Today was the big day. We had our first timed addition quiz. In order to pass, children had to get 48/50 correct in two minutes. Although this may sound like a lot, it is imperative that children know their addition facts quickly and automatically.
Children will have the corrected quizzes in their folder this afternoon. Some children passed, but many children did not. I encouraged the children not to feel bad. They are still wonderful mathematicians if they didn't get them all right. I told them I know they're still smart, even if they didn't pass. If they didn't pass, it just tells me they need to study more, or study differently. Please discuss this with your child tonight. Decide if how they're studying, or how much has been effective.
New strategies to try:
*tracing number facts in salt, shaving cream or pudding (on a cookie sheet)
*write number facts in the bathtub with suds or tub crayons
*listen to addition rap (You can find in most music stores.)
*make up your own tune to memorize
Those children who did not pass will take the same quiz again next Thursday. For those who did, they will be studying Doubles +1 for Thursdays quiz. Please don't hesitate to contact me if you have any questions or concerns.
Thursday, September 27, 2007
Tuesday, September 25, 2007
I am from...
Proud poets in 221 have begun "I am from..." poems. We began by hearing some model poems.
I am from old pictures
and hand sewn quilts.
I am from the Yerba Buena
to the old walnut tree that is no more.
I am from carne con chile
to queso con tortillas.
I am from farmers and ancient Indians
to the frijoles and sopa
they ate.
by, Lurdes Sandoval
Next, we got ready to brainstorm what might go in our own poems. I shared with the children the kinds of things that might go in my poem. We thought about: items found around our homes, items found in our yards, items found in the neighborhoods, names of special relatives, sayings, or names of special foods and dishes. The kids thought of other important special things that didn't fall into these categories. This week we will turn our brainstorms into poems. We will add significant and precise details, we will pay attention to sound and feeling. Soon they will be hung on the closet doors attached to our unique self portraits.
These poems give children the chance to share who they are. We all have different experiences, memories, and traditions that make us who we are. Each person's is different. It can depend on our culture, our religion, the color of our skin, where we grew up, or just the personalities of our family members. Ask your child about their brainstorm. Ask them to share about their experience trying to think of what to share. You can even share your own special memories from your own childhood. Maybe even challenge yourself to write a poem.
I am from old pictures
and hand sewn quilts.
I am from the Yerba Buena
to the old walnut tree that is no more.
I am from carne con chile
to queso con tortillas.
I am from farmers and ancient Indians
to the frijoles and sopa
they ate.
by, Lurdes Sandoval
Next, we got ready to brainstorm what might go in our own poems. I shared with the children the kinds of things that might go in my poem. We thought about: items found around our homes, items found in our yards, items found in the neighborhoods, names of special relatives, sayings, or names of special foods and dishes. The kids thought of other important special things that didn't fall into these categories. This week we will turn our brainstorms into poems. We will add significant and precise details, we will pay attention to sound and feeling. Soon they will be hung on the closet doors attached to our unique self portraits.
These poems give children the chance to share who they are. We all have different experiences, memories, and traditions that make us who we are. Each person's is different. It can depend on our culture, our religion, the color of our skin, where we grew up, or just the personalities of our family members. Ask your child about their brainstorm. Ask them to share about their experience trying to think of what to share. You can even share your own special memories from your own childhood. Maybe even challenge yourself to write a poem.
Thursday, September 20, 2007
The Human Knot
We also tried a team building challenge today. We divided the class into two groups to keep it manageable. Each group formed a circle. We reached out and held onto other people's hands from across the circle. The hand holding results in a very large "human knot."
The goal is to get untangled without letting go hands. Trust me, this is not an easy task. It requires patience and LOTS of communication. I gave the children only two pieces of advice - be safe, talk and LISTEN. It was so interesting for me to listen as they puzzled through the challenge. Some kids are silent, they do as their peers ask. Others pop in with an idea now and then. Still others are huge leaders - directing the group confidently and respectfully. It helps me to learn so much about the kids as I observe.
The end result - one group got untangled. The other group ended up sprawled on the grass. :o) No problem. We'll try again next week. I think it will be interesting for half the class to participate and the other half to observe and listen. I hope this will provide for a rich conversation about the group dynamics and the communication that needs to happen to solve problems as a team. I'll keep you posted. :o)
The goal is to get untangled without letting go hands. Trust me, this is not an easy task. It requires patience and LOTS of communication. I gave the children only two pieces of advice - be safe, talk and LISTEN. It was so interesting for me to listen as they puzzled through the challenge. Some kids are silent, they do as their peers ask. Others pop in with an idea now and then. Still others are huge leaders - directing the group confidently and respectfully. It helps me to learn so much about the kids as I observe.
