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Madison Metropolitan School District

The First 20 Days of Mathematics

2010 Edition

Dear Educators,

As MMSD continues to develop skills from the Responsive Classroom Project, we are developing in our understanding of how to set the tone for the year within the first six weeks of school. The routines and procedures that are established in the beginning of the school year allow students to develop the sociomathematical norms which will promote deep learning in mathematics all year long.

This booklet is intended to support you as you establish your classroom culture and expectations in mathematics. It is a guide and is not intended to be followed exactly, yet it may be helpful for many teachers who are thinking about how to set up a Four Block Structure in mathematics.

Happy Mathing,Sara R. Cutler

Elementary Mathematics Instructional Resource [email protected]

mailto:[email protected]

Balanced Math The First 20 Days

WEEK BY WEEK OVERVIEW:

Day Topic To Do.…..

BEF

OR

E Sc

hool

Sta

rts

Time for math

Organization of Materials

READ Chapter 5 of the LMPG Notebook

Look at your weekly schedule. Do you have at least an hour a day for math?

What will that hour look like?

Look at the organization of your math manipulatives. Are they accessible to students? Are the containers clearly marked with the name of the math tools?

Designate a storage place that is at student level.

Find containers that are just right and label them.Store Unifix cubes in towers of 10 with 5 in one color and 5 of another. Label containers and areas with both words and images.*See page 92-3 of LMPG

Goals for Week 1: Students will know the basic expectations for and will successfully use math routines

o This is developed through teacher modeling, partner modeling and group work Classroom norms are established. Consider the following anchor charts:

o Acceptable noise levelso Listening skillso Asking for help (also how do students indicate they have a question)o Procedure for attention getting/ work to stop (Beginning/ ending routines)o Independent work time/ game time expectations including a location for finished work

Students will generate and share ideas for using basic materials in math. Each child will present his/ her mathematical ideas to the group during the Number Work.

Goals for Week 2: Students will review the basic expectations for and will successfully use math routines Students will independently play the games that have been introduced Students will be assessed. Norms for daily centers/ choice time/ independent work time will be established Children will work individually, in small groups and with the whole group. Curriculum will begin. Students will be assessed.

o If possible start with Fact Fluency Interviews. Start with one, then two, then three during Guided Discovery/ Center/ Independent Problem Solving Time.

REFLECT on your practice:o What is working? What isn’t working? Make 2 lists. Notice what you see is successful and

celebrate. Pick ONE thing that is not working. ASK why? Go back to your resources: mentor, teaching team, materials, teacher guides. Find a similar situation and look for a idea that could be a solution. Try it out! Remember that students will only be able to do what you want if

they understand the expectations and have a chance to practice it until they are gradually independent.

Goals for Week 3: Students will finish Assessments (Fact Fluency Interviews and/or Number Development Assessment) K-2 teachers administer PMA (Primary Math Assessment) Students are successful with routines, small group, individual and whole group work. Students work independently while teacher works with small group. Whole group curriculum continues. REFLECT on your practice again:

o What is working? What isn’t working? Make 2 lists. Notice what you see is successful and celebrate. Pick ONE thing that is not working. ASK why?

IMPORTANT TEACHER RESOURCES:

The First Six Weeks of School, by Paula Denton, Roxanne Kriete Teaching Student Centered Mathematics, by John A. VandeWalle/ LouAnn H. LovinLearning Math in the Primary Grades (LMPG) and Learning Math in the Intermeidate Grades, (LMIG), District NotebooksThe Daily Five, by Gail Boushe/ Joan MoserThe Differentiated Math Classroom – A Guide for Teachers, K-8, by Miki Murray with/ Jenny Jorgensen.Investigations Curricular materials.

Sara R. CutlerMMSDMathematics Instructional Resource [email protected]

A K-2 Twenty Day Sample Schedule Structure

Day

1NUMBER WORK:Math Song

Sing or Chant one of the songs/ poems from the Learning Math in the Primary Grades (LMPG) Appendix

PROBLEM SOLVINGGuided Discovery of Math Materials

Have students explore a manipulative such as Unifex cubes Students practice taking out and putting back. Create an Anchor/ I-chart above the materials that shows the steps for

putting away materials.*SEE Guided Discovery below

Day

2

Talk about math

NUMBER WORK: Number Work Activity – Ways to Make 10 LMPG pg. 137

Hold a class meeting to hear what students say about math class. What are numbers for? What do mathematicians do? Record an anchor chart: What does it look like, sound like, feel

like in our classroom during math?

