jans portfolio books 2013

Featuring One Brand: Web/Print

BOOK COVERS TABLE OF CONTENTSCHAPTER DIVIDERSILLUSTRATIONPACKAGINGDVD LABEL DESIGN

Scholastic

SOLVING FOR WHY cover

title page back cover (crop)

page dividers illustrations

2013 AEP award DAA winner

©Jan Streitburger 2013

Math Solutions Publications

BEYOND PIZZAS & PIES cover, title page

illustration (pie chart)

AEP 2011 award Best Seller


BEYOND PIZZAS & PIES

Julie McNamara Meghan M. Shaughnessy

Foreword by Francis (Skip) FennellMath SolutionsSausalito, California, USA

10 Essential Strategies for Supporting Fraction Sense

grades

3-5

Beyond Pizzas Title Page v3FINAL.indd 1 3/12/10 7:30:53 AM

Scholastic

CLASSROOM DISCUSSIONS

digipak book

3 DVDs

AEP 2011 Golden Lamp award


Scholastic

CLASSROOM DISCUSSIONS

IN MATH 2 books 4 DVDs

digipak packaging



DVD 2

Ms. Luipold Grade 4

Mrs. Luizzi Kindergarten

Ms. Moylan Grade 1

Mrs. Rowan Grade 6

Mrs. Schineller Grade 3

K–6GRAD

ES

C la ssroom Discussio ns in MathA

nderson Chapin O’Connor

About the AuthorsK–6

Did You Know?

At Math Solutions, we’ve been

transforming math instruction for

almost thirty years. Now the same

strategies and methods we use for

developing student proficiency are

embodied in the Common Core.

Learn More: Visit mathsolutions.com

or call 800.868.9092.

Related Books

Classroom Discussions in Math: A Teacher’s

Guide for Using Talk Moves to Support the

Common Core and More, Grades K–6

Number Talks: Helping Children Build

Mental Math and Computation Strategies,

Grades K–5

Good Questions for Math Teaching:

Why Ask Them and What to Ask Series

Math Matters: Understanding the Math

You Teach, Grades K–8, Second Edition

Related Courses

Teaching Math Through Problem Solving,

Good Questions, and Communication

Talking to Learn: Communication in the

Math Class

DVD 1

Chapter 1

A First Encounter with Productive

Math Discourse

1.1a How many students are wearing shoelaces? 3:32

1.1b How did she solve it? 3:19

1.1c How could it be nine? 3:25

1.1d Is forty a factor of forty? 3:59

1.1e Is three-fif ths less than three-fourths? 1:10

Turn-and-Talk

1.2a1 Are there more wearing shoelaces? 2:02

1.2a2 How many cans of grape juice? 2:10

1 .2a3 Think . . . and talk about what would work and

what wouldn’t work. 2:42

1 .2a4 How do we know those are greater than a

whole? :44

1.2a5 What do six and nine have to do with three? 1:14

Revoicing

1 .2b1 Let me ask you so that I can be sure I

understand. 1:54

1.2b2 So you’re saying I can’t buy one can . . . ? :42

1.2b3 So you think it’s almost all because . . . ? :47

1.2b4 So you multiplied the length . . . :50

Say More

1.2c1 Can you tell me what you did? 1:02

1.2c2 Tell me a little bit more. :57

Who Can Repeat?

1.3a1 He’s not all done yet. 1:57

1.3a2 She was counting by fives. :48

1.3a3 They were counting by ones. :29

1.3a4 Can you repeat that . . . again? 1:53

1.3a5 Finding the volume of a rectangular prism 1:46

1 .3a6 How did you know that seven-eighths was

greater than three-fourths? 1:33

Press for Reasoning

1 .4a1 I figured it out because um . . . because I

counted by fives. :54

1.4a2 Can you prove it? 1:14

1.4a3 But then there was a second part there . . . 2:06

1.4a4 Why does that work? 2:42

What Do You Think About That?