The end result - one group got untangled. The other group ended up sprawled on the grass. :o) No problem. We'll try again next week. I think it will be interesting for half the class to participate and the other half to observe and listen. I hope this will provide for a rich conversation about the group dynamics and the communication that needs to happen to solve problems as a team. I'll keep you posted. :o)
9 Dot Challenge
Well, I'm probably getting to the computer too late for you to try this tonight... But, in your child's folder you'll find a small piece of paper with 9 dots arranged in 3 straight rows.
The challenge is to draw four straight lines in order, to touch all nine dots - all without lifting your pencil. I know it's possible (I saw it happen at a class I took this summer), but we were not able to solve it in class today. So, we opened up the challenge to the families. If you can't get to it tonight, try it over the weekend!
****This was a really good opportunity to discuss not getting overly frustrated when facing a very challenging task. I was very impressed with the children's ability to stay calm and keep trying.
*****Hint: Think outside of the box.
The challenge is to draw four straight lines in order, to touch all nine dots - all without lifting your pencil. I know it's possible (I saw it happen at a class I took this summer), but we were not able to solve it in class today. So, we opened up the challenge to the families. If you can't get to it tonight, try it over the weekend!
****This was a really good opportunity to discuss not getting overly frustrated when facing a very challenging task. I was very impressed with the children's ability to stay calm and keep trying.
*****Hint: Think outside of the box.
Monday, September 17, 2007
Just Right Books
Reading Workshop is in full swing! We start the workshop with a focus lesson. This lesson gives us something to focus on as readers each day. Today and Friday we focused on "just right books". I asked the kids to imagine they were riding a bike. They started off coasting down hill. Then they begin pedaling harder to get back up a steep hill. Finally, they are on relatively flat ground. They hit a few bumps in the road, a small hill here and there, but lots of smooth sailing.
I asked the kids to imagine that reading different levels of books is like riding that bike.
When they are reading books that are easy for them, it's like coasting down the hill. The kids describe reading easy books in these words:
1. You can read all the words.
2. There are few (or no) mistakes.
3. You can read quickly.
4. You read fluently.
5. You can understand what you are reading.
When children are reading books that are too hard for them, it's like struggling up that steep hill. Your muscles start to hurt. The kids described reading hard books in these words:
1. There are lots of really long words.
2. You have to solve lots of words.
3. You don't understand what you're reading.
4. You don't know what's going on.
5. It sounds slow and choppy.
When children are reading books that are just right for them, it's like riding on flat ground. You hit some bumps, a few small hills, but there's a lot of smooth sailing. The kids described reading just right books in these words:
1. You understand what's going on.
2. You can read lots of the words.
3. It feels sort of easy, sort of hard.
4. It sounds mostly fluent.
The vast majority of the time children should be reading books that are just right. Research has proven again and again that just right books will help children become proficient. Ask your child tonight if the book they are reading at home is just right. Challenge them further to explain what makes it just right.
Happy reading!
I asked the kids to imagine that reading different levels of books is like riding that bike.
When they are reading books that are easy for them, it's like coasting down the hill. The kids describe reading easy books in these words:
1. You can read all the words.
2. There are few (or no) mistakes.
3. You can read quickly.
4. You read fluently.
5. You can understand what you are reading.
When children are reading books that are too hard for them, it's like struggling up that steep hill. Your muscles start to hurt. The kids described reading hard books in these words:
1. There are lots of really long words.
2. You have to solve lots of words.
3. You don't understand what you're reading.
4. You don't know what's going on.
5. It sounds slow and choppy.
When children are reading books that are just right for them, it's like riding on flat ground. You hit some bumps, a few small hills, but there's a lot of smooth sailing. The kids described reading just right books in these words:
1. You understand what's going on.
2. You can read lots of the words.
3. It feels sort of easy, sort of hard.
4. It sounds mostly fluent.
The vast majority of the time children should be reading books that are just right. Research has proven again and again that just right books will help children become proficient. Ask your child tonight if the book they are reading at home is just right. Challenge them further to explain what makes it just right.
Happy reading!
