Discover how a well-utilized teaching assistant can transform your classroom. In this session, you’ll gain simple, high-impact strategies to strengthen collaboration, streamline support, and accelerate student learning.
Kindergarten Teacher, West Pelzer Elementary School
Chelsea Roberts is an elementary teacher with 14 years of experience in kindergarten through 2nd grade. She loves creating engaging, hands-on lessons that build strong foundations in literacy and math. Chelsea is passionate about helping students grow as independent learners and enjoys... Read More →
Taking a close look at how to organize and run ela and math prevention loops in the kindergarten class. Will provide a model of utilizing the UFLI curriculum, incorporating decodables/leveled readers, and getting the most bang for your buck to hit the most foundational skills in the allotted time period. Will also look at how to fine tune and ensure all students have access to and plenty of practice with Tier 1 content during the math prevention loop. Will dive into how the push in model with first grade works and how we provide students with ample hands on practice on grade level content.
Kindergarten Teacher, West Pelzer Elementary School
Chelsea Roberts is an elementary teacher with 14 years of experience in kindergarten through 2nd grade. She loves creating engaging, hands-on lessons that build strong foundations in literacy and math. Chelsea is passionate about helping students grow as independent learners and enjoys... Read More →
Students need to master their multiplication and divsion facts, but many kids struggle memorizing them. What if there was a better way to make multiplication facts stick with our kids? After hearing Jennifer Bay-Williams at NCTM, we have begun to rethink what it means to be fluent with multiplication facts. This session will explore what it means to be fluent and then describe instructional strategies that will support students in mastering their foundational and derived multiplication facts.
How do students gain mastery of addition and subtraction facts? What does it mean for students to be fluent with their facts? Based on the work and research of Jennifer Bay-Williams, we have begun exploring ways to move students towards fact fluency that go beyond asking students to memorize their facts, which often produces anxiety and short term memory rather than lasting flexibility. In this session, we will learn the importance of a strategy approach to fact fluency and how to provide experiences that enable students to master their foundational and derived facts and feel confident in the process.