Reflect: What ideas about number did students share?Graph the results of the survey if possible to share with the class.

PROBLEM SOLVINGGuided Discovery # 2

Introduce a new manipulative or a new activity with the previous materials.Reflect: Which children didn’t participate? How are students following the procedures for materials?

Day

3

NUMBER WORK: Facilitate math talk during Number Work—Ways to Make 3Begin Counting the days of School with 10 frames and the Hundred Chart

Do the Number Work activity again. Practice “Wait Time.” How many days have we been in school? Today we’re going to make the number 3. What do you have 3 of in your life? (use stories with both

separate, join and multiplication contexts to make the number)Record three dots on the 10 frames to indicate how many days we’ve been in school.

See page 123 of LMPGIntroduce the Hundred Chart (LMPG pg.134)


Continue with discovery time as in the days before.Reflect: When in the discussion will you include students who do not participate very often? *SEE Discourse below

Day

4

NUMBER WORK: Continue with routines

Sing a song or math poem.Facilitate math talk during Number Work—Ways to Make 4 and introduce Counting with the Bead String (LMPG pg 132.)Continue Counting the days of School with 10 frames and 100 chart

FACT FLUENCY: Introduce a Fluency game:Fishing for Tens or Ten in a RowLMPG pg 154 or 152

Introduce the game to the whole class. Play several rounds against the class

Be sure to ask students to explain the game in their own words. Pick partners for the game.

PROBLEM SOLVING:Guided Practice # 4

Continue with discovery time as in the days before adding a new manipulative.Reflect: Do students have ownership of the materials in the room? How do you create a sense of shared ownership?

Primary

:

Day

5NUMBER WORK: Continue with routines

Sing a song or math poem, count with the bead string.Ways to Make 510 Frames, Hundreds Chart

FACT FLUENCY:PlayFishing for Tens Introduce Tens Concentration

Continue to develop competency with the Fluency and Maintenance game. Play against students again. Have students restate the directions and the rules. Introduce a new game in the same manner

PROBLEM SOLVING:Guided Practice # 5CENTERS/ CHOICE

Introduce CENTERS/ MATH CHOICE TIME* (see below)Have students make a Math Tool kit (pencil box with manips)

Day

6


Sing a song or math poem, count with the bead string.Ways to Make10 Frames, Hundreds Chart

PROBLEM SOLVING:CENTERS How to ask for helpBegin Assessments

Use Role Playing as a way to review the center procedures and establish a norm for asking for help* (See below)Begin Assessing students using the Fact Fluency interviews. (Chapter 4 LMPG) **Ks will do the Number Development Assessment and/or PMA interview. Try to complete 3-5 children per day.

FACT FLUENCY:Play Fishing for Tens and Tens Concentration

Students play the fluency games at one of the centers

Day

7


Song, Bead StringWays to MakeTen Frames, Hundreds Chart

PROBLEM SOLVING:CENTERSAssessments

Review the procedures for Centers and Asking for help.Assess 3-5 children on the fact fluency assessment.

FACT FLUENCY:Tens ConcentrationFishing for Tens

Students play the fluency games at one of the centers

Day

8


Song, Bead String , Ways to MakeTen Frames, Hundreds Chart



FACT FLUENCY: Students continue to play the fluency games at one of the centers

Day

9


Song, Bead String ,Ways to MakeTen Frames, Hundreds Chart

PROBLEM SOLVING:CENTERSMath JournalsAssessments


FACT FLUENCY: Students continue to play the fluency games at one of the centers

Day

10

NUMBER WORK: Continue with routines (10 frames, Bead String, songs)

Reflect on all of t he numbers you have made thus far. Look at the posters created and/or journal pages. Challenge students complete Ways to Make again with the same number but in more ways.


Finish Fact Fluency interviews. Give a Problem solving interview to 3 students who scored at varying levels of the Fact Fluency interview.

FACT FLUENCY: Introduce the new game as you did before.

Day

11

NUMBER WORK: Continue with10 frames,100 chart, Bead string and songs throughout the year.

PROBLEM SOLVING:CENTERSMath Journals

After centers introduce Math Journals as a method of reflecting on the work. *See Math Journal below

FACT FLUENCY:New Game Mystery 10

Students play the fluency games at one of the centers including Mystery 10.

