Corwin & Miriam Gamoran Gamoran Sherin 
The Five Practices in Practice [Elementary] [EPUB ebook] 
Successfully Orchestrating Mathematics Discussions in Your Elementary Classroom

List of Video Clips
Foreword by Dan Meyer
Preface
Chapter 1: Introduction
The Five Practices in Practice: An Overview
Purpose and Content
Classroom Video Context
Meet the Teachers
Using This Book
Norms for Video Viewing
Getting Started!
Chapter 2: Setting Goals and Selecting Tasks
Part One: Unpacking the Practice: Setting Goals and Selecting Tasks
Specifying the Learning Goal
Identifying a High-Level Task That Aligns With the Goal
Tara Tyus’ Attention to Key Questions: Setting Goals and Selecting Tasks
Part Two: Challenges Teachers Face: Setting Goals and Selecting Tasks
Identifying Learning Goals
Identifying a Doing-Mathematics Task
Adapting an Existing Task
Finding a Task in Another Resource
Creating a Task
Ensuring Alignment Between Task and Goals
Launching a Task to Ensure Student Access
Launching a Task—Analysis
Conclusion
Chapter 3: Anticipating Student Responses
Part One: Unpacking the Practice: Anticipating Student Responses
Getting Inside the Problem
Getting Inside a Problem—Analysis
Planning to Respond to Student Thinking
Planning to Notice Student Thinking
Tara Tyus’ Attention to Key Questions: Anticipating
Part Two: Challenges Teachers Face: Anticipating Student Responses
Moving Beyond the Way YOU Solved the Problem
Being Prepared to Help Students Who Cannot Get Started
Creating Questions That Move Students Toward the Mathematical Goal
Conclusion
Chapter 4: Monitoring Student Work
Part One: Unpacking the Practice: Monitoring Student Work
Tracking Student Thinking
Assessing Student Thinking
Exploring Student Problem-Solving Approaches—Analysis
Assessing Student Thinking—Analysis
Advancing Student Thinking
Advancing Student Thinking, Part One—Analysis
Advancing Student Thinking, Part Two—Analysis
Tara Tyus’ Attention to Key Questions: Monitoring
Part Two: Challenges Teachers Face: Monitoring Student Work
Trying to Understand What Students Are Thinking
Determining What Students Are Thinking, Part One—Analysis
Determining What Students Are Thinking, Part Two—Analysis
Keeping Track of Group Progress
Following Up With Students—Analysis
Involving All Members of a Group
Holding All Students Accountable—Analysis
Conclusion
Chapter 5: Selecting and Sequencing Student Solutions
Part One: Unpacking the Practice: Selecting and Sequencing Student Solutions
Identifying Student Work to Highlight
Selecting Student Solutions—Analysis
Purposefully Selecting Individual Presenters
Establishing a Coherent Storyline
Ms. Tyus’ Attention to Key Questions: Selecting and Sequencing
Part Two: Challenges Teacher Face: Selecting and Sequencing Student Solutions
Selecting Only Solutions Relevant to Learning Goals
Selecting Solutions That Highlight Key Ideas—Analysis
Expanding Beyond the Usual Presenters
Deciding What Work to Share When the Majority of Students Were Not Able to Solve the Task and Your Initial Goal No Longer Seems Obtainable
Moving Forward When a Key Strategy Is Not Produced by Students
Determining How to Sequence Errors, Misconceptions, and/or Incomplete Solutions
Conclusion
Chapter 6: Connecting Student Solutions
Part One: Unpacking the Practice: Connecting Student Solutions
Connecting Student Work to the Goals of the Lesson
Connecting Student Work to the Goals of Lesson Part One—Analysis
Connecting Student Work to the Goals of Lesson Part Two—Analysis
Connecting Student Work to the Goals of Lesson Part Three—Analysis
Connecting Different Solutions to Each Other
Connecting Different Solutions to Each Other—Analysis
Ms. Tyus’ Attention to Key Questions: Connecting
Part Two: Challenges Teachers Face: Connecting Student Responses
Keeping the Entire Class Engaged and Accountable During Individual Presentations
Holding Students Accountable—Analysis
Ensuring That Key Mathematical Ideas are Made Public and Remain the Focus
Making Key Ideas Public—Analysis
Making Sure That You Do Not Take Over the Discussion and Do The Explaining
Running Out of Time
Running Out of Time—Analysis
Conclusion
Chapter 7: Looking Back and Looking Ahead
Why Use the Five Practices Model
Getting Started with the Five Practices
Plan Lessons Collaboratively
Observe and Debrief Lessons
Reflect on Your Lesson
Video Clubs
Organize a Book Study
Explore Additional Resources
Frequency and Timing of Use of the Five Practices Model
Conclusion
Resources
Appendix A—Web-based Resources for Tasks and Lesson Plans
Appendix B—Monitoring Chart
Appendix C—Ms. Tyus’ Monitoring Chart
Appendix D—Resources for Holding Students Accountable
Appendix E—Lesson-Planning Template

Victoria Bill is a former elementary and middle school mathematics teacher. She is currently a Fellow and lead of the mathematics team with the Institute for Learning at the Learning Research and Development Center, University of Pittsburgh.  She has been designing and facilitating professional development with administrators, coaches and teachers in urban districts for more than 20 years. She also develops curriculum, intervention materials and performance-based assessments. Bill was the Co-Pi on a collaborative research project between researchers from the LRDC, the IFL, and the Tennessee Department of Education in which an instructional Mathematics Coaching Model was developed. Bill regularly speaks at the National Council of Teachers of Mathematics, National Supervisors of Mathematics,  and National Council of Teachers of Mathematics Research Conferences. She is co-author of the NCTM best seller Taking Action: Implementing Effective Mathematics Teaching Practices Grades k-5.