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.
