in the past several years, often encouraging us to let go of technology’s grip a bit.
Right now, I’m not talking as much about technology as about time.
As a friend and I commiserate every August, “Why can’t we bring more of the summer pace into the school year?”
We can’t always fight against a schedule cramped for minutes. But we can give our students time within that schedule to think, reflect, and discover themselves as learners.
From the lazy, mellow perspective of summer’s end, I’ll share a few slow stories, two about our students and one about us as teachers.
Story 1: More Research Time in Class = More Fun
Last year, for an extended research project, my eighth-grade U.S. history students did easily 80 percent of the work in class. I kept reserving more and more days in our library computer lab and ended up with ten 43-minute periods, about seven hours total.
With all of this time to work in class, students could:
- Land on a topic they really cared about, not one they picked because they had to make a quick choice. (“This guy’s last name is the same as my favorite soccer player…”)
- Find rich sources, not just the first ones they stumbled across late at night while they were also texting their friends.
- Ask questions about how to do a works cited list and parenthetical citation.
- Paraphrase quotations thoroughly to ensure they weren’t plagiarizing.
- Find additional sources once they started writing if they realized their argument needed more support.
This ended up being the most library time I had ever spent on an assignment. I expected that the projects would be better as a result, and they were. The students found scholarly sources, discovered insightful quotations within them, and linked the facts more adroitly because of the extra time.
What I didn’t expect were the comments from students that the project was fun only because they had enough time to work on it, inside and outside of class. This statement, repeated again and again in their written feedback, has convinced me of the power of slow projects to increase engagement.
(Not incidentally, giving time to work in class also meant that students were not distracted by electronic devices, making their focus sharper.)
Story 2: More Writing Time in Class = More Creativity
At the end of a unit on civil rights during the Civil War with “Glory” as centerpiece, I wanted students to follow their curiosity. They could explore any question they had about the topic through a mini-research project.
However, we didn’t have much time: two days in class doing research, and Monday class plus Monday night’s homework to do a 250-word creative or interpretive response.
As students wrote their reflections that Monday morning, many of them were just starting to hit their stride when we had ten minutes left.
I envisioned the homework saga that night: Some students would want to spend an hour finishing but would become distracted or pulled away by other homework or extracurriculars. The final products, hurriedly stapled on Tuesday morning, would seem rushed and unfinished. Oh, and all the eighth graders were going on a class trip on Wednesday.
So I nixed the preview of nuclear warfare I had planned and instead gave everyone the day to work, with the absolute stipulation that they needed to finish by the end of class.
The eighth graders were grateful, and I really enjoyed reading their projects, including one by Wylie that combined visual and linguistic literacy, comparing Navy recruiting posters from the Civil War and World War I.
The World War I poster, featuring a man tinkering with a sub’s diesel engine, “seems more like an inspirational drawing,” Wylie said, “while the emblem and big title on the Civil War poster give it a very straightforward look.”
Story 3: Less is More, Period
Every year I try to do less and make that less count more – by addressing multiple standards and skills through a close reading of one primary source document rather than three, for instance.
Every time I forget to do less – which happens regularly when I hope to cram in one last skill or idea – I end up driving myself and my students a little crazy.
Last month I taught a weeklong summer school English class for ninth graders. We worked with five elements of voice, as described by Nancy Dean in her excellent Voice Lessons.
The class lasted two hours each day, with a ten-minute break in the middle. For each 55-minute session, I imagined we would read aloud a piece of literature, annotate it, discuss it as a class, pair up to identify elements of voice, come back together to talk about them, and write individual thesis statements on the passage. And then I thought I’d “fill in” the rest of the time with a ten-minute sponge activity on diction or imagery.
It’s funny, even writing out that entire list makes me tired. And I realized on the first day that, even though a number of kids in the back were restless here and there, we would gain more from staying with a document five extra minutes than we would from a sharp transition to something else.
So we stayed with it.
During pairs work, I took the time to look at passages each group had annotated, asked students to go deeper in many instances, and circled back to check that they had.
