MathThis week, we introduced Frames and Arrows, a routine that encourages children to find and apply mathematical rules based on counting, addition, and subtraction. Students were shown a Frames-and-Arrows diagram. It consists of frames connected by arrows. Each frame contains a number, and each arrow represents a rule—the arrow rule—that determines which number goes in the next frame. The children were asked to help me fill in the missing numbers using the arrow rule, for the example above to begin. I explained that counting up by 1s is like adding 1 to each number to get the number in the next frame. The rule could also be written as "Add 1" or "+ 1.". We wrote an addition number sentence to help us make this connection and also to see that finding the next number in the sequence is like finding the unknown in an addition or subtraction equation. For example, after we filled in the fourth frame, we wrote 5 + 1 = 6 under the Frames-and-Arrows diagram. After that, we looked at another Frames-and-Arrows diagram with the rule "Count back by 2s." We filled in the first two frames, then the children were asked to help me fill in the missing numbers. We figured out that counting back by 2s is like subtracting 2 from each number to get the next. The rule could also be "Subtract 2" or "– 2." We connected counting back to subtraction with a number sentence. After we filled in the third frame, we wrote 10 – 2 = 8 under the Frames-and-Arrows diagram. We repeated this with several other problems. After some guided practice as a group, partners worked together to solve some problems using a number grid to help them with the more difficult problems. Later in the week, we looked at frames an arrows diagrams with numbers in the frames, but no rule. We worked together (often using the number line) to figure out what the rule was. To support children at home when trying these, provide sentence frames such as:
I always look for meaningful ways in Math to look at the calendar. Measuring time, and elapsed time is an important, yet difficult skill for little learners. Connecting our Math and Literacy to our unit of inquiry, we read 'The Very Hungry Caterpillar,' and mapped out the time that it took the caterpillar to turn into a butterfly. We had to look at the days of the week, talk about what it means to let two weeks go by, and then finally counted the days that it took for metamorphosis. This led to so many other deep questions about how many days there are in a month, as well as some vocabulary questions about the parts of a caterpillar and butterfly. Language ArtsThis week, we wrapped up our learning about soft 'c' and 'g.' We played a lot of games, sorted many words, and also looked for these sounds in our guided reading and around the room. Please continue to look for 'Cinderella C' and 'Gentleman G' when you are reading at home. This week our phonics focus was on the short 'o' sound produced by /aw/ and /au/. Our ability to hear the difference between a short o vowel sound (as in tot) and an aw vowel sound (as in taught) is dependent upon the particular word, upon regional accents, upon the correctness and clarity with which the speaker enunciates, and upon our own hearing acuity. We continue to expect students to spell short 'o' words phonetically, but this is an important digraph to teach so that students know what sound to make when reading. Unit of InquiryAs we are trying to move forward from the plant side our our life cycles unit, we looked back at our 'wonder wall' to make sure that all of our questions/musings about plants had been explored. We noticed that Gabriela and Angéle both had questions about how plants 'eat' or use the sun to make energy. This led us into a simplified look at photosynthesis and the process plants use to create sugar. Students discovered chlorophyll, a key ingredient in photosynthesis. In the simple activity of hammering out leaves, pine needles and other plants and parts of plants, we learned about chlorophyll's role in the process used by plants to make food. We also used some videos to help us develop our understanding of photosynthesis. We learned that plants require light as a form of energy to develop and grow. The way this energy transfer happens is by using chlorophyll. Chlorophyll is the green pigment in plants that is used to trap energy from the sun. Each green part of a plant contains chlorophyll. Chlorophyll helps plants absorb light and convert it into sugar through photosynthesis. It serves a key purpose in the food chain, not only by making food for plants, but by creating food in plants for animal and humans to eat. We hammered leaves over the surface of a paper. The leavess chlorophyll was transferred to the paper. We evaluated this by having students explain orally what, and what colour, chlorophyll is We used a bunch of different leaves. We loved trying the fuzzy ones, long skinny ones, and the fat ones. We even tried pine needles. The kids loved making a gooey mess. I am well aware that this learning is above a first grade level of understanding, but one of the things that we try to do during the inquiry process/cycle is value students questions, musings and inquiries. This type of learning also scaffolds them for learning in the future, and shows our little learners that there are always answers to their questions and ways to explore finding out. Though we are moving on from looking at plants, we will continue to care for our garden for the remainder of the year, looking at various plant life cycles, and how they repeat. Our little learners are very excited to begin looking at insects and animals. This week, we used our research from last week to write information reports on pumpkins. Many of you have asked me about what research looks like in first grade, or how such young students can actually research. I think that research comes naturally to little learners because of their amazing ability to inquire and ask questions. Research is something that I am working on as a teacher this year, and every year, in fact, I do not think that I have ever taught it the same way twice. In the past, my attempts at reacher research have been weak, mostly in "Go Find Out About" types of assignments. This year I really want to work on developing a research process that will help form the building blocks for assignments in upper grades and beyond. Research is truly a life-long skill and it is important to teach a process that caters to young students. The term, “Information Literacy” has been around for some time. There are lots of forward thinking folks out there creating processes and resources for teachers. The problem is that all of these proposed processes seem to be geared toward middle and high school students. In my research, I have found that there is very little out there to help elementary teachers prepare our kids for this vital life skill. With that said, I am taking the following steps (modified from Doug Prouty) this year as a process for guided research projects with your children 1. What do they know? 2. Fill in the Gaps 3. Establish a Desired Understanding 4. Where, What and Who can help us? 5. Explain Assignment and begin Guided Research 6. Discuss Findings, Organize Info, Produce and Share Product 7. What Did They Learn? I encourage all of you to help me in the research process by helping your children find answers to the questions that they ask you. Use YouTube, and picture books to fill in the gaps; help them come up with an essential question (www.questioning.org.) to establish desired understanding, discuss where, what and who can help you find answers (twitter, web searches, and our librarian, Mrs. Lanto are a good start); decide what the best way to share information with your audience is (please feel free to send me photos, videos, posters, or presentations of your home inquires/research, I always make time for sharing). I hope this helps. We will continue to look at this process throughout the year, and create some skilled little researchers in first grade. Please continue to come to me if you have any questions about the process. This time, we have all shared our research in the form of a written report, as this was a guided process, but moving forward, I will be giving your children the agency to make choices for their own research. We dove into learning about the life cycle of a caterpillar this week. We read books, did math, sequenced the cycle, researched, and asked some wonderful questions. Tiffany and Imran even got to experience what it is like to be inside a chrysalis (a student inquiry, photos below). This inquiry also taught us about camouflage and metamorphosis. Design TechnologyI continue to learn so much from our amazing design tech teacher Mr. Joe. I know that I brag about him weekly, but he certainly deserves the praise; he is making me a better teacher, and your children ready for a future where technology is blended into everything that we do.
This week, Mr. Joe brought in his Apple TV so that students could connect their iPads to the projector to teach each other how to use the book creator application in order to document their learning from last week's pumpkin challenge. Students learned about voice recording, formatting photos, using google drive, sharing files, digital publishing, collaboration, making style choices, etc. If you click on your child's name below, you can access the final publications that they made in the Book Creator app. We downloaded them as video files and put them on our Google Drives. I encourage you to download the book creator app on your devices at home and see what your child creates. Seoyeong Sohan Luca Enzo Juliana Soyane Emmy Imara Tifanny Angéle Gabriela Nina If you do not see your child's name above, it may be because they were absent when we did the pumpkin challenge. If that is the case, ask them they who they worked with when putting this together. Some students collaborated very nicely.
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March 2018
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