Spiraled Assignments

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Spiraled Assignments

• Presenter
• Angela Pritchett
• November 14, 2006

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Why do we spiral homework?

• We spiral homework so that 2 questions refer
  towork from 2 months back, 2 questions from 6
  weeks back, 2 questions from 4 weeksback, 2
  questions from 2 weeks back, and 2 questions from
  last week.
• This constantly reviews previously taught
  concepts. Since homework is spiraled,
  assignmentscan be planned in advance, and a
  teacher never has a problem where the lesson is
  not finished and the students don't know how to
  do the work.

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How does spiraling help review?

• Students will be able to review previously taught
  material.
• Students will continue to practice old material
• Repetition helps students store information.

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How do we spiral?

• Use previously taught materials.
• Recap from the beginning of the year.
• Give 2-3 problems from each objective.
• Continue to include objectives that are used in
  other objectives. Examples plot, setting, main
  characters, etc. OR addition, subtraction,
  multiplication, division.

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What does it look like?

• Daily Review
• Story, Tales of a Fourth Grade Nothing
• Topics covered today Identify the authors
  Purpose
• Why do you think Judy Blume chose to title this
  story, Tales of a Fourth Grade Nothing?
• II. Topics Covered on previous assessment,
  (topics that demonstrated difficulty)
• What other character does Fudge remind you of,
  from previous stories? (Making connections from
  previous experiences and reading selection)
• Find the sentence in the story that supports
  your thinking? ( Locate information to answer
  questions)
• III. Topics that can be used for daily review
• What is the setting of this story?
• Who are the main characters?
• IV. Test Prep
• What did Peter win at the birthday party?
• a. A dog b. a cat c. a turtle d. goldfish

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What does it look like? Contd

• Daily Review 1
• I. Topics covered today
• a. What is the mean of the following data?
• b. What is the mode? range?
• II. Topics covered on previous assessment (topics
  that demonstrated difficulty)
• Complete each fact family
• 7 x __ 42 __ x __ 42
• 42 ___ 6 42 6 7
• III. Topics that can be used for daily review
• 345 273 423 75 65 x 3
• IV. Writing in Math
• How can you find the mean with an even set of
  data?
• V. Test Prep
• What is the range of the following set of data
  10,5,2,4
• A. 5 B. 8 C. 6 D.1

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Research Says

• Children do not learn by doing.They learn by
  thinking, discussing, and reflecting on what they
  have done.-William Speer(NCSM, 1997,II H-16)

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The Workshop Model

• The program Workshop Model offers a sense of
  relief to teachers because it allows them to
  detect the areas where the students need to
  improve. Students are offered the opportunity
  through connections, mini lessons, work periods
  and closings to reach their academic potential.
• Workshops have been designed to benefit the
  students for a better understanding using
  strategies that enhance their skills. The
  workshops encourage the students to participate
  more with their peers and teachers through
  discussing the words or problems assigned to them
  and the strategies that are taught in the mini
  lessons.
• By implementing workshop model in classrooms,
  students will learn skills to their liking. They
  can enjoy learning from a hands on experience
  than note taking form.

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How do I set this up?

• Students participate in three broad areas
• A mini lesson conducted by the teacher
• Activity Time
• Sharing Time

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How do I implement into the day?

• Mini-lesson on a specific reading/writing
  strategy or math objective that the teacher has
  noticed is needed by the majority of the
  group.(5-10 minutes) It is important to model
  what is expected in the activity.
• Students participate in Activity Time. Students
  are expected to respond and participate in peer
  and teacher conferences. The students hold most
  of the decision-making power of responses. The
  teacher participates as more of a coach or
  facilitator during the workshop time.(20-25
  minutes).
• The workshop model is concluded with a Sharing
  Session, where students share their results,
  written work and ideas they have ome to during
  the workshop. 10 minutes).

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Let me see this in action

• Mini lesson- Using data to create a bar graph.
• Activity Students will create a bar graph with
  given data. (Refer back to model for help as
  needed) Teacher offers suggestions for intervals
  and titles. Students take ownership of activity.
• Sharing Session Students are given the
  opportunity to share the graphs, explaining their
  thought process. Q A is offered at this time.

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Let me see this in action Contd

• Mini-Lesson(10 mins) With students name features
  of nonfiction books. Tell them that they are
  going to learn how to find the different features
  in nonfiction books so you can put them to use
  while they are reading.
• Model for students Pick a book with nonfiction
  text features. Think aloud as you model how to
  use text features of a nonfiction book. With
  sticky notes mark when you find a feature.
  Explain to students how this feature can help
  them read this nonfiction book.
• Activity(25 mins) See Activity 1 Options
• When completed activity have students make an
  entry in their journal.
• Journal Entry Draw representations for each
  text feature in your journal to refer to as you
  are reading non fiction books.
• Group Share (5 mins) Make a list to hang in the
  classroom of the text features of non fiction
  books and how they help us read.

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Questions??????

• Please see Dr. Carroll