About VWC

The Vermont Writing Collaborative is a group of teachers in Vermont (and elsewhere!) whose mission is to help all students, K - 12, write thoughtfully and effectively.
The five founding members are: Jane Miller of Burlington, Karen Kurzman of Derby Line, Eloise Ginty of Thetford, Joey Hawkins of Strafford, and Diana Leddy of Strafford. Among us, we have over 130 years of public school teaching experience at all grade levels.
In the fall of 2008, we published a book through Authentic Education (with a foreword by Grant Wiggins) called Writing for Understanding:Using Backward Design to Help All Students Write Effectively.
Since then, we have offered courses and workshops in the principles of Writing for Understanding around Vermont, Rhode Island, New Hampshire, and elsewhere.

Welcome, VWC members!

June, 2011 - what a grand Summer Institute! We held four different strands, and had the honor of working with both old friends and new ones. It was a joy!
Teachers are working on a whole new batch of Writing for Understanding sequences, and those will begin appearing here. If you're a course participant, thanks for posting and giving your thoughtful feedback.
If you're a VWC follower, your feedback is most welcome as well!


Friday, July 22, 2011

Multiplication Algorithm Procedure

Writing for Understanding Instruction

Teacher Plan

Teacher: Meg Clayton Class: 5th Grade Math Date: July 2011 Writing genre: Procedure

CENTRAL IDEAS

Content: Math: Students will understand and use several different multiplication algorithms for solving multi-digit multiplication problems.

Reading: Re-reading and paraphrasing help build deep understanding of text.

Writing: Students will be able to explain one multiplication algorithm by using logical steps and clear diagrams.

FOCUSING QUESTION

FOCUS(answer to question)

How do you multiply multi-digit numbers?

You use an algorithm such as:

· lattice method

· partial products method

· traditional method

BUILDING CONTENT KNOWLEDGE, UNDERSTANDING OF WRITER’S CRAFT

· vocabulary

· guided reading

· text mapping

· paraphrasing

· summarizing

· visualizing

· imaging

· dramatizing

· oral processing/

guided conversation/

think-pair-share

· experience

· debating

· taking notes (graphic

organizers, T-charts,

two column notes, etc.)

· craft lessons (intro,

transitions, conclusions,

etc.)

· create math lexicon

(algorithm, lattice, array, row, column, factor, product, digit, diagonal, horizontal, vertical, carry over)

· use Frayer Model for math terminology

· paired reading aloud from Student Reference Book, Dynamath Magazine

· model math procedures using manipulatives

· role play “teacher” for younger students

· play games (Multiplication Wrestling, Multiplication Bull’s Eye, Number Top-It, Baseball Multiplication, Beat the Calculator, Fastest Draw in the West)

· work in Student Journals

· 5 minute white board math activities

· benchmark ordering activity in groups of 4

· class benchmark discussion

· creation of class procedure check list

· acting out several benchmark procedures to see if they work

· using Microsoft Works “Track Changes” feature for peer conferencing

STRUCTURES

How will students know how to organize their ideas

and construct the piece of writing?

· graphic organizers

· teacher-written

models

· various types of

templates or frames

(ex. Painted Essay)

· procedural writing frame

· teacher-written model

· class composed model

· look at a variety of real world procedures for examples (game instructions, recipes, operation manuals, EDM Student Reference Book, Student Planner reference section)

· “Track Changes” review views (original, original with mark-up, final, final with mark-up)

WRITING / REVISING

How will students draft/revise so that their final writing is clearly focused, organized, and developed to show understanding of the central ideas?

· group write, fully or

in part

· write section at a time

· write full piece

independently

· revise/share full group

· revise/share partners

· proofread w/tubaloos

· Group write the traditional multiplication algorithm on SMART Board.

· Revise as a class using “Track Changes”

· Independently choose another multiplication algorithm to explain to classmates or parents.

· Share with a classmate who struggles with that algorithm. Classmate adds revision/editing suggestions via “Track Changes” on Word.

· Students revise/edit and share procedures in class “How to Multiply” Manual

· Students use one another’s procedure pieces to assist in understanding different algorithms

LESSON SEQUENCE

What steps will I follow so that students are able to effectively show their understanding in writing?