1 .5a1 Would you like to add on to the beginning of

her thinking? 1:03

1 .5a2 Is there anything else in here that’s

important? 1:53

1.5a3 What is a rectangular prism? :44

1.5a4 Can anyone else give an explanation? 1:15

Do You Agree or Disagree . . . and Why?

1.5b1 Why do you agree with him? :43

1 .5b2 Do almost all of the people do their homework

before dinner? 2:31

1.5b3 Not to be rude . . . 1:03

1.5b4 Cubes or squares? 2:04

Watching and Analyzing Talk Moves

1.6a Maggie said something very curious! 2:16

1.6b What is going to work? 3:07

1.6c That’s the tricky part. 3:22

Chapter 2

Setting Up Classroom Talk Norms

2.1a Discussing fair turns and repeating 1:49

2.1b Turn-and-talk modeling 4:57

2.1c Working with a partner 11:35

2.1d Using our f lowers: Discussing talk moves 4:47

2.1e Introducing respectful behaviors 9:50

2.1f Hands down; let him think. 1:19

2.1g What to do if you can’t repeat 4:57

2.1h Getting all students to participate 1:39

2.1i Show me you’re a good listener. 1:06

2.1j How do we agree and disagree? 1:21

2.1k Mary, may you please repeat that again? 1:43

Chapter 3

3.1a Number Patterns on the Hundreds Chart 3:32

3.1b Magnet Man—on the Move! 4:19

3.2a Finding Rectangles with a Specific Area 9:31

3.2b Examining Area and Perimeter 9:11

Chapter 4

4.1 Adding by Place Value 5:43

4.2 Changing Seven-Eighths to a Percent 5:57

DVD 2

Chapter 5

5.1a Solving a Multistep Word Problem, Part 1 10:42

5.1b Solving a Multistep Word Problem, Part 2 9:35

5.2 Placing Fractions on a Number Line 12:13

Chapter 6

6.1 Finding Missing Digits 15:56

6 .2 Developing Methods for Volume of Rectangular

Prisms 7:33

Chapter 7

7.1a Using the Words More and Less 4:42

7.1b How Many Groups? How Many Hearts? 8:47

7.2a Defining the Words Area and Perimeter 2:07

7.2b Revisiting Our Definition: The Case of Factor 7:07

7.2c Connecting Factors and Multiples 6:54

7.2d Defining the Word Volume 2:07

Chapter 8

8.1a Adding Three Numbers, Part 1 5:01

8.1b Adding Three Numbers, Part 2 12:37

8.2a Analyzing Data from a Bar Graph, Part 1 4:40

8.2b Analyzing Data from a Bar Graph, Part 2 1:49

8.2c Analyzing Data from a Bar Graph, Part 3 3:58

8.2d Analyzing Data from a Bar Graph, Part 4 5:50

8.3a Volume of Rectangular Prisms, Part 1 6:36

8.3b Volume of Rectangular Prisms, Part 2 5:33

8.3c Volume of Rectangular Prisms, Part 3 3:31

8.3d Volume of Rectangular Prisms, Part 4 14:34

CONTENTS

OF THE TWO DVDs

DVD 1

Mrs. Burgess Grade 4

Mr. Danella Grade 3

Mrs. Delaney Grade 1

Mrs. Foley Grades 3 & 5

Mrs. Hayward Kindergarten

Math Solutions

One Harbor Drive, Suite 101

Sausalito, California, USA

Made in the United States

of America.

Package design

© 2012 Scholastic Inc.

All rights reserved.

Nancy Canavan Anderson Suzanne H. Chapin Catherine O’Connor

Catherine O’Connor is a professor

in linguistics and education at

Boston University. She works with

teachers and researchers to study

language use in classrooms.

Nancy Canavan Anderson has

taught mathematics to students

from kindergarten through grade

eight. She has also worked as an

instructor for preservice teachers

and a consultant for Math Solutions.

She received her doctoral degree

in mathematics education from

Boston University.

Suzanne H. Chapin is a professor

of mathematics education at Boston

University. She is interested in

mathematics curricula, the education

of the gifted, and how to further

the mathematics achievement of

economically disadvantaged

students. Over the past twenty-five

years, Chapin has directed many

projects and written many books

in these areas.

