Community-Building Discourse Practices in Math Workshop Classroom Vignettes Tessa Delgado, Darla Crockett, and Monica Campbell (names were changed to pseudonyms to ensure anonymity) are seasoned teaching professionals affiliated with a school district in North West Texas. These teachers implement math workshop consistently and flexibly to meet the diverse learning needs of their students. We observed Ms. Delgado, Ms. Crockett, and Ms. Campbell implement a math workshop lesson and present the following classroom vignettes. Ms. Delgado - 2nd Grade Ms. Delgado has 10 years of teaching experience and employed math workshop for the past two years. The objective for the lesson we observed was: Students will solve problems by connecting repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares. As shown in Table 1, this lesson aligned with grade-level state standards for the following strands: (a) mathematical process standards and (b) number and operations (Texas Education Agency, 2012). Table 1 2nd Grade Math Workshop Lesson and Alignment with Targeted Grade-Level State Standards Mathematical Process Standards The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (E) create and use representations to organize, record, and communicate mathematical ideas. (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. Number and Operations The student applies mathematical process standards to connect repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares. The student is expected to: (A) model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined. (B) model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets. Opening and Mini-lesson: (11 minutes) Ms. Delgado called students to the carpet at the front of the classroom. She used guided practice to solve a division problem. During this time, Ms. Delgado explained her thinking with talk alouds, facilitated discourse by posing questions and calling on specific students to respond, and created an anchor chart to scaffold student understandings (see Figure 1). Next, Ms. Delgado handed each student a paper with the problem and facilitated a choral reading of the problem. Afterwards, she asked students a few questions to ascertain their understanding of the task (e.g., What's important? What's the question?). Figure 1. Anchor chart created during Ms. Delgado's math workshop lesson. Work Time: (43 minutes) * Part I: Small Group Work Time (29 minutes) - Ms. Delgado placed students into pairs, and each pair positioned themselves at various locations around the classroom to work. During this time, students engaged in a variety of discourse practices, such as talking with their partners, writing on their papers, and demonstrating problemsolving approaches on small dry erase boards. While students worked, Ms. Delgado moved among pairs and asked prompting questions (e.g., Okay - what's your plan? How many boxes are there? What do you know? Explain to me what you did and why.). As student pairs completed the task, they retrieved an iPad and created a brief video recording to explain their problem-solving process (see Figure 2 on the following page). www.txmathteachers.org Spring/Summer 2018 | 7http://www.txmathteachers.org

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