Day

12

NUMBER WORK: Routines…

PROBLEM SOLVING:CENTERSFinish Assessments

Complete 3 more Problem Solving InterviewsGrades 1 and 2 administer the Primary Math Assessment

FACT FLUENCY:Practice new game

Before students begin the PMA introduce Pyramid Solitaire (LMPG pg 158) When students are finished with the written assessment they may play the fluency game.

Day

13

NUMBER WORK: Which Number Does Not Belong

Play Which Number Does Not Belong (after routines) (LMPG pg. 138)

PROBLEM SOLVING:Math InvestigationsMath Journals

Begin a whole group Investigation. This could be out of a curriculum or teacher resource book. Use the Math Journals as a way to reflect.

FACT FLUENCY:New Game Pyramid Solitaire

Day

14

NUMBER WORK: Which Number Does Not Belong

Play Which Number Does Not Belong (after routines) (LMPG pg. 138)


Continue with the whole group Investigation.

FACT FLUENCY:New GameSalute

Introduce the game Salute (LMPG pg. 158). This game can get kind of loud. It’s a nice way to end a class period.

Day

15

INSPECTING EQUATIONS:Two Part Combinations

After the Number Work routines introduce Inspecting Equations with Two Part Combinations (LMPG pg. 146-7). Use the Math Journals to reflect and connect this activity with the Ways to Make activity.

PROBLEM SOLVING:CGI ProblemsMath Journals

Introduce a story problem Use the same numbers that were used in the combination activity in order to encourage connections. See pg. 106 of LMPG.

FACT FLUENCY:games Practice known games

Day

16

INSPECTING EQUATIONS:Two Part Combinations

Continue with the same sequence from the day before.

PROBLEM SOLVING:CGI ProblemsMath Journals

*Do you know your students’ independent number size and problem difficulty?Choose two problem types. Make a list of number sets that you could use with different learners. Decide on a starting number set. Write two easier and two harder sets. Use these with two problems that everyone can solve. Ask students to solve these in their math journals.

FACT FLUENCY:games

Practice known games

Day

17

NUMBER WORK: Counting By ___ Toss

Introduce Counting By ___ Toss (LMPG pg. 131)


Begin a whole group Investigation. This could be out of a curriculum or teacher resource book. Use the Math Journals as a way to reflect.

FACT FLUENCY:games


Day

18

NUMBER WORK: Counting By ___ Toss

Practice Counting By ___ Toss (LMPG pg. 131)


Continue with the whole group Investigation. Use Math Journals to Reflect. Ask 2 students to share their reflections.

FACT FLUENCY:games


Day

19

INSPECTING EQUATIONS:True or False Number Sentence

Write a closed number sentence on the board and facilitate a discussion. See pg. 147 of LMPG.

PROBLEM SOLVING:CGI RepresentationMath Journals

*Look at the table on pg. 107 of LMPG. This table compares the number and operations standards for three grades. Notice the representation section.What representations do your students use? What will it take to move them to the next level?Choose two problem types as in Day 16. Ask student to solve. ROVE and conference as students work.

FACT FLUENCY:New GameToss Two Number Cubes

Introduce Toss Two Number Cubs (LMPG pg. 157) This game can later be used in a center.

INSPECTING EQUATIONS:True or False Number Sentences

Rove while students are problem solving.

Day

20

PROBLEM SOLVING:CGI ProblemsMath JournalsSharing solution strategies

Continue with CGI problems as in Day 16. Rove and conference with students. Pick 2 students to share their strategies. Invite the students to tell what they did while you scribe or draw on the board. Invite other students to ask questions. Model asking questions about the strategies.

FACT FLUENCY:Practice known games.

Guided Discovery Mini-Lesson Sample:*adapted from The First Six Weeks of School, by Paula Denton, Roxann Kriete

T: What do you think is in this box? (take out one of the containers of manips… Unifex cubes, pattern blocks)Ss: blocks, crayons…T: You’re right these are… Can you guess more about them?Ss: Is there a yellow one? Are they square? (the teacher brings out the materials as students guess)T: What do you notice about these blocks?Ss: Different colors, shapes, pretty, big, small…

T: What can we do with them?Ss: Build something!T: Great (teacher demonstrates building or making a design) What do you notice?Ss: It stands up. It looks like…T: What should we do when we’re done with these?Ss: Put them away.T: Great. (Teacher models how, where…) T: Who can show us a careful and safe way to put all the materials away?T: Who can show us what to do if more than one student wanted to put the materials away?T: Let’s write our procedure down on this chart so we can remember each time we put things away.