FACILITATOR’S GUIDE

The 240-page guide offers twenty professional development sessions centered on video clips illustrating best

talk practices in action. The sessions are divided into chapters that correspond to the chapters in Classroom

Discussions in Math: A Teacher’s Guide for Using Talk Moves to Support the Common Core and More, Grades K–6,

Third Edition (available separately). Included in each of the sessions are activities to use in conjunction with

the video clips, reproducible handouts, discussion questions, and assignments for participants.

TWO DVDs The accompanying two DVDs organize the seventy-five video clips in two ways for viewing

convenience: by chapter and by grade level. The labels on all video clips indicate the section of the

facilitator’s guide in which the clips are used. The clips range from one to fifteen minutes in length

with a total viewing time of approximately five hours.

CD OF REPRODUCIBLES

The accompanying CD contains a Lesson Planning Template and two sets of reproducibles—session handouts

and lesson plans—in printable PDF format.

2DVD

A Multimedia Professional Learning Resource

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A Facilitator’s Guide to

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Support Professional Learning of

Discourse and the Common CoreA Facilitator’s Guide to

Support Professional Learning of

Discourse and the Common CoreA Facilitator’s Guide to


discourse and the Common Core


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36 reproducibles





Classroom Discussions in Math: A Facilitator’s Guide to Support Professional

Learning of Discourse and the Common Core provides preservice and inservice

instructors, coaches, and facilitators with real, classroom-based video examples that

illustrate the principles and practices covered in the authors’ best-selling book,

Classroom Discussions in Math: A Teacher’s Guide for Using Talk Moves to Support the Common

Core and More, Grades K–6, Third Edition. Ideally, the three components— facilitator’s guide,

DVDs, and teacher’s guide—are used together. The video examples demonstrate how the talk

tools described in the book can be used successfully in typical classrooms.

This multimedia professional learning resource offers

• 75 video clips, totaling five hours of video filmed in actual grades K–6 classrooms;

• 20 sessions, totaling thirty to forty hours of professional development experiences;

• 12 lesson plans aligned to Common Core State Standards; and

• more than twenty ready-to-use reproducible handouts.

In my view, the third edition of Classroom Discussions in Math: A Teacher’s Guide for Using

Talk Moves to Support the Common Core and More (Chapin, O’Connor, and Anderson

2013) is the single best book available for learning about and implementing academically

productive talk in the classroom. And now, with the companion facilitator’s guide, DVDs,

and CD package—Classroom Discussions in Math: A Facilitator’s Guide to Support

Professional Learning of Discourse and the Common Core—there is nothing comparable.

— Sarah Michaels, professor of education and senior research scholar at the

Jacob Hiatt Center for Urban Education, Clark University, Worcester, MA

20 Professional Development Sessions with

Reproducible Handouts and Lesson Plans

C la ssroom Discussio ns in Math




A MULTIMEDIA

PROFESSIONAL

LEARNING

RESOURCE

Includes 75 Video Clips

G O L D E N LAMP

2012 W

INNER

K–6GRAD

ES


Classroom Discussions in Math: A Facilitator’s Guide to Support Professional Learning of Discourse and the Common Core provides preservice and inservice instructors, coaches, and facilitators with real, classroom-based video examples that illustrate the principles and practices covered in the authors’ best-selling book,

Classroom Discussions in Math: A Teacher’s Guide for Using Talk Moves to Support the Common Core and More, Grades K–6, Third Edition. Ideally, the three components— facilitator’s guide, DVDs, and teacher’s guide—are used together. The video examples demonstrate how the talk tools described in the book can be used successfully in typical classrooms.

This multimedia professional learning resource offers• 75 video clips, totaling five hours of video filmed in actual grades K–6 classrooms;• 20 sessions, totaling thirty to forty hours of professional development experiences;• 12 lesson plans aligned to Common Core State Standards; and• more than twenty ready-to-use reproducible handouts.