Sunday, September 16, 2007
Venn Diagrams
A major goal for September and October is to build a hard working, caring community. One way we work toward achieving that goal, is by getting to know each other well. This week, we are creating venn diagrams. A venn diagram is a tool for comparing any two things. Ask your third grader what compare means!
We started by creating a venn diagram for Zuri and Danitra from Meet Danitra Brown. In order to do this, children needed to think about how Zuri and Danitra are the same, and how they're different. We emphasized the importance of focusing not just on external characteristics, but on internal ones. Again, we were very impressed by the children's ability to make inferences from the text to determine characteristics.
The children were then paired with another student in 221. They are currently working to complete a venn diagram about themselves. They didn't need a reminder to focus on internal characteristics. They did it on their own. We are well on our way to getting to know one another well. We are well on our way to becoming a hard working, caring community.
**Ask your third grader who their partner is.
**Ask your third grader to share some of their similarities and differences.
We started by creating a venn diagram for Zuri and Danitra from Meet Danitra Brown. In order to do this, children needed to think about how Zuri and Danitra are the same, and how they're different. We emphasized the importance of focusing not just on external characteristics, but on internal ones. Again, we were very impressed by the children's ability to make inferences from the text to determine characteristics.
The children were then paired with another student in 221. They are currently working to complete a venn diagram about themselves. They didn't need a reminder to focus on internal characteristics. They did it on their own. We are well on our way to getting to know one another well. We are well on our way to becoming a hard working, caring community.
**Ask your third grader who their partner is.
**Ask your third grader to share some of their similarities and differences.
Good Books
Meet Danitra Brown by, Nikki Grimes is a story of two best friends, told in poetry. The poetry is written in the voice of Zuri, Danitra's best friend. It's a beautifully written piece and children can immediately relate. We read the story together and talked about friendship. I was extremely impressed with the children's ideas, their thoughts about the characters and their ability to back them up with evidence from the text. For example, a child might say, "I think Zuri sticks up for Danitra." My response is, "What makes you say that?" or "What evidence from the text leads you to that?"
Your child may enjoy reading this book again at home. You can find it in your local library or book store.
Your child may enjoy reading this book again at home. You can find it in your local library or book store.
Wednesday, September 12, 2007
Instrumental Demonstrations
Check your child's backpack this afternoon for information about string lessons in the Needham Public Schools. Mr. Mark Smith came and played for the children this morning. They were practically spellbound. When he asked how many might be interested in playing a string instrument, nearly ALL children raised their hand. Please consider signing your child up. Musical intelligence is an important intelligence to be fostered.
Ask your child which string instrument plays lower - violin, viola, or cello.
Ask your child which string instrument plays lower - violin, viola, or cello.
Tuesday, September 11, 2007
Thank you!
Thanks so much to all the parents who came to Curriculum Night. Thanks especially for humoring me as I gave you "assignments". Hope you had some fun. I did. :o)
If you weren't able to make it, I'll be in touch soon. I'm happy to share the handouts and answer any questions you may have.
If you weren't able to make it, I'll be in touch soon. I'm happy to share the handouts and answer any questions you may have.
Monday, September 10, 2007
The First Six Weeks
We will be spending a lot of time during the first six weeks of school spelling out expectations, articulating rules and establishing predictable structures.
1. The children are participating in Guided Discoveries. In a guided discovery children discuss, explore and practice the use of classroom materials so that they can take care of the materials and each other. They role play what we can do when something goes wrong, or when another child wants to share.
2. The children have chosen one of their hopes and dreams for Third Grade. Each child will share their dream with the rest of the community. We will use these hopes and dreams as the basis for classroom rules. The discussion will begin with the question - “What rules do we need to have in our classroom so that everyone is able to fulfill their hopes and dreams this year?”
3. We are practicing, practicing, practicing all of the expectations. We practice lining up quietly, using quiet voices while working and even hanging up our backpacks in the cubbies. (**So far so good! The children have been fantastic and respectful. We are constantly amazed by them.)
4. We are teaching recess. This may sound strange to you, but it's very important. The purpose of recess is for all children to have fun. We have been playing games together as a community. We model and practice what it looks like to be sure everyone has fun and is safe.
5. Most importantly, we are getting to know one another. We are all special and unique and we have begun sharing small pieces of ourselves with one another
***We put a strong focus on all of these activities so that we can move toward an
orderly, cooperative and stimulating learning environment where children feel ownership and safety.