During full-class discussion, we looked at several more lines of poetry than I usually would. When arms and legs started twitching, I asked the kids if they wanted a stretch break. No, they said, being polite.
So a minute later, when one student volunteered the word “nonchalant” to describe a poem’s tone, we defined it and then I asked them all to stand “nonchalantly.” After they sat down, full of attitude, we looked at one more fabulous metaphor with new eyes.
Going Slowly Isn’t Easy
It can be easier to assign a rat-a-tat series of activities, as I did for my first years teaching, than it can be to listen to, critique and circle back to students’ ideas. It’s less messy to assign research to be done at home than to supervise it in class, with the inevitable off-task moments and dead ends.
But it’s not less fulfilling. The more time I take, the more sophisticated the students’ work becomes, and the more I understand how they learn.
Now, can someone please remind me about all of this slow summer thinking when the frenzy of October comes along?
August 21st, 2014
When it comes to grammar instruction, we know what doesn’t work: isolated, skill and drill methods. In fact, research offers strong evidence that traditional grammar instruction has a negative effect on student writing. We also know that a solid understanding and usage of grammar is essential to good writing. So how best to teach it?
Lynne Dorfman (Mentor Texts) and Diane Dougherty provide the answers in their new book, Grammar Matters. Within the framework of writing workshop and the three text types identified in the Common Core standards, Lynne and Diane guide teachers with specific strategies for teaching writing and classroom management while providing practical, grammar-focused lessons.
You’ll get a plan for the entire year with eight units of study and examples of whole-class conversations about mentor texts, one-on-one conferences, and ways to assess student growth. The appendixes provide numerous quick-reference lists, practical tips, and a “Treasure Chest” of children’s books, annotated to highlight specific grammar and conventions modeled by each.
By using Grammar Matters, K-6 teachers can move away from isolated grammar instruction and instead embed grammar in their daily teaching of argument, informative/explanatory, and narrative writing. Your students will retain their knowledge of grammar and carry it over into their everyday writing.
Preview the entire book online now!
August 18th, 2014
Using Fiction and Nonfiction Picture Books to Teach Life Science, K-2
Melissa Stewart and Nancy Chesley
360 pp•$28.00•Available late August•Preview now
Perfect Pairs, which marries fiction and nonfiction picture books focused on life science, helps educators think about and teach life science in a whole new way.
Lessons, Tips, and Conversations Using Mentor Texts, K-6
Lynne Dorfman and Diane Dougherty
344 pp • $24.00 • Available late August • Preview now
Get your kids excited about learning grammar through conversation, conferences, lessons, and mentor texts. Includes an extensive list of children’s books that fit naturally into grammar instruction.
Lessons in Independence and Proficiency
Jan Miller Burkins and Kim Yaris • Foreword by Christopher Lehman
Grades 1-5 • 232 pp • $21.00 • Available early September
An essential tool for developing a love of reading in your students, this practical book offers a series of classroom-tested lessons that help children read closely and carefully while honoring their interests, passions, and agency as readers.
Talking Through Sentences and Beyond
Jeff Anderson and Deborah Dean
Grades 4-10 • 200 pp • $24.00 • Available late October
Engage your students in the tinkering, playing, and thinking that are essential to clarify and elevate writing. Focusing on sentences and mentor texts, the book’s narratives, setup lessons, and templates show you how to move students toward independence.
Lessons for Responding to Narrative and Informational Text
Grades 3-8 • 208 pp • $21.00 • Available late October
Provides 91 practical lessons for helping students of all ability levels go beyond summarizing and use readers’ notebooks to think critically, on their own, one step at a time, while developing key comprehension skills.
Number Sense Routines That Build Mathematical Understanding
Grades K-5 • 99-min. DVD + viewing guide • $150 • Available now
Building on her book, Number Sense Routines, Jessica Shumway invites you and your staff into three elementary classrooms for an in-depth look at how these short warm-ups help students internalize and deepen their facility with numbers.
August 13th, 2014