Math Content Sequence:

· individual K-W-L charts for Multi-digit Multiplication

· class word splash of math terms that apply to multi-digit multiplication

· ongoing games to practice place value and multiplication skills

· students fill out survey on comfort/skill levels with various multi-digit multiplication methods

· students check work by solving at least one different way

· students work in partnerships to correct one another’s work

Procedural Writing Sequence:

Prewriting:

· collect samples of math procedures

· highlight procedure text features/formatting in models (introduction, materials list, bulleted/numbered steps, hints, sequential ordering, glossaries, diagrams, audience needs, conclusion)

· in groups of 4, rank order the procedure benchmarks

· group consensus on order is shared with class

· class generates a checklist of effective procedure writing techniques based on benchmark discussion

Class Model on SMART Board:

· class reviews mentor text examples of procedure introductions

· highlighting of intro. features

· class composes group introduction for traditional multi-digit multiplication algorithm procedure piece

· class composes body of procedure piece

· class concludes piece

· class model is shared with the 6th graders for feedback via “Track Changes”

· class revises/edits based on 6th grade feedback.

Independent writing:

· students choose an algorithm with which they are very comfortable.

· Based on class survey information, students select a classmate for whom that method is difficult

· Students write directions for their classmate to follow and understand

· Classmates read and attempt to follow one another’s procedures giving feedback through”Track Changes”

· After revising and editing, student pieces are published in a class algorithm manual which becomes part of the math library

ASSESSMENT

How are students doing? What are my next steps as a teacher?

· students self-assess using the class generated checklist/scoring guide

· teacher assess using class scoring guide and state procedure rubric

· continued math skill and vocabulary instruction

· transferring procedure writing skill by using as part of regular assessment with other math content

(Students who can explain how to do a math procedure have internalized it.)

NEXT STEPS

Gradual release of responsibility

· 2nd and 5th grade buddies traditionally make holiday ornaments together. It would be great if the 5th graders could write procedure pieces for their 2nd grade buddies to follow.

· Students can choose to participate in the Caledonian Record Recipe Contest by contributing original recipes which demonstrate procedural writing skills

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6 comments:

  1. Sarah ChapJuly 25, 2011 at 9:12 PM

    Great work incorporating writing into mathematics! Excellent focusing question!

    ReplyDelete
  2. JessicaJuly 26, 2011 at 5:16 PM

    A mathematical procedure is a great topic! You will be able to gain so much information about student’s knowledge of multiplication strategies. Role playing “teacher” with students is a strategy that I would like to try with my students. I think that will really help build content knowledge. I am excited to check out some of the games (and Dynamath magazine) that you listed that I wasn’t aware existed. I am going to check them out for summer school! You have some great lesson sequences. I like that you are looking at some real world examples of procedures and then the students rank the procedure benchmarks. The class model lesson sequence is very detailed and I think will make a huge impact when the students go to write their independent piece. Great job!

    ReplyDelete
  3. Patsy BelknapJuly 26, 2011 at 6:04 PM

    This actually looks like a great lesson sequence to try with my fourth graders. We really hope that they become secure with one of those algorithms by the time they complete 4th grade. This would be one way to integrate the procedural writing in a real world example that could really make a difference to themselves and their classmates, I am not familiar with the "Track Changes" part of Word so that is something I would have to learn about in order to use it but it sounds like a great tool for some interactive feedback. I also like the way that students are really teaching each other about the different algorithms - it will be so much more powerful to the "teacher" that way also! Good luck trying this with your students - it sounds very detailed and should go smoothly.

    ReplyDelete
  4. Mary ShieldsJuly 28, 2011 at 12:34 PM

    I especially like that you made the purpose meaningful for students by having their work published. Publishing for a public place ups the ante Nd I would imagine students will work hard and take pride in their work. Also having them test their work with younger buddy classes makes them really take ownership for their work and really know what they teach. It would be good role modeling for 3rd and 4th grade students as well.

    ReplyDelete
  5. Joey HawkinsJuly 29, 2011 at 5:20 AM

    Hi Meg,
    I'm testing this comment box -
    Joey

    ReplyDelete
  6. Jems NicholeApril 17, 2013 at 12:22 AM

    The information that you provided was thorough and helpful. I will have to share your article with others
    Technical Writing

    ReplyDelete

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