Math
In Math we have been working on a number of number recognition and counting strategies.
First, we introduced the children to playing Monster Squeeze using the number line. In this game, the leader thinks of a mystery number and then calls out two numbers such that the mystery number is somewhere between them. The other children try to guess the mystery number.
Other students took turns to be the bracket holders. You can practice playing this game at home together, or play it online here. This game was another great way to help me assess students understanding by observing which children were able to make reasonable guesses based on the position of the bracket and which children needed additional support to understand and play the game. It was important to discuss how we knew where to move the monster brackets.
Continuing to look at counting and subitizing, we played a game called "Penny Dice." This game makes use of two important tools, pennies and dice. Pennies are used as counting tools. We emphasized that pennies are excellent counting tools because each penny is worth 1 cent. When counting how many pennies, we were also counting how much the pennies are worth.
Penny-Dice also involves rolling a die. Similar to the 'Quick Looks' or subitizing cards (discussed in the last post), working with dice provides opportunities for children to identify quantities represented by dot patterns. This prepares children for decomposing numbers quickly, which is a foundational skill for addition and subtraction fact mastery. As children continue to use dice, they will learn to recognize the numbers represented (subitize), as opposed to counting each dot. This game gave me the opportunity to observe which children could accurately count pennies to match the number represented by the die and count their total numbers of pennies. It also showed me which children need additional practice counting to 20. If your child can still not count to 20 by ones independently, please continue to practice this skill at home. This game was also a wonderful to observe which strategies children use to count their total pennies; noting the children who arrange their pennies into groups to make counting easier. We discussed the strategies students used to count their pennies. We also talked about how we knew our number was correct; ensuring accuracy by recounting, grouping, using the number line, and asking a partner to check their results. You can play at home! (Directions below)
One tool that your children will use throughout the year is the Pattern-Block Template. This week it was shown to the class and we discussed what we thought this tool could help us do, including draw shapes and remember shape names. We identified the shapes we knew, and discussed places we have seen these shapes. We also discussed shape attributes such as the number of sides, and vertices or corners.
This week we also learned the following strategies to help us count.
Our little learners used a variety of counters to find different ways to stack, line up, group, and skip count. Some children are still having difficulty counting by 2s, 5s, and 10s. Please continue to help me reinforce this concept at home.
Later in the week we looked back at the number line to solver problems involving 1 more and 1 less.
Counting on the number line builds the foundation for children to relate counting to addition and subtraction as they learn to count up and back from various start numbers to reach new numbers. Learning to navigate the number line efficiently helps children eventually achieve fluency with addition and subtraction facts. Using language like forward and backward helps children make connections between counting up and counting back and addition and subtraction. We then played a game called bunny hop. You can play at home with a number line, a dice and markers. (Directions below)
Next week, our learning focus is on ordering and comparing numbers. Today, we cut out number cards and put them in order. Then selected 10 out of our 16 cards and ordered them from least to greatest. We also learned a game called 'Top It' (similar to the card game 'war') where students partnered up, flipping over their number cards simultaneously,. The player who flipped the larger number was the winner of each round.
English Language Arts (ELA)
In literacy this week, we learned about the three ways to read a book.
1. Read the Pictures 2. Read the Words 3. Retell the Story This lesson is so important because when ask to read at the beginning of first grade, many students chime in with, "I don't know how to read". How could we possibly ask students to read independently if they didn't see themselves as readers yet? Children learn to read by engaging in the act of reading by "Reading the pictures", "Reading the Words" and also "Retelling a Familiar Story". With this in mind we began teaching this concept by modelling the "3 Ways to Read" the book, 'If You Give a Mouse a Cookie.' First we read the pictures together explaining what we thought was happening in the story, then we read the words. After this, we sequenced the story using pictures and practiced retelling it together, and to a friend.
Another important skill we are working on is picking a 'good fit' book. An important part of becoming a successful independent reader is being able to choose “good fit” books for yourself. That is, a book that is not too easy or too difficult, but “just right”.
One great activity we did when discussing how to choose a “good fit” book was a “good fit shoes” lesson. The idea being that choosing a good fit book to read is like choosing a good fit pair of shoes. It is a powerful and clever analogy, and the kids loved it! Unit of Inquiry/Growth Mindset
A good unit of inquiry is transdisciplinary, meaning that it incorporates all subjects and topics that we are learning about. We connected our growth mindset and retelling stories to getting along. We read, and retold the story: 'Giraffes Can't Dance.'
'Giraffes Can't Dance' led us to one of the most powerful community-building lessons we’ve shared this year. I intentionally chose this book as a platform for launching a conversation about differences in the classroom. The book centers around a Giraffe who can’t dance like all the other jungle animals and is made fun of because of his lack of dancing skills. Gerald is the perfect character for teaching students about growth mindset!
Poor Gerald feels absolutely deflated and knows it’s time for him to leave the jungle dance floor. This is the climax of the story and a perfect time to have a stellar classroom conversation about diversity, acceptance, love, and the power of “yet”. This was the place where our first class brainstorm took place – things we can’t do YET. I started the sharing with my “Yet” – “I can’t play guitar Yet” and recorded my idea on our class chart. Students had a few minutes to think and then, we took turns share their “yets” with the class. From writing words to doing a backflip, we discovered everyone has something they cannot do YET! Then, we continued reading to discover that Gerald soon finds a dance of his own! His ‘yet’ has become a ‘now’. All it took was practice, confidence in himself, and time! After reading students used a template to illustrate and make plans for their “yet”. We shared them together and then, made a classroom Yet Book that will sit on our library shelf. SOAR: An Animated Short from Alyce Tzue on Vimeo.
Continuing to focus on a growth mindset, we watched the short film 'Soar' (above). We learned about persistence and things we can't do yet. We talked about alternatives that we can use instead of saying "I don't know" or "I can't" in class. We came up with the following:
We then wrote one way that we can soar in first grade on a piece of paper. We worked hard to turn it into a paper airplane that would soar. Students make their planes, then practiced improving them, asking for help, trying again, and making mistakes. It was a great way to see their growth mindsets in action.
This week our UOI focus was on sharing. We read the book 'The Rainbow Fish.' The story provides a glimpse of the consequences of not sharing and later the joy of making the decision to share. As children see the Rainbow Fish learn to be generous, it teaches them this choice is one they too can make. It also gives some opportunities for dialogue about the best way to deal with other children who refuse to share.
In the spirit of getting along, and retelling, students worked in groups with stick puppets to retell the story together. Students had to share and take turns negotiating who played each part in their puppet show.
To end our week of focusing on sharing. We read a silly story my Robert Munsch called We Share Everything. We reviewed the importance of sharing, and talked about things that we probably shouldn't share. In the end, students wrote a page for our class book on the importance of sharing, and things that they can share with friends.
Thanks for another fantastic week!
|
ASA First GradersWe are caring, balanced , reflective, openminded, risk-taking, knowledgeable, principled, thinkers, communicators, inquirers, explorers and learners. Archives
March 2018
Categories |