Identify and Write Fractions: Representational Level

More Teaching Plans on this topic: Concrete

PHASE 2: Practice Strategies

Receptive/Recognition Level

Self-correcting Material/Instructional Game

Materials:

Teacher -

Decks of cards that have a prompt on one side and the correct response on the other side. For practice with recognizing drawings of fractional parts, one side has a phrase that describes a fractional part (e.g. “one-fourth,” “one of eight equal parts”) along with three different pictures, one of which accurately represents the fractional part. On the other side is the picture of the appropriate response. For practice writing fractions, one side of each card has a phrase or picture that describes a fractional part, along with three different written fractions. On the other side is the appropriate written fraction.
Students –

Deck of cards (see above)
A scoring sheet labeled with two columns. One column is labeled “C" for "correct” and one column is labeled “H" for "I need help” (this could be pre-made or students can use their own paper).
Pencils for writing.
Description:

Activity:

Students can work individually or in pairs. Students pick card from deck. They choose which of the pictures on the front of the card “matches” the fraction phrase. The card is turned over to reveal the correct picture. Student keeps track of number of correct responses and number of “I need help” responses on a piece of paper labeled “Correct”/”I need Help.” Students working in pairs can play a board game where they roll dice or spin a spinner. They pull a card from the deck and respond. If they are correct, then they move the number of spaces indicated by the die or the spinner. Each students keeps track of number of correct responses and number of “I need help” responses on a piece of paper labeled “C”/”H” for the classmate they are playing with. *Teacher can ask students to put the cards they respond to into two piles (those they get correct and those they need help on). The teacher can then review them to see what fractional parts and what type fraction model pictures students are having difficulty with.

Self-correcting Materials/Instructional Games Steps:

1.) Introduce self-correction material/game.

2.) Distribute materials.

3.) Provide directions for self-correcting material/game, what you will do, what students will do, and reinforce any behavioral expectations for the activity.

4.) Provide time for students to ask questions.

5.) Model responding/performing skill within context of the self-correcting material/game.

6.) Model how students can keep track of their responses.

7.) Have students practice one time so they can apply what you have modeled. Provide specific feedback/answer any additional questions as needed.

8.) Monitor students as they work

9.) Provide ample amounts of positive reinforcement as students play.

10.) Provide specific corrective feedback/ re-model skill as needed.

11.) Encourage students to review their individual response sheets, write the total number of “correct” responses under the “C” column and do the same for the “H” column.

12.) Review individual student performance record sheets.

Expressive Level

Purpose: to provide students many opportunities to draw fractional parts or write fractions and to describe what their drawings mean and what the numbers and symbols of their written fractions mean.

A. Structured Language Experiences/Structured Peer Tutoring

Materials:

Teacher -

Sets of cards. The front side has a fraction phrase on it. The opposite side has the appropriate drawing or written fraction.
Language guide. A brief guide for the student playing the role “listener/evaluator.” On it are the drawings and/or written fraction students are practicing with the appropriate language/graphic that describes it (e.g. for a circle drawing of ‘one-half,’ a picture of ‘one-half’ would have each part numbered and the shaded part circled, cueing the “listener/evaluator” what features the “talker/describer” needs to refer to; for the written fraction ‘one-half,’ the number ‘1,’ the ‘/’ symbol, and the number ‘2’ would have written beside then what each stands for.). One guide can be constructed and then the appropriate copies made.

Students –

Each pair has a set of cards (see above)
Sheet of paper to write responses
Language guide (see above)
Paper and pencils

Description:

Activity: Students work in pairs. One student plays the “talker or describer” and one student plays the “listener or evaluator.” Students switch roles half-way through the time period. Each student pair has a set of flash cards. On one side of the flash card is a fraction phrase (e.g. “one-fourth,” “one of two equal parts”). On the other side is the appropriate picture or written fraction. Cards are put in a pile “face-up” (with the fraction phrase exposed). Each student either draws the fractional part or writes the appropriate fraction based on the fraction phrase. When both students finish drawing or writing, students turn the card over to check their responses. Then, the “talker/describer” describes why their response represents the fractional part (e.g. for drawing – “I have four circle parts. One of my parts is shaded. That means the same thing as one-fourth/one of four equal parts; for writing fractions – “my ‘1’ means one part, the ‘/’ means ‘of’, and the four means ‘four equal parts.’ My fraction means one of four equal parts, or one-fourth.). The “listener/evaluator” checks the “language guide” and provides appropriate feedback based on the “talker’s/describer’s” response. The “listener/evaluator” then records whether their partner’s response was correct or incorrect. Teacher circulates the room monitoring student academic and social behaviors. Teacher provides positive reinforcement, specific corrective feedback, and answers questions as needed.

Structured Language Experiences/ Structured Peer Tutoring Steps:

1) Select pair groups and assign each pair a place to practice (try to match students of varying achievement levels if possible).

2) Review directions for completing structured language experiences/peer tutoring activity and relevant classroom rules. Practice specific peer tutoring procedures as needed (see step #4).

3) Model how to perform the skill(s) within the context of the activity before students begin the activity. Model both how to draw or write the fraction and model how to describe the drawing or written fraction.

4) Divide the practice period into two equal segments of time. One student in each pair will be the “talker/describer” and will describe their drawing or written fraction. The other “player” will be the “listener/evaluator” and will evaluate the “player” based on their description of their drawing or written fraction using the language guide. The “listener/describer” will also provide positive reinforcement, corrective feedback, and tally corrects and incorrects based on the player’s responses.

5) Provide time for student questions.

6) Signal students to begin.

7) Signal students when it is time to switch roles.

8) Monitor students as they work in pairs. Provide positive reinforcement for both “trying hard,” responding appropriately, and for students using appropriate tutoring behaviors. Also provide corrective feedback and modeling as needed.

9) Teacher reviews student response sheets to check for understanding.