Extensions:T: Today while your working with the math materials I would like you to draw your design or building on this paper (create a blackline or worksheet) so that we can display your work after the blocks are put away.T: Today while your working I’d like you to make something tall, something flat, something with open spaces…AFTER EXPLORATION TIME:T : Tell one thing you like about your construction.(Students can comment on their own creations before they are put away and/or comment on those of their peers>)

CENTERS/ MATH CHOICE TIME The activities/ choices that are available to students are familiar from previous guided discoveries or

games. Small groups of students are assigned to work with pattern blocks, Unifex cubes, etc. This time is introduced with specific guidelines and structure so that students are able to work independently. A center board or checklist helps organize this time.

For the first few days of centers the teacher walks around the room and makes commentary such as:“What an interesting tower you are building with the red, blue and yellow cubes.”“I noticed the way you are sharing pattern blocks to make a complex pattern.”“Remind me, how do you know what activity you are supposed to be working at?”

At the end of this block of time students gather on the carpet to share their work and reflect on the activity choices.

Asking for Help at Center TimeBegin a whole group discussion around the goals of Center/Choice time. Discuss the purposes of

independent work time. Review the different choices students have available. Ask, “Why do we have choice time in school?” “Why id your center work important in our class?” “What are the expectations?”Student will:

Plan ahead what they will do Use quiet voices Stay focused on their work Try to solve problems before they ask for help

After you have established the norm brainstorm what students will do if they have question. Some procedures or techniques are:

write a note and put it in the question box write a note and pass it to the teacher ask the “Question Helper Student” (a student who wears the Question hat/ button) Ask a friend

Decide on the procedure as a class and create an I-chart.

Math Journals

Implementing journal writing in mathematics enables teachers to reflect on the teaching and learning cycle. As students write, draw, represent their thinking in journals, teachers are able to assess what children have learned. Student journal writings can indicate misconceptions that teachers can readdress. Journal entries provide a record of student growth. The focus is not on the right or wrong answer, but how students communicate and reason. Students become active owners of their learning by keeping a journal. Through journal writing, students can become active participants in their own learning process.

Math Journal Prompts To Get You Started:I knew I was right when......What is your favorite number?The thing you have to remember with this kind of problem is........Tips I would give a friend to solve this problem are.........Could you have found the answer by doing something different? What?Was this hard or easy? Why?What do you like about math? What don't you like about math?Is math your favorite subject? Why or why not?"When one has to write about problem solving strategies, it helps to clarify thinking. We will often discover solutions to problems when we write about the problem

“Daily Math Journals are a huge part of my day. It is when the children can reflect on what's been taught and respond to it with pictures and words. I’ve been doing math journals for several years, and found math journals make my life more organized, focused and exciting.”

–A kindergarten teacher

http://www.calicocookie.com/mathjournal.html

http://www.calicocookie.com/mathjournal.html

Day

1

NUMBER WORK: Math Meeting

PROBLEM SOLVINGGuided Discovery of Math Materials

Hold a class meeting to hear what students say about math class.1. ASK:

What do mathematicians do? Record an anchor chart: What does it look like, sound like, feel

like in our classroom during math?2. Complete the What’s Mathematical About Me Sheet from the Learning Mathematics in the Intermediate Grades (LMIG) appendix

Have students explore manipulatives in stations such as Power Polygons, base-ten blocks, dice, etc Students practice taking out and putting back. Create an Anchor/ I-chart above the materials that shows the steps for

putting away materials.

*SEE Guided Discovery below

Day

2

Math Meeting/NUMBER WORK: Number Work Activity – Ways to Make 10 and Ways to Make 100 LMIG Chapter 7

Students Pair/Share their What’s Mathematical About Me assignments and then the whole group makes connections with similarities/ differences.

What connections between making 10 can you make to making 100?


Introduce a new manipulative or a new activity with the previous materials.Reflect: Which children didn’t participate? How are students following the procedures for materials?

Day

3

NUMBER WORK: Facilitate math talk during Number Work—Ways to Make 3, 30 and 300.On chart paper

Do the Number Work activity again. Practice “Wait Time.” How many days have we been in school? What are the connections between making 3, 30 and 300? What do you have 3 of in your life? 30? 300? Ask students to

write story problems with these numbers and share/ solve them with a partner.

