3/25/2020 0 Comments Brave SpellingYour students are the kind who use all they know to spell words independently. They don't need to ask for help because they have strategies to spell words all by themselves! Your students are brave spellers who do their best and persevere to spell the fanciest words. Your students have tried to spell words like; alphabet, trophy, and annoying. These brave spellers not only do their best, but analyze the patterns they notice all spellers trying. In these pictures you can see the patterns students noticed. This inquiry allows students to really dig deep into why they spell the way they do. It allows them to talk about the strategies they used when spelling and learn new strategies from others.
The more you can practice this independent spelling at home, the more your student will grow this year! Ask your student what spelling strategy they could try and remind your student, "You're a brave speller and won't give up!" Spelling strategies: "I said the word and wrote down sounds I heard like /a/ for alphabet." "I sounded it out letter by letter." /a/ /l/ /f/ /a/ /b/ /e/ /t/ "I sounded it out part by part." /al/ /fa/ /bet/ "I counted the syllables" 1/al/ 2/fa/ 3/bet/ "I listened for parts I knew. I know how to spell bet because it's a snap word. I know the word elephant, and that's kind of like alphabet, so I used a "ph" instead of "f."
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2/11/2020 0 Comments Engineering Has Begun!The fox is 3 feet tall.
The bad seed is 1 foot tall. How much taller is the fox? Today, I would like you to think of different strategies to solve this problem. What might you do? One student offered to build a model with cubes or tiles. "I would put three for the fox and one for the bad seed." Next, a student said, "It's like 3, take away 1, so it would be 2." Another student added on, "Yeah, I can do that on my hand. So if I have these three fingers and take away one, that's two." A student repeated, "You circled three fingers and crossed out one finger, so there's two." Someone added, "I can do that with tally marks," and drew three marks and crossed one out. "Could we do this with a number line?" A student answered, "Yeah, and go back 1, so that's 2." The same student said, "Some people say it's 3 + 1 = 4, but it's not that. That would be like saying what a fox-bad seed together. But that's not what we're doing. We're doing how much taller." 1/28/2020 0 Comments My Favorite OopsSam's cat jumped 6 craft sticks.
Rosa's cat jumped 3 craft sticks. How much more did Sam's cat jump than Rosa's cat? During our summary, one student showed how he modeled the problem by building six tiles and three tiles. Another student added on, "3+3 = 6, so Sam's cat jumped three more." Someone added on, "Yeah, you match them and see that it's three more." MY FAVORITE OOPS I use this as a way to highlight a misconception that many students are currently having. Many students are adding the numbers together. 3 + 6 = 9 We talked about what the numbers mean. "What is the three about? What is the six about? So, what would the nine be about?" A student suggested, "It would be all the craft sticks put together." "Is that what the question asked us?" Students are being asked to make sense of story problems and think about what the questions are really about. 1/26/2020 0 Comments Reading SoloYour student has had the opportunity to read solo in front of the class. This is a great way to build confidence as readers and accept compliments from the class. This is also a great way for readers to notice what writing moves students are making, how to use expression in reading, and how to offer kind affirmations. Way to go!
1/26/2020 0 Comments Number Strings and PatternsDuring number strings, students start with one number sentence and use that to build onto other number sentences, noticing patterns to make sense of more difficult problems. On this day, we started with:
7 + 1 = ____ Students read the number sentence: "seven plus one equals box." We read it a different way, "seven plus one is the same as a number." Once students agreed that the number was 8, we moved on to: 8 + 1 = ____ 9 + 1 = ____ 19 + 1 = ____ "What do you know about the first number sentences that can help you solve this one without counting?" Student: "Well, I know that 20 - 19 is 1, so 19 + 1 must be 20." Another student said, "Well, I see a pattern; 8, 9, 10. And 9 + 10 is 19, so 10 + 10 is 20." "How can this help you with..." 100 - 90 = ____ 119 + 1 = ____ Room 102 collected 1,000 Mighty Mustangs for showing ROCKs at school during times outside the classroom. They earn these during unstructured times like recess, lunch, before and after school. ROCKs stands for being responsible, kind and safe. Way to go Room 102!
1/25/2020 0 Comments Measuring with Different UnitsStudents have been measuring with inches, centimeters, and non standard units such as baby steps, basketball feet steps and craft sticks. After measuring for a day, students noticed that when measuring the same item, they got different numbers when using various units. One student this week noticed aloud to the class that when measuring with baby feet, she would expect to get a larger number of steps because more baby feet can fit in the space than the basketball foot steps. This is exactly what we want students to be noticing! This important because students will be able to apply this to inches and centimeters.
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