Last week in science, we began exploring how matter can be changed physically. We started by taking a piece of paper and changing it. Some of us folded our paper. Some of us cut (or ripped) it. We found that no matter which we did, it was still a solid. While we were in the lab we used one of our favorite apps, PicCollage to record what our paper looked like before and after we changed it.
The next day, when it was time to share our learning, students learned how to use the Reflector app to sync their iPad with our Macbook. We were able to have several iPads up at one time and students could compare and contrast the way we changed our matter.
We are learning a great deal about states of matter and having the iPads in our room adds to the excitement.
We have been learning about features of nonfiction text and their purposes. We began by reading a Time for Kids article and noticing and wondering about the different tools the author used to share information with us, the readers. We noticed photographs, captions, labels, maps, titles, headings, and maps and discussed how each of these features helped us understand the text.
Then we wondered if other types of non-fiction (not just magazines) used special features. Our fabulous librarian Ms. Brant helped us find informational books that would be perfect for us to use. We went on a nonfiction feature hunt and above are the features we found in our books.
Our teacher took pictures of what we found using her iPad and projected them. We discussed what we had found and looked at the purpose of each feature. We created a chart that showed examples we found and what we thought the purpose (job) of these features were.
Later in the week, we each chose four features we wanted to become experts on. We found examples of those in some of the nonfiction books and magazines we had in our classroom. We then checked out our campus iPads and used Educreations to share our thinking. As we worked, we collaborated with students in our class to share what we were learning. Our learning partners helped us make sure our information looked right, sounded right, and made sense (see our post on cross checking.) The ideas from this lesson came from the Comprehension Toolkit by Stephanie Harvey (Lessons 2 and 3.)
Perhaps you have heard your child say "We get to play games in math" and wondered exactly what your students are supposed to learn by playing games. Our district utilizes Investigations as our main curriculum resource for math instruction. We distributed a flyer about this during our Parent Orientation and sent it home for those who could not attend. (Please let me know if you need another copy.) You can also find out more about Investigations by reading this Information for Families document. Additionally you can learn more about how you can support your students math thinking at home by viewing the Math Thinking document. In our classroom, rather than simply calling these games, I stress that they are learning activities. After modeling the activity either whole group or in small groups. I group the students based on where they are in their understanding of math concepts. I want them to work with someone who will challenge their thinking but not cause frustration because their partner is at a different level than they are. As students are collaborating to complete the learning activity, I walk around and listen in and often snap pictures. As I observe, I take notes in a Google form I have created for the current activity they are working on. I use the data I collect from my observations to plan further instruction and to determine who may need additional support or who might be a good resource as a peer tutor. This data also helps me in planning future student partnering.
Today (September 26, 2013) I am sending home cards and instructions for some of the learning games we are utilizing at school so you can enjoy them at home.
Please feel free to make any comments or ask any questions either in the comment section below or by emailing me.
This week, we collaborated with our second grade learning friends at Old Settlers Elementary in Mrs. Ferguson's class. Mrs. Ferguson and I have been friends for several years and we get together every three weeks to share ideas and bounce ideas around. She is an important part of my PLN (personal learning network.) Even though we do not teach at the same school, we text, email, or talk at least a couple times a week to collaborate along with another of our friend's Mrs. Curry at Southridge Elementary.
Both of our classes enjoy playing the math learning activity Guess My Number and we were looking for a quick low tech way for us to collaborate and bring our classrooms together. This activity is part of our classroom routine through our Investigations curriculum. We decided to utilize Google docs to play the game. We also thought this would also be a great way to review different types of sentences and proper punctuation.
First Mrs. Ferguson's class picked a number between 1-100. We could ask them questions (we had to remember to put a question mark after them.) to try to guess their number. We have been learning strategies when we play this game to help us eliminate a lot of numbers in each turn. It was great to see the kids applying these strategies. Students would huddle in groups. Each group would have a turn to share out a response and help me compose the the response (including proper punctuation.) While we played, we had student helpers keeping track of our what we discovered on our class number line located at the front of our room. We love this game, but being able to play it with another class made it even more exciting!
You can check out our game on Google docs. Below are pictures of our classes while we were playing.
Mrs. Ferguson's class
Mrs. Haney's class
We are looking forward to our next collaborative activity with our learning friends!
This week, we will be exploring the accuracy strategy Cross Checking. It is important that readers develop the strategy of slowing down when they come to a word they do not know. This enables reader to fix the meaning and not just skip the word. Cross checking requires readers to constantly think about what they are reading (see related post Check for Understanding) and monitor their understanding of what they are reading. In this strategy, when readers come to an unknown word they begin to attack it independently they ask themselves the following.
Does the word you are reading match the picture or letters written?
Does it sound right?
Does it make sense?
We learned some hand motions to help us remember this. Ask your child to show you. A Parent Pipeline with more information about this strategy was sent home today (September 24, 2013.) It does include information about the hand motions if your child needs a reminder as they show you.