About the AuthorsIn my view, the third edition of Classroom Discussions in Math: A Teacher’s Guide for Using Talk Moves to Support the Common Core and More (Chapin, O’Connor, and Anderson 2013) is the single best book available for learning about and implementing academically productive talk in the classroom. And now, with the companion facilitator’s guide, DVDs, and CD package—Classroom Discussions in Math: A Facilitator’s Guide to Support Professional Learning of Discourse and the Common Core—there is nothing comparable.

— Sarah Michaels, professor of education and senior research scholar at the Jacob Hiatt Center for Urban Education, Clark University, Worcester, MA

Did You Know?At Math Solutions, we’ve beentransforming math instruction foralmost thirty years. Now the samestrategies and methods we use fordeveloping student proficiency areembodied in the Common Core.

Learn More: Visit mathsolutions.com or call 800.868.9092.

Related BooksClassroom Discussions in Math: A Teacher’s Guide for Using Talk Moves to Support the Common Core and More, Grades K–6

Number Talks: Helping Children Build Mental Math and Computation Strategies, Grades K–5

Good Questions for Math Teaching: Why Ask Them and What to Ask Series

Math Matters: Understanding the Math You Teach, Grades K–8, Second Edition

Related CoursesTeaching Math Through Problem Solving, Good Questions, and Communication

Talking to Learn: Communication in the Math Class

FACILITATOR’S GUIDE The 240-page guide offers twenty professional development sessions centered on video clips illustrating best talk practices in action. The sessions are divided into chapters that correspond to the chapters in Classroom Discussions in Math: A Teacher’s Guide for Using Talk Moves to Support the Common Core and More, Grades K–6, Third Edition (available separately). Included in each of the sessions are activities to use in conjunction with the video clips, reproducible handouts, discussion questions, and assignments for participants.

TWO DVDs The accompanying two DVDs organize the seventy-five video clips in two ways for viewing convenience: by chapter and by grade level. The labels on all video clips indicate the section of the facilitator’s guide in which the clips are used. The clips range from one to fifteen minutes in length with a total viewing time of approximately five hours.

CD OF REPRODUCIBLESThe accompanying CD contains a Lesson Planning Template and two sets of reproducibles—session handouts and lesson plans—in printable PDF format.

2DVD


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A Facilitator’s Guide to Support Professional Learning of Discourse and the Common Core


A Facilitator’s Guide to support professional learning of discourse and the Common Core


I S B N 9 7 8 - 1 - 9 3 5 0 9 9 - 2 8 - 4

© 20

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ghts reserved. Unauthorized reproduction or distribution of any material or programming contents contained on this disc is prohibited.1DVD

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Nancy Canavan Anderson Suzanne H. Chapin Catherine O’ConnorNancy Canavan Anderson Suzanne H. Chapin Catherine O’Connor

K-6GRAD

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CDREPR

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A Multimedia Professional Learning Resource36 reproducibles



G

O LD E N LA M

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2012 WINNER

Nancy Canavan Anderson has taught mathematics to students from kindergarten through grade eight. She has also worked as an instructor for preservice teachers and a consultant for Math Solutions. She received her doctoral degree in mathematics education from Boston University.

Suzanne H. Chapin is a professor of mathematics education at Boston University. She is interested in mathematics curricula, the education of the gifted, and how to further the mathematics achievement of economically disadvantaged students. Over the past twenty-five years, Chapin has directed many projects and written many books in these areas.

Catherine O’Connor is a professor in linguistics and education at Boston University. She works with teachers and researchers to study language use in classrooms.

