![]() This means my struggling math students or struggling readers still get the opportunity to spiral on skills on their level and exposure to grade-level standards. I have a few alternative versions of my morning work. However, I also make adjustments for individual students based on their personal needs. ![]() If you walked into my class during this time, you might see some kids working using math manipulatives, some with a partner reading the question to them, and some with scratch paper feverishly drawing a sketch to help them solve. I differentiate to meet my struggling students' specific needs. It also helps prevent the kids from having a a whole year of learning between discussions of essential vocabulary related to those once-a-year topics. You know the type where you bring up something the students mastered in September, and you're met with blank stares. I decided to purposefully plan this after a year where there were a few unexpected surprises right around testing time. It takes different forms (decomposing, changing forms, etc.), but it is a skill that causes struggles EVERY. Place value, for example, spirals through approximately every 2 weeks. For example, if the first problem deals with fractions, it will be that way the entire week. I make sure my math spiral review is highly focused.Įach of the five problem types repeats all week. We spend another 8-10 minutes reviewing the answers and sharing out at the beginning of our math block, making our total time about 20 minutes. On average, it takes students between 5-10 minutes to answer all five questions. Of these, four are skill-based and the final question is a word problem. It only takes about 8-10 minutes for most students to complete the five questions.Īfter reading the brain research on attention and the average attention span for students, I decided to keep the five-question format on my spiral review. I focus on being efficient with time to keep students engaged. The questions from this day are used as a way for me to formatively assess their mastery of the week's core skills. They know Monday through Thursday, they are welcome to ask questions, get help from peers, and we can work through a mini-lesson to reteach and refresh the skills.įriday's work is considered a quick-check or quiz. I also make sure the students understand how to request and receive help once they've started completing the work independently. Spiralling is commonly referred to as interleaving, distributing, spacing or mixing the topics from the math curriculum, while teaching a concept in one unit or chapter like you see in many textbooks is commonly referred to as blocked or massed approaches. Students are taught to put it back in their morning work folder when complete, and we grade it during the first five minutes of our math block. Once I feel confident that they understand the procedure, we begin completing the math spiral in the morning when students arrive. I teach my learners that when they arrive in the morning, they should pull their math spiral out of their morning work folder and begin working on the day's questions. I've developed a routine to make the most of the time.ĭuring the first week of school, I teach the kids how to complete the spiral review, and we take several days to practice the process together. ![]()
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