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Resources for Para Professionals

 

 Para Professional Plan 

 

Short Term Learning Targets/Objective(s) for This Lesson:

 

Given division problems within 20 and a checklist, students will solve the 5/5 problems using the quotients strategy with 100% accuracy.

 

 Assessment Plan

 

Pre-Assessment: According to I-Ready, 80 percent of students have shown competency in division. However, students still struggle to follow steps to find the correct answer.

 

Informal Assessment: The teacher will check for understanding by observing the students while they are doing individual work, through class discussions, while they are partner sharing on worksheets, and while they are using manipulatives. The teacher will be able to determine if the students are understanding the strategy and ready to move on or if the students need additional time and more examples through the classroom discussion.

 

Formal Assessment: Students will solve 5/5 problems using the quotients strategy by grouping.

 

Setting:

 

Student will be in the classroom working in a small group for 20 minutes each day (5) for 4 weeks.

 

Instructional Materials, Community Resources, and Technology:

 

  1. Blank paper
  2. Math worksheet with division problems
  3. Pencils
  4. White board
  5. White board markers
  6. Counters

 

Learning Experiences:

Time

 

11:08- 11:13 am

 

 

 

 

 

 

 

 

 

11:13-11:18 am

 

 

 

 

 

 11:18-11:43 am 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 11:43- 11:48 am

Teacher Tasks

 

APK: “what do we look for when we divide? Discuss with your neighbor.” Provide wait time. “Today, we will be learning about how to sequence in a division problem to find the quotient.  Sequencing are steps you take to solve a problem. Today, you will be grouping using manipulatives to find the quotient.” Communicating the LT is above.

 

 

 Teacher will define sequence. Teacher will model the activity for the students while monitoring student behavior and noise level.

 

 

 

 T. writes 5÷15 on the board. T. asks, “what does this problem say?” Provide wait time. T. points and explains that we need to find how many times 5 goes into 15. “When you divide, you start with a big group and make equal-sized smaller groups.” T. writes 15 lines on the board. T. will break lines up into smaller groups and counts 1-5. T. circles one group of 5 lines. T. models a checklist as well checking off if the answer is correct or not. T. models again using counters. After, students do with teacher for 2÷8. Ss will work together in partners on a worksheet with 5 problems using counters, ranging within 20 and using the checklist. Ss will work independently on 2÷10 and answer questions (exit ticket). 1) what does the problem say?, 2) how many in each group, 3) make the groups and write how many groups over the last digit in 10 and 4) read the problem, answer, and use checklist

 

Closure

Call for classes attention. “what strategy can we use to solve division problems? Turn to the person next to you and discuss.” Provide wait time. “what do we look for with division?” T. will call on one student to answer the question during class discussion. Ss will review LT and do a thumb check if they think they met the LT. “The exit ticket are the questions you answered for 2÷10.”

 

 

Student Tasks

 

Listen to the questions and participate in classroom discussion.

 

 

 

 

 

 

 

 

 

 Listen to the definition and watch the modeling. Keep voice level to a minimum while monitoring own behavior. Ss eyes will be tracking and voices will be off when someone is speaking.

 

 

 Listen and follow the T. attentively, participating in the discussion. Teacher will model grouping. Pairs formed by Ss choosing, need to be in pairs to be successful. Use counters for visual. Remind students of behavior expectations.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 Complete the questions and hand in as an exit ticket. Participate in the discussion by turn and talk.

 

 

 

 

 

 

Hello my outstanding paras,

This is a page specifically to help you work with the students within classrooms. These resources are to benefit from with any subject area where needed but especially math. The resources will give more information on academic and behavior instruction, family partnerships, strong leadership, strong support system, and more.

 

Swift Education Center

The purpose of this resource is to give paraprofessional 8 helpful tips for working in inclusive classrooms. This article reminds para professionals that they are assigned to a classroom to provide support for the whole class and not just individual students. Para professional also need to understand the difference between helping and hovering. This is a free resource and has some pros/cons to it. One pro is that they have different tabs discussing family and community, podcasts, blogs, a guidebook, and resources within it. One con is that the website can be confusing and cause confusion.

*http://guide.swiftschools.org

 

Paraprofessional Information and Expectations Forms

 

The purpose of this form is for para professionals to introduce themselves to teachers to inform them of their skills and previous experiences in schools. This form helps to create a partnership between the teacher and para professional. For example one question is, "What do you think we need to do to ensure we work well as a team?"  It includes the expectations that the para professional should follow as well. This is a free resource as well that can be downloaded. One pro is that you can just print a copy off for free and the forms include a lot of information that is important and easy to read compared to a handbook. One con is that some para professionals have English as a second language and the form only comes in English. I think it would benefit having different languages in these forms.

 

 *https://missrrichmond.weebly.com/uploads/4/8/4/2/48423667/paraprofessionalinformationandexpectationsforms.pdf

 

 

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