1. The children are participating in Guided Discoveries. In a guided discovery children discuss, explore and practice the use of classroom materials so that they can take care of the materials and each other. They role play what we can do when something goes wrong, or when another child wants to share.
2. The children have chosen one of their hopes and dreams for Third Grade. Each child will share their dream with the rest of the community. We will use these hopes and dreams as the basis for classroom rules. The discussion will begin with the question - “What rules do we need to have in our classroom so that everyone is able to fulfill their hopes and dreams this year?”
3. We are practicing, practicing, practicing all of the expectations. We practice lining up quietly, using quiet voices while working and even hanging up our backpacks in the cubbies. (**So far so good! The children have been fantastic and respectful. We are constantly amazed by them.)
4. We are teaching recess. This may sound strange to you, but it's very important. The purpose of recess is for all children to have fun. We have been playing games together as a community. We model and practice what it looks like to be sure everyone has fun and is safe.
5. Most importantly, we are getting to know one another. We are all special and unique and we have begun sharing small pieces of ourselves with one another
***We put a strong focus on all of these activities so that we can move toward an
orderly, cooperative and stimulating learning environment where children feel ownership and safety.
Friday, September 7, 2007
Hopes and Dreams
Today we began to think about our hopes and dreams for third grade. Children brainstormed what they might like to accomplish this school year. Next, each child completed a reflection sheet to help them narrow their decisions down. Finally, on Monday they will choose one aspiration to share. They can decide based on what's important to them at school, what they want to get better at, or what they care about.
Have a conversation with your child this weekend. Talk about your hopes and dreams. You'll be able to see the children's final decision hanging in the classroom when you come for Curriculum Night, Tuesday September 11.
Have a conversation with your child this weekend. Talk about your hopes and dreams. You'll be able to see the children's final decision hanging in the classroom when you come for Curriculum Night, Tuesday September 11.
Book Fair
The Book Fair has come to John Eliot School! Room 221 will be visiting on Monday at 12:30. If you would like your child to purchase books you have two choices. They can bring money to school that day, or they can complete a wish list. You can return to the Book Fair after school or at Curriculum Night to purchase the books you would like your children to have. Happy Reading! :o)
Thursday, September 6, 2007
Scavenger Hunt
Room 221 went in search of a missing watermelon this afternoon. Clues such as:
Walk down the stairs
and spy the fun
Don't get excited,
Your mission isn't done.
Walk down the hall
Past where the youngest students learn.
Stop at the next door and - turn.
were strategically planted (by Mrs. Sullivan earlier in the day) throughout the building so that the children could meet important people in our school community. Ask your child who gave us this clue. Or ask them to tell you about one of the people we got to meet.
(Fortunately, Mrs. Wilcox had the watermelon in her office. We all enjoyed a refreshing piece after music.)
Walk down the stairs
and spy the fun
Don't get excited,
Your mission isn't done.
Walk down the hall
Past where the youngest students learn.
Stop at the next door and - turn.
were strategically planted (by Mrs. Sullivan earlier in the day) throughout the building so that the children could meet important people in our school community. Ask your child who gave us this clue. Or ask them to tell you about one of the people we got to meet.
(Fortunately, Mrs. Wilcox had the watermelon in her office. We all enjoyed a refreshing piece after music.)
Bathrooms
Your third grader may have come home today and told you that they visited a bathroom they don't normally visit. Yes, the girls went in the boys' room and the boys went in the girls' room. Don't worry, it was all completely supervised and we first made sure nobody was using them. It was all in an effort to review expectations and take the mystery away. The children handled it beautifully. Sure, there were giggles during the visits, but when we sat down to discuss it they came together nicely.
P.S. The boys were very impressed that the girls had 4 stalls! :o)
P.S. The boys were very impressed that the girls had 4 stalls! :o)
Wednesday, September 5, 2007
Guided Discovery - crayons
In Room 221 we learn about our supplies and routines through guided discoveries. A guided discovery is a short, interactive lesson where we practice and discuss how we can take care of each other, ourselves and our materials. This afternoon we did a guided discovery with crayons.
First I gave the children bowls of older crayons to share. They were asked to use the crayons in three different ways. Third grade artists immediately and enthusiastically got right to work with a quiet buzz. I watched in awe as their creations unfolded. After discussing, we realized that there are a tremendous number of things we can do with crayons. We can:
*draw lots of things
*draw an outline
*color in
*color dark, light or medium
*write lightly, color over it, and it looks darker
*mix colors
*do rubbings
*shade
*smudge
*doodle
*create straight, curved or zig-zag lines
*draw borders
*create designs
The children practiced these techniques by designing a name tag for their cubbies. (You can see their creation when you come for Curriculum Night on September 11.)