Our class has been studying the qualities of citizenship for the past several weeks. We began our study will the question "How might we, as second graders, recognize and celebrate the citizen heroes who live among us?" The students brainstormed in groups in realized this question caused additional questions for us. We narrowed our questions down to three main questions and then decided to tweet our questions to our learning friends and parents on Twitter.
We received numerous responses that guided our thinking.
We also read information in our social studies textbooks and shared what we learned.
Then Ms. Casida, our brilliant assistant principal, asked us a question that really made us think.
We thought about the people we have met at Polser and realized that there were many citizen heroes learning alongside us. Below are our projects that we created to share our thinking.
One amazing thing about our learning community is that each of us are teachers and learners. Mrs. Haney showed a core group of students how to use the app and then each of them became "trainers" who helped train others. Below are some pictures of the students collaborating to complete their projects. Also, one of our students took advantage of our district BYOT policy and brought his iPad from home.
Mrs. Haney's reflection after this project:
This project was a huge ah-ha for me. When I first began planning this, what I envisioned was not at all what it turned out to be. The kids and our learning partners on Twitter took in a different direction than what I initially thought. I love that one of our parents also tweeted us to share her thinking.Opening our classroom up to learn with others is a professional goal of mine this year. After collaborating with my colleagues during professional learning and with the support and encouragement of our campus administration, I felt empowered to take a risk and try new things.
One thing I will keep in mind next time we do a project like this is the background noise when students are recording. (I am sorry Superstars, I should have had you to into the hall to record. Serena actually thought of that for next time--great idea!) Gianna told me something that also made me think. She said she has always enjoyed playing on the iPad but she really loves learning with it like we did this week. Excellent point Gianna. We will have to check out the iPads often this year!
We would love to hear your comments and suggestions to help us learn from this project.
We have been reviewing our first grade skills of coin identification and value. Our focus is on the four following coins--penny, nickel, dime, quarter. We have done this within the context of a game--Collect 25 Cents. The kids have been having a blast and learning in the process (let's keep the learning part our secret--grin!) Below are some links to online practice sites and resources.
Every day students will solve a math problem. We craft our problems based on the CGI model using the identified problem types. So far this year, our focus has been on "Joining Result Unknown" problems. As students solve the daily problem, I circulate the room to observe the different ways students are solving their problems. After they are done solving the problem, students move to the carpet to share their thinking with a peer. I then select 2-3 students to share their thinking with the whole class. Students are selected based on different criteria including introduction of new strategies, common misconceptions, interesting mathematical thinking, or creative or unusual approaches to the problem. As I circulate the room I record observations using a Google form I have created, recording my observations on my iPad. This data is analyzed to design future instruction and reflection. Monday through Thursday students solve these problem in their problem solving spirals. On Friday, students solve these on paper and turn them in to me for targeted feedback. Once or twice a grading period a grade for problem solving is recorded in the grade book. To assess student progress, I use our district rubric. At the start of the year, our class looked at student work and developed a criteria chart. I guided this activity so our criteria chart matches the district rubric but was is in "kid language." Below is an annotated student work sample and our district math rubric.
Below is a video slideshow from Meet the Teacher 2013. It was so nice to get the opportunity to meet so many of you before school started. What a great looking group of students and parents!
Last week, Ms. Casida, our amazing assistant principal, stopped by during our Daily 5 time. We were immersed in Read to Self and she laid down on the carpet and started reading as well. We have launched Read to Self, Working on Writing (soon to add blogging), and Read to Someone. This week we will begin Word Study. We are developing stamina and are well on the way to developing lifelong independent literacy skills!
We are currently focusing on summarizing what we have read. Summarizing is taking selections of text and reducing them to their bare essentials: the gist, the key ideas, and the main points that are worth noting and remembering. When students summarize, they are taking sections of the book and pulling out important information and sharing it in our own words (rather than copying it out of the book.)
As readers, it is important that we summarize what we read so we can remember, organize, and understand the importance of the text we are reading. This strategy can be a bit challenging to second graders as they learn to identify the most important details to include in their summarization.
We will begin by learning how to retell stories. We will do so by breaking down fiction books into "beginning," "middle," and "end" (B-M-E), identifying the most important details in each section. We will be utilizing a Flow Map (Thinking Maps.)
I am sending home a Parent Pipeline today (September 10th) with more information about this strategy.