Save the generated ideas on chart paper to make connections for Day 5PROBLEM SOLVINGGuided Discovery # 3

Continue with discovery time as in the days before.Reflect: When in the discussion will you include students who do not participate very often?

*SEE Discourse below and in Chapter 6. pg. 71.

Day

4

NUMBER WORK: Continue Ways to Make.

Model mathematical thinking and ask students to practice justifying their ideas with the class. Ask, what proof do you have? How can you show us that your expression is correct? Do you agree?

FACT FLUENCY: Introduce a Fluency game:Close to 50/100LMIG Chapter 9

Introduce the game to the whole class. Play several rounds against the class

Be sure to ask students to explain the game in their own words. Pick partners for the game./ Practice


Continue with discovery time as in the days before adding a new manipulative.Reflect: Do students have ownership of the materials in the room? Do they understand the mathematical purpose of the tools? How do you create a sense of shared ownership?

A 3-5 SAMPLE SCHEDULE STRUCTURE FOR THE FIRST 20 DAYS

Intermedia

te:

Day

5

NUMBER WORK: Make Connections with:What do you Notice?LMIG Chapter 9

Color in 30 on the gridSee if student make connection to the ways to make poster from Day 3

FACT FLUENCY:Practice with Close to 50/100

Continue to develop competency with the Fluency and Maintenance game. Have students restate the directions and the rules. Create an anchor chart that shows what it sounds like/ feels like/ looks like while students are playing this game.


Cooperative Group PracticePlace students in mixed groups at 4 different areas with 4 different manipulatives. Have each group create a poster that describes the tool, what it’s used for and what it looks like/ sounds like and feels like when we use the tool effectively.REFLECT as a whole group.

Day

6

NUMBER WORK: Journal Introductions

As a mini-lesson introduce journals. Use the activities you already taught (Ways to Make, What do you Notice, Close to…)

PROBLEM SOLVING:story problems: Ch. 6, pg. 28Begin Assessments

Use Role Playing as a way to review procedures (from yesterday’s cooperative activity) and establish norms, especially for asking for help* (See below)Give students story problems from Chapter 6. See page 8-10 for a typical sequence.Begin Assessing students using the Fact Fluency interviews. (Chapter 4 LMPG) Try to complete 3 children per day.

FACT FLUENCY:Play RIO

As soon as students begin to get off task bring them together and teach them RIO. Remind them of the anchor chart for games and release them to practice.

Day

7

NUMBER WORK: Journal DiscussionWhat do you know about __? Chapter 7

Review how to use journals/ practiceMake an entry entitled: What do you know about 7?

PROBLEM SOLVING:story problems:Ch. 6, pg. 31Assessments

Review the procedures from yesterday and asking for help. Repeat the structure from yesterday. Reflect on how to gradually release students so they can be successful independently. Assess 3 children on the fact fluency assessment.

FACT FLUENCY:RIO

Students play the game again. At the end of the Fact Fluency time create or review the anchor chart for what students do when their playing games. Discuss how to deal with conflicts.

Day

8

NUMBER WORK: Journal DiscussionWhat do you know about 8? Chapter 7

Repeat the predictable structure you have now created. Ask:-Do students think about fractional parts? Do students think about contexts outside of math? Do students listen to each other’s ideas? Do ALL students share ideas?

PROBLEM SOLVING:story problems:Ch. 6, pg. 39Assessments

Review the procedures from yesterday and asking for help. Repeat the structure from yesterday. Reflect on how to gradually release students so they can be successful independently. Make sure many manipulatives are available. See Ch. 6 pg. 41Assess 3 children on the fact fluency assessment.

FACT FLUENCY:IntroduceFour in a Row

Discuss the anchor charts and role-play the new game.

Day

9

NUMBER WORK: Make Connections between Ways to Make, What do you Notice and What do you Know About?

Reflect in journals.*See Math Journal below and in page 79 in Chapter 6 of the LMIG.

PROBLEM SOLVING:story problems:(any in Ch. 6)Assessments

Review the procedures. Make a list of number sets that you could use with different learners. Decide on a starting number set. Write two easier and two harder sets. Use these with two problems that everyone can solve. Ask students to solve these in their math journals. Reflect on how to gradually release students so they can be successful independently. Assess 3 children on the fact fluency assessment.