Finally, the community discussed how we take care of ourselves, eachother and the crayons while we are working. The children will remember to share. They might use words like, "May I use that?" "Of course." "When I'm done with it." They will also use crayons gently and clean up after themselves. Ask your child what they will do when they are using crayons.
First I gave the children bowls of older crayons to share. They were asked to use the crayons in three different ways. Third grade artists immediately and enthusiastically got right to work with a quiet buzz. I watched in awe as their creations unfolded. After discussing, we realized that there are a tremendous number of things we can do with crayons. We can:
*draw lots of things
*draw an outline
*color in
*color dark, light or medium
*write lightly, color over it, and it looks darker
*mix colors
*do rubbings
*shade
*smudge
*doodle
*create straight, curved or zig-zag lines
*draw borders
*create designs
The children practiced these techniques by designing a name tag for their cubbies. (You can see their creation when you come for Curriculum Night on September 11.)
Finally, the community discussed how we take care of ourselves, eachother and the crayons while we are working. The children will remember to share. They might use words like, "May I use that?" "Of course." "When I'm done with it." They will also use crayons gently and clean up after themselves. Ask your child what they will do when they are using crayons.
Tuesday, September 4, 2007
Unwritten
It's here. The new school year has begun. The faculty/staff of Needham Public Schools gathered together at Newman School this morning for our annual district meeting. We listened to lots of speeches and lots of welcomes. Most memorable was the photo slideshow Needham High School students put together for us. They put the slideshow to the song "Unwritten" by, Natasha Bedingfield.
I wanted to share the lyrics of this song because they say so much about the children I'm about to meet, and the time we will spend together.
I am unwritten,
Can't read my mind
I'm undefined
I'm just beginning
The pen's in my hand
Ending unplanned
Staring at the blank page before you
Open up the dirty window
Let the sun illuminate the words
That you could not find
Reaching for something in the distance
So close you can almost taste it
Release your inhibitions
Feel the rain on your skin
No one else can feel it for you
Only you can let it in
No one else, no one else
Can speak the words on your lips
Drench yourself in words unspoken
Live your life with arms wide open
Today is where your book begins
The rest is still unwritten
I break tradition
Sometimes my tries
are outside the lines
We've been conditioned
To not make mistakes
But I can't live that way
Staring at the blank page before you
Open up the dirty window
Let the sun illuminate the words
That you could not find
Reaching for something in the distance
So close you can almost taste it
Release your inhibitions
Feel the rain on your skin
No one else can feel it for you
Only you can let it in
No one else, no one else
Can speak the words on your lips
Drench yourself in words unspoken
Live your life with arms wide open
Today is where your book begins
The rest is still unwritten.
I look forward to guiding your children along their third grade journey as their books become "written". I hope to help them live with arms wide open, reaching for things in the distance, and learn in a place where it's okay to go outside the lines. Thank you for sharing them with me.
I wanted to share the lyrics of this song because they say so much about the children I'm about to meet, and the time we will spend together.
I am unwritten,
Can't read my mind
I'm undefined
I'm just beginning
The pen's in my hand
Ending unplanned
Staring at the blank page before you
Open up the dirty window
Let the sun illuminate the words
That you could not find
Reaching for something in the distance
So close you can almost taste it
Release your inhibitions
Feel the rain on your skin
No one else can feel it for you
Only you can let it in
No one else, no one else
Can speak the words on your lips
Drench yourself in words unspoken
Live your life with arms wide open
Today is where your book begins
The rest is still unwritten
I break tradition
Sometimes my tries
are outside the lines
We've been conditioned
To not make mistakes
But I can't live that way
Staring at the blank page before you
Open up the dirty window
Let the sun illuminate the words
That you could not find
Reaching for something in the distance
So close you can almost taste it
Release your inhibitions
Feel the rain on your skin
No one else can feel it for you
Only you can let it in
No one else, no one else
Can speak the words on your lips
Drench yourself in words unspoken
Live your life with arms wide open
Today is where your book begins
The rest is still unwritten.
I look forward to guiding your children along their third grade journey as their books become "written". I hope to help them live with arms wide open, reaching for things in the distance, and learn in a place where it's okay to go outside the lines. Thank you for sharing them with me.
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