We have spent this week taking time to look back at all the learning, process, and growing we have done. The kids have looked through all of their notebooks and reviewed work products, work habits, and rubrics.
Reading, writing, math, and word work notebooks all came home today. We talked to students about their responsibility in this. They need to set up or ask you for a specific time that works for you to review their work. Sit side by side and go through each notebook. They will be able to talk you through each activity and what it means. There is a reflection sheet -- one for math and one for ELA -- for you to fill out and return. As you go through, remember the questions/approach we talked about at Back to School Night. In addition, keep in mind that the kids definitely have a growth mindset and are already setting goals in areas they know are wanting to get better at.
In reading, we definitely have a solid theory of Red's struggle. Now we are using each piece to make sense of what he may or may not do. We have begun examining Signposts too, which will help us stop and think at important spots in the text. Signposts will become a staple way for us to identify what's happening in text, so be sure to ask your student about them!
In writing we are trying a new way of brainstorming and drafting using our five senses. We have worked together on a model and how it helps us create descriptive pieces, and now we have that as another way of creating a new piece.
We discussed the gradual release of responsibility...where teachers do a model/example with them, and then, little by little, we give them more and more responsibility until voila! they are doing it all on their own and taking it to personalized, unique levels.
SBLC mathematicians demonstrated their curiosity with a fun subtraction inquiry this week. We started with a 3-digit number with the digit in the hundreds place greater than the digit in the ones place. Then we reversed the digits and calculated the difference. When we reversed the difference and found the sum, all of us had calculated the same sum - 1,089! This was pretty exciting and our mathematicians had all kinds of questions to take their work deeper. Many of us listed examples and nonexamples, which helped us to see patterns. Some of us found patterns when 2-digit or 4-digit numbers were used and all of us worked to figure out why the answer was always the same. We'll continue to explore many of our follow up questions over the weeks to come, but have gotten a ton of useful addition/subtraction practice this week through this inquiry! Enjoy the pictures below -- on the boards are theories we were proving or examples of patterns we've noticed so far.
Have a fabulous weekend!
Jen and Jewellyn
Reading, writing, math, and word work notebooks all came home today. We talked to students about their responsibility in this. They need to set up or ask you for a specific time that works for you to review their work. Sit side by side and go through each notebook. They will be able to talk you through each activity and what it means. There is a reflection sheet -- one for math and one for ELA -- for you to fill out and return. As you go through, remember the questions/approach we talked about at Back to School Night. In addition, keep in mind that the kids definitely have a growth mindset and are already setting goals in areas they know are wanting to get better at.
In reading, we definitely have a solid theory of Red's struggle. Now we are using each piece to make sense of what he may or may not do. We have begun examining Signposts too, which will help us stop and think at important spots in the text. Signposts will become a staple way for us to identify what's happening in text, so be sure to ask your student about them!
In writing we are trying a new way of brainstorming and drafting using our five senses. We have worked together on a model and how it helps us create descriptive pieces, and now we have that as another way of creating a new piece.
We discussed the gradual release of responsibility...where teachers do a model/example with them, and then, little by little, we give them more and more responsibility until voila! they are doing it all on their own and taking it to personalized, unique levels.
SBLC mathematicians demonstrated their curiosity with a fun subtraction inquiry this week. We started with a 3-digit number with the digit in the hundreds place greater than the digit in the ones place. Then we reversed the digits and calculated the difference. When we reversed the difference and found the sum, all of us had calculated the same sum - 1,089! This was pretty exciting and our mathematicians had all kinds of questions to take their work deeper. Many of us listed examples and nonexamples, which helped us to see patterns. Some of us found patterns when 2-digit or 4-digit numbers were used and all of us worked to figure out why the answer was always the same. We'll continue to explore many of our follow up questions over the weeks to come, but have gotten a ton of useful addition/subtraction practice this week through this inquiry! Enjoy the pictures below -- on the boards are theories we were proving or examples of patterns we've noticed so far.
Have a fabulous weekend!
Jen and Jewellyn
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