20 Professional Development Sessions with Reproducible Handouts and Lesson Plans

C la ssroom Discussio ns in Math


A MULTIMEDIA PROFESSIONAL

LEARNING RESOURCE


C la ssroom Discussions in MathA

nderson Chapin O’Connor

K–6

C la ssroom Discussio ns in Math T H I R D E D I T I O N

A MULTIMEDIA PROFESSIONAL

LEARNING RESOURCE

K–6GRAD

ES


Suzanne H. Chapin Catherine O’Connor Nancy Canavan Anderson

A Teacher’s Guide for using talk moves to support the Common Core and more

Classroom Discussions in Math: A Teacher’s Guide for Using Talk Moves to Support the Common Core and More offers an award-winning, unparalleled look at the significant role that classroom discussions can play in teaching mathematics and deepening students’ mathematical understanding and

learning. Based on a four-year research project funded by the U.S. Department of Education, this resource is divided into three sections:

• Section I: Getting Started: Mathematics Learning with Classroom Discussions • Section II: The Mathematics: What Do We Talk About?• Section III: Implementing Classroom Discussions

This multimedia third edition continues to emphasize the talk moves and tools that teachers can use to facilitate whole-class discussions that deepen students’ mathematical understanding.

If you need to select one resource to help you address the Common Core call for discussion, this is the one to get!

—Sarah Michaels, Professor and Chair, Education Department, and Senior Research Scholar at the Jacob Hiatt Center for Urban Education, Clark University, Worcester, Massachusetts

Classroom Discussions in Math has transformed my own teaching; the video clips clearly demonstrate what productive talk looks like during math instruction.

— Rusty Bresser, Lecturer and Supervisor of Teacher Education, University of California, San Diego

Did You Know?At Math Solutions, we’ve beentransforming math instruction foralmost thirty years. Now the samestrategies and methods we use fordeveloping student proficiency areembodied in the Common Core.


Related BooksClassroom Discussions in Math: A Facilitator’s Guide to Support Professional Learning of Discourse and the Common Core

Number Talks: Helping Children Build Mental Math and Computation Strategies, Grades K–5

Good Questions for Math Teaching: Why Ask Them and What to Ask Series

Related CoursesTeaching Math Through Problem Solving, Good Questions, and Communication

Talking to Learn: Communication in the Math Class

Nancy Canavan Anderson has taught mathematics to students from kindergarten through grade eight. She has also worked as an instructor for preservice teachers and a consultant for Math Solutions. She received her doctoral degree in mathematics education from Boston University.

Suzanne H. Chapin is a professor of mathematics education at Boston University. She is interested in mathematics curricula, the education of the gifted, and how to further the mathematics achievement of economically disadvantaged students. Over the past twenty-five years, Chapin has directed many projects and written many books in these areas.

Catherine O’Connor is a professor in linguistics and education at Boston University. She works with teachers and researchers to study language use in classrooms.

New to This Edition• 46 video clips from every grade, kindergarten through sixth, show students and teachers engaged in successful classroom

discussions. Some video clips are new to Classroom Discussions in Math; others are all-time favorites selected from Classroom Discussions in Math: A Facilitator’s Guide to Support Professional Learning of Discourse and the Common Core (see below).

• support for teaching with the Common Core State Standards for Mathematics

• Try This Lesson sections offer specific mathematics problems, questions, and more than twenty lesson plans ready for immediate use in the classroom (lessons can be downloaded from mathsolutions.com/classroomdiscussionsreproducibles)

• Math Talk Tips highlight strategies for using specific talk moves, tools, and formats to develop students’ mathematical learning

The DVDThe accompanying DVD organizes forty-six video clips by chapter and by grade level for viewing convenience. The clips range from one to nine minutes in length with a total viewing time of approximately two hours and twenty-six minutes.

See Also . . .The two main components of Classroom Discussions in Math—a teacher’s guide and a facilitator’s guide—ideally are used together to maximize understanding and facilitation of best talk practices in mathematics learning.

C la ssroom Discussions in Math Chapin O

’Connor Anderson

K–6





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Nancy Canavan Anderson Suzanne H. Chapin Catherine O’ConnorNancy Canavan Anderson Suzanne H. Chapin Catherine O’Connor

2DVD


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A Facilitator’s Guide to support professional learning of discourse and the Common Core K-6GR

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K-6GRAD

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A Multimedia Professional Learning Resource36 reproducibles



English LanguageLearners

Supporting

in Math ClassA Multimedia Professional Learning Resource

mathsolutions.com

Transforminstruction withtoolstoimplementeffective strategiesnowandsustainpractices overtime.

