Wednesday, January 20, 2016

January 20, 2016 Update

     This week students continue to work on using models and representations to show their understanding of addition and subtraction to ten. One particular focus will be finding combinations of numbers through story context involving addition and subtraction. One of our menu lessons include a problem solving activity with some specific criteria.  Some of those brains were sweating trying this problem out.  All good though! Another activity asks students to tell me what subtraction is and create a subtraction story.  Finally, there are games to work on computational fluency and fact practice as well. 
     Today, I revisited our PBIS anchor charts, specifically the cafeteria and the classroom PAWS expectations.  There have been some challenges in following direction and some students have not making the best choices they can.  So I added a thumbs up/thumbs down next to each of the PAWS expectations on the charts. We practiced again what the work time should look and sound like.  Periodically through the day, students were asked to self-assess. You'll find this in your child's home/school folder.  I want students to be more thoughtful about the choices they are making so we can all maximize our learning time together. 
     This Friday we have a school-wide PBIS celebration. It's a blackout dance party.  There was a note sent in your child's folder.  Look for the "wardrobe" details.  

       

Thursday, January 7, 2016

January 5, 2016 Update

Happy New Year!  I know it's been a while since I've posted.  My apologies.  In math, we've been working on a context for learning called Double Decker Bus.  The work is based on a story where a girl has father who drives a double decker bus.  She gives him ideas on how he can keep track of how  many people are on the top deck if he knows how many people are on the bus altogether. The bus driver can see the number of people on the lower deck.  So based on the story, students use a rekenrek.

rekenrek
Some big ideas of this work include one-to-one correspondence,the relationship between addition and subtraction as well as the commutative property of addition (numbers added can be switched around and the sum remains unchanged). Strategies include the five and ten structure since each row of the rekenrek has 5 red beads and 5 white beads for a total of 10 in each row. The use of the rekenrek allows prompts compensation and equivalence. For example, 5+3 is equivalent to 4+4 and if you lose one (from the five) you gain it onto the three, the total stays the same.  This week we have played an addition and subtraction game using the rekenrek to support some of the ideas.  Later in the week we'll be writing and sharing bus stories.

We have spent quite a bit of time working on developing habits that readers have. Today students reflected on one habit they feel they are best at doing. Additionally, they get a goal for one habit they want to get better at. We will be embarking on a nonfiction reading unit.  I wanted students to create a toolbox in their reading binders that had all the habits we've been working on as a quick reference.  Ms. Dulude has begun nonfiction writing so this will support our work as nonfiction readers.  What I've experienced in the past, many students really enjoy reading nonfiction. Luckily, they get to select books of their interest.



In the upcoming weeks, I will be conducting the PNOA math
assessment which is essentially an one-on-one math interview.  It is done three times a year, with check-ins done January and again in May after the initial one in September.

Look for book orders to come home this week.  Due date is January 15th.

Additionally, could you look around your house to see if you might have black Columbia ski pants.  They are not bib style, but should have the initials WH in them.  Thanks for checking. Speaking of winter gear, please make sure your child comes to school with proper winter gear.  They playground can be quite windy, making it cold.