Homework. Some of us love it...some of us not so much. Most of our school work will be completed at school. There may be times when your child has not completed work at school and they may need to take it home to complete. If that is the case, you will be notified via the daily calendar in the Polser folder. Very rarely, maybe once or twice this year, the grade level will have a project your child will complete at home. You will be notified of that in advance. Other than that, I do not have a required homework policy. I advocate and celebrate self-directed learning at home. I do have some suggestions for you and your child to consider as you plan extra practice Monday-Thrusday. Again, these are suggestions. I am sure you and your child will have even better ideas. Spelling: Every week that we are in school on a Monday, your child will bring home a collection for words for spelling practice at home. Feel free to practice these any way you would like. I will send home some suggestions of research-based ways to study that have proven to be effective. I have also created a Spelling City online website on which your child may practice their words. Your child does not need to bring anything back to school saying they practiced. I will know if they have practiced when we have our weekly spelling checks on Friday, but more importantly your child will know. Reading: Good readers read both in and outside of school. They read many things--books, magazines, newspapers, even comic books. They read about topics that interest them. I suggest that your child read (or better yet, you read with them) for at least 20 minutes every day. Your child will have a book in their Polser folder that is on their reading level starting the week of September 16th. (We are still currently conducting reading assessments.) Your child may choose to read the book I provide or any other reading material that is of interest to them. I would love hear about great books your child is reading. There are many ways your child could share this with me such as tweeting or emailing me (with parent supervision), drawing a picture or writing about their favorite books, recording themselves reading using free creations apps such as Audio Boo, creating a book trailer using a free creation app such as Educreations, or even just having a good old fashioned face-to-face conversation with me. I do not require that your child keep a reading log or even do any of the previously mentioned things. I will know if your child is investing time at home reading when I listen to him/her read at school, but more importantly, your child will know. Math: Mathematicians practice and apply their skills both inside and outside of school. I suggest that your child spend some time each week reviewing what they have learned in math. Your child will have online access to FASTTMath at home so they can practice their facts soon. (I am waiting for the district to finish setting this up for the current school year.) I will send home a review sheet on Tuesday that covers concepts we learned the previous week. Your child may return this sheet if he/she would like me to see it or if they have any questions. I do not require this to be turned in. I will know if your child is investing time practicing math concepts at home when we are solving problems at school, but more importantly, your child will know. Happy learning!
One of the wonderful things about teaching today is the ability for classrooms to share their learning on a global level. We have a Shelfari and you can see what books we have read during the school year. I have embedded a widget on this blog which shows this shelf (look to the right.) We try to write a quick review about each book we read so you can check out our thoughts and ideas. You can also visit our self online and follow us if you have a Shelfari account. If you see we have posted a book and you would like to know more about it, please contact us via Twitter @2ndGrSuperstars. We will also begin creating video book reviews as the year progresses. We love reading and having an authentic audience to share our reading with makes it even more fun! Happy reading!
The purpose of our class blog is to provide a more in depth look at the learning in our classroom. Posts will be updates at least once a week. For parents, this will take the place of a weekly printed newsletter (parents may request a printed copy of blog posts if they do not have internet access.) Pictures of students and student work will be posted (with parent permission). We hope other teachers and classrooms will collaborate with us on our learning. Comments on our posts are welcome. Readers will be able to link to all other social media through our class blog.
We will be using Twitter on a daily basis to connect and learn with others. We will connect with other classrooms and individuals. Parents are welcome to follow us and share their expertise.
The updates will not be as current as our Twitter page. They will also be different in nature. Facebook is a place we will post reminders about special events and periodically post pictures. If you are a Facebook user, you may want to like our page. Our posts will show up in your news feed.
Students, with parent permission, will have the opportunity to maintain their own individual blogs. We are currently working on paper blogs in class to learn more about the blogging process. We will be launching our individual blogs within the first nine weeks.
We are discussing the comprehension strategy Check for Understanding.
Check for understanding is an important strategy because good readers stop frequently to check for understanding or to ask
who and what. A Parent Pipeline with more information about this strategy was sent home in our Tuesday News Day folders today (September 3, 2013) How can you help your child with this strategy at home?
When reading to your child, stop periodically and say, “Let’s see if we
remember what I just read. Think about who the story was about and
what happened.” Do this 3 or 4 times throughout the story.
When reading to your child, stop and have them practice checking for
understanding by saying, “I heard you say...”
Our Language Arts block is built around the Daily 5, a structure that helps students develop the daily habit of reading, writing, and working independently that will lead to a lifelong literacy independence. Daily 5 consists of five tasks are are introduced individually.
Read to Self
Read to Someone
Work on Writing
Word Work
Listen to Reading
Each task is modeled and supported by teachers throughout the launching process. It is not something that is implemented in a week or two, instead our implementation process will continue throughout the five to six weeks. We are learning what each task looks like, sounds like, and feels like and together discuss the student and teacher expectations during each task. Most important, we learn why each task is important and how it helps us become lifelong readers and writers. Students will work on building "stamina" until they successfully achieve independence. Once we have established increased independence, I can begin pulling reading groups and working one-on-one with students.
Where Daily 5 gives us the structure for our Language Arts block, CAFE provides us with the strategies we will use to develop our reading skills.
Comprehension (I understand what I read)
Accuracy (I can read the words)
Fluency (I can read accurately, with expression, and understand what I read.)
Expand Vocabulary (I know, use, and find interesting words.)
We will continue to post about our progress and will begin posting pictures next week once we have all the parent consent forms.