FACT FLUENCY:Choice

Students continue to play the fluency games. Students can choose between the 3 games they have learned.Reflect on how students are using the anchor chart. Is it still alive?

Day

10

NUMBER WORK: This Number Does not Belong

See the discourse excerpt at the end below.

PROBLEM SOLVING:story problemsAssessments

Assess 3 children on the fact fluency assessment.

FACT FLUENCY:New Game

Introduce a new game from Chapter 9 as you did before.

Day

11

NUMBER WORK: Guess My Sort

Use Attribute Blocks.

PROBLEM SOLVING: Investigations/ Curriculum

Begin Geometry Unit in Investigations.Begin a whole group Investigation. Use the Math Journals as a way to reflect

Day

12

NUMBER WORK: This Number Does not Belong



FACT FLUENCY:Practice routines for all games so far introduced

Discuss with students how the games are helping them become more fluent in the facts they do not know.

Day

13

NUMBER WORK: Guess My Sort

Use Power Polygons.

PROBLEM SOLVING: Investigations/ Curriculum

Begin Geometry Unit in Investigations.Begin a whole group Investigation. Use the Math Journals as a way to reflect

Day

14

NUMBER WORK: Ways To Make

Re-introduce Ways to Make as a way to connect with Inspecting Equations the next day. Choose a number that corresponds with the equations you will write from Chapter 8 pg. 13.


Continue with the whole group Investigation.

FACT FLUENCY:New Game:Salute

Introduce the game Salute. This game can get kind of loud. It’s a nice way to end a class period.

Day

15

INSPECTING EQUATIONS:True and False

Introduce Inspecting Equations with T/ F Number Sentences. See the table in Chapter 8 pg.13. Use the Math Journals to reflect and connect this activity with the Ways to Make activity.



FACT FLUENCY:games Practice known games

Day

16

INSPECTING EQUATIONS:True and False

Continue Inspecting Equations with T/F Number Sentences. Hand-out the quiz on page 15 of chapter 8. Ask students to complete individually then share their thinking with each other. Use the Math Journals to reflect.


*Do you know your students’ independent number size and problem difficulty? Reflect on your practice by reading Ch. 6 pgs.40,72-82

FACT FLUENCY:games


Day

17

NUMBER WORK: Choose new activity from Ch. 7


Continued…

FACT FLUENCY:games


Day

18

NUMBER WORK: Counting By _7_ Toss

Practice Counting By ___ Toss. Begin with counting by 2s then challenge the group to count by 7s or 2/3rds.


Continue with the whole group Investigation. Use Math Journals to Reflect. Ask 2 students to share their reflections.

FACT FLUENCY:games


INSPECTING EQUATIONS:True or False Number Sentence Continued from previous sessions

Day

19

PROBLEM SOLVING: story problemsAssessments

What representations do your students use? (see Ch. 6 pg. 41)What will it take to move them to the next level?ROVE and conference as students work.Finish Fact Interview Assessments

FACT FLUENCY:New Game: Products or Juniper Green

What games do you have left to introduce?

Day

20

INSPECTING EQUATIONS:True or False Number Sentences

Use the charts from Chapter 8 pg. 18-19. Ask students to justify their reason for T or F.

PROBLEM SOLVING:story problemsAssessments Sharing solution strategies

Finish Fact Interview Assessments Pause this block and bring the students together to dialogue around solution strategies:Invite the students to tell what they did while you scribe or draw on the board. Invite other students to ask questions. Model asking questions about the strategies.

FACT FLUENCY:New Game?

What games do you have left to introduce?

Discourse:During math discussions use conversation chain phrases to help students interact with each other’s ideas. The goal is to increase the amount of conversation between students and decrease the amount of student to teacher exchanges. Here are some examples:

What do you notice?I agree withI disagree with becauseYou made me think aboutI’d like to addCan you say more about that?

KnowledgeWho, what, when, where, how?

Comprehension - to organize and select facts and ideas. Retell in your own words…What is the main idea of…?

Application - to use facts, rules, principles. Why is … important?

Analysis - to separate a whole into component parts.What are the parts of …?What evidence can you give (list) for …?

Synthesis - to combine ideas to form a new whole.What would you predict/infer from …?What ideas can you add to …?What might happen if …?What solutions would you suggest for …?

Evaluation - to develop opinions, judgments, or decisions.Do you agree …?What do you think about …?What is most important …?

Prioritize …

Please tell us more aboutI want to know more aboutI wonder if

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