LearnmoreaboutMathSolutions’complete

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SupportingEnglishLanguageLearnersinMathClass

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Supporting

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ISBN978-1-935099-06-2

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SUPPORTING ENGLISH LANGUAGE LEARNERS IN MATH CLASS

3 color; 2 book series Book

DVD jacket DVD label

Box package

2010 AEP Golden Lamp Award


K-5

DVD

GRADESThe classrooms-in-action DVD for Supporting English LanguageLearners in Math Class: AMultimedia Professional Learning Resourceis an invaluable tool for educators charged with improving studentlearning and implementing effective teaching strategies for Englishlanguage learners. Watching master teachers giving lessons in real-lifeclassrooms makes the information in the included two-book seriescome alive. �e ability to easily search the DVD for excerpts organizedby strategy gives teachers the just-in-time support they need as theyface new challenges throughout the school year.

mathsolutions.commathsolutions.com

• See teachers and studentsin action.

• View complete lessons orexcepts organized by strategy.

• Use menus forstop-and-search control.

• Support viewing withthe Facilitator’s Guide.


Supporting

in Math ClassA Multimedia Professional Learning Resource

Two-Book Series Facilitator’s GuideISBN 978-1-935099-09-3

Learn More about Math Solutions’ completeofferings of professional development courses,books, and resources.

Visit mathsolutions.com or call (800) 868-9092.

DIDYOUKNOW?Math Solutions® has been providing research-basedprofessional development courses, books, andresources for more than twenty-five years.

Books Also Sold Separately:� Supporting English Language Learners in

Math Class, Grades K–2� Supporting English Language Learners in

Math Class, Grades 3–5

Related Courses:� one-day introduction and follow-up courses� consecutive multiday courses� year-round multiday courses� five-day immersion courses

Grades K–2ISBN 978-0-941355-84-1

Grades 3–5ISBN 978-0-941355-85-8

Interactive DVDISBN 978-1-935099-06-2

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Supporting

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K-5

SupportingEnglish

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Supporting

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English Language Learners

I S B N 9 7 8 - 1 - 9 3 5 0 9 9 - 0 6 - 2

mathsolutions.com

DVD

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S upporting English Language Learners in Math Class, Grades 6-8 offers a wealth of lessons and strategies for modifying grades 6-8 instruction. Section I presents an overview of teaching math to English learners: the research, the challenges, the

linguisitic demands of a math lesson, and specific strategies and activities that simultaneously support learning English and learning math. Section II features math lessons modified for English learners.

Lesson topics include : • geometry • algebra • the number system • probability and measurement

Each of the lessons addresses one or more of the Common Core State Standards for Mathematics.

About the Authors

Kathy Melanese A bilingual teacher for more than seventeen years, Melanese is the regional site director for the California Reading and Literature Project and is also the Distinguished Teacher in Residence in the Education Studies Program at the University of California, San Diego. Melanese has provided instruction about working with English language learners to both preservice and inservice teachers and has worked extensively with English learners in the elementary classroom.

Dr. Luz Chung A bilingual math teacher for more than seventeen years, Luz is a lecturer in the Education Studies Program (EDS) at the University of California, San Diego. Luz was previously the director of education at UCSD Extension, coordinating professional development programs for teachers.

Dr. Cheryl Forbes Dr. Cheryl Forbes is the coordinator of credential programs at the University of California, San Diego, and has more than twenty years of experience in English learner education. Forbes serves on English learner advisory panels for the California Reading and Literature Project and the California Commission on Teacher Credentialing.

What a bonus for teachers! Supporting English Language Learners in Math Class offers strategies that work in the world of mathematics instruction, not just for English learners, but for all students. The teacher-friendly chapters contain actual lessons that can be taught immediately and address the Common Core State Standards. With the help of this resource, I foresee a closing of the achievement gap.

— Robert Grano, director of Student Programs and Professional Development, San Diego Unified School District

Did You Know?Math Solutions has been providing research-based professional development services, courses, books, and resources for more than twenty-five years.


Related BooksSupporting English Language Learners in Math Class: A Multimedia Professional Learning Resource

Supporting English Language Learners in Math Class Series, Grades K–2 and 3–5

Math for All: Differentiating Instruction, Grades 6–8

Related CoursesSupporting English Language Learners in Math Class

Differentiation—Meeting the Needs of All Learners

Supporting Students with Special Needs

GRADES

6-8

Kathy Melanese

Luz Chung

CherylForbes

Supporting

Math Class

English Language Learners

in

Foreword by Rusty Bresser

6–8

Supporting English Language Learners in Math Class

Melanese

ChungForbes

FPO


MATH FOR ALL 3 book series, TOC, title page

illustration

2010 AEP award


WhenWriting Workshop

Isn’t WorkingA N S W E R S

TO TEN TOUGH

Q U E S T I O N S

GRADES 2-5

Foreword by Stephanie HarveyMark Overmeyer

WhenWritWksp.qxd 8/9/05 9:43 AM Page 1

Stenhouse Publishing

WHEN WRITING WORKSHOP ISN’T WORKING

cover, title page, chapter divider


collect much informal data about our students as writers. I alwayshave a clipboard when I walk around the classroom, taking notesabout things I notice. My notes used to be all narrative, but I startedusing some codes to help me assess even more students’ progressas I walk around. For example, I might have the simple code of theletter “d” as an indicator that a student has demonstrated somestrong descriptive writing. An “i” might mean a student success-fully generates good ideas for writing. Conversely, I can code forconcerns: I typically put a circled “sen” next to students’ nameswhen they are in need of extra work with sentences, or a “cap”when they need work with capitalization. Circling these concernsmakes them stand out from the non-circled codes which indicatestudents’ strengths. The coding system doesn’t matter—whatmatters is finding ways to know your writers.

One powerful result of charting and coding as I walkaround the room is a visual reminder to me of who I have missed.If I have nothing by a student’s name for several days, then I needto meet with them. The charting process helps me to balance mytime with students, so that I don’t unfairly give all of my attentionto only a few students.

Even with this most informal form of assessment, I let students know what I am doing:

“I take quick notes or mark on a piece of paper either whatwe have talked about or what I notice in your writing. If you everhave any questions about what I notice, ask me! I would be happyto tell you what I notice about the work you are doing.”

Careful observation is not just a tool for good writers, butfor good teachers also.

Assessing writing, and especially giving writing a lettergrade, can go against the grain of what we most strong-ly believe in a writing classroom. Writing is about tak-ing risks, and growing—it is not supposed to be abouta single score which cannot possible communicate allthe amazing work students have created in a semester or a year.But if we save student work, and if we make them part of theprocess, and if we create rubrics and criteria in their language,then students can become more clear about how they can contin-

Final Thoughts

When Writing Workshop Isn’t Working 6362 How do I assess my students’ writing?

C H A P T E R

9

Question:How Can I Prepare Students forStandardized Testing WithoutCompromising My Writing Program?

We live in an age of high stakes testing. In my state of Colorado,students are tested in grades 3 through 10 on reading and writing,and in math and science at some of the grades. The state testingprogram has become the one indicator of student performancethat is used to measure the gains students are expected to makeeach year. This high stakes testing has created a lot of stress forteachers, but I think of it as a double edged sword.

The tests have created more awareness of the need forstrong writing instruction. While I do not advocate the use of stan-dardized tests as the only measure of student growth, I do feel ourdialogues about instruction and how to help students improve havebecome more focused since advent of testing. I have always workedwith talented teachers and administrators, but the level of discus-

WhenWritWksp.qxd 8/9/05 9:44 AM


Isn’t Working




Isn’t WorkingA N S W E R S

TO TEN TOUGH

Q U E S T I O N S

GRADES 2-5



Math Scholastic CLASSROOM

DISCUSSIONSdigipak, 3 DVDs, book



Village Life a Thousand Years Ago

CHILDREN’S BOOK Illustration & design