Category Archives: 1st

Two Bad Ants, Visualizing Numbers, Cinderella, Geometry, and Writing

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This morning, I pulled a small first grade reading group. We started reading Two Bad Ants by Chris van Allsburg. It is a great book for teaching students how to make inferences. There was a lot of giggling about how silly these ants are and the trouble in which they keep finding themselves. All of my K/1 groups tend to be fluid as students make so much progress during this time. Students are generally not formally identified until the end of first grade so keep in mind that coming to me in K/1 is not a guarantee of an identification and not being pulled in K/1 does not preclude an identification.

Fourth grade math moved onto a visualizing numbers activity. We worked on this briefly last year, but this year it’s just a little harder. Tomorrow I’ll be dropping a copy of the visual they’re using into Seesaw, if you’d like to see it. Students must determine different patterns in the numbers. This allows them to see numbers as being flexible – the ability to decompose numbers into smaller parts makes multiplying and dividing easier and more importantly – allows them to see those number parts when it comes to the hardest of all the fourth grade topics – fractions!

The focus for third grade social studies this year is ancient civilizations. They will study ancient Greece, Rome, China, Egypt and Mali. While a good chunk of our year will be spent on nonfiction research related to those topics, we start by first exploring some fiction that will help them gain an understanding of other cultures. Students were given a choice as to which Cinderella story to read. Choices included the following versions: Greek, Islamic, Chinese, and Egyptian. On the off-chance you’re not convinced that representation matters, the best part of my day was when one student was able to read (and translate) some of the Arabic words in the Islamic version of the story. To see the look on his face as he could do what no one else could do was honestly the best part of my day!

Second grade math has transitioned from algebra into geometry. They used pipe cleaners and straws to build several 2D figures. Today they’ll finish up that assignment and, if time permits, move on to building 3D figures. They’ll be asked to compare the attributes of each type of feature while building academic vocabulary around the concept of geometry. I started the study by breaking the word geometry down into its parts – geo meaning Earth and metr meaning measure.

Though they probably wish otherwise, second grade had a double Espo dose yesterday. During their reading block, they continued to write about who they are. This is turning out to be more difficult than they anticipated, which is always good for me. We will be doing a lot of writing as a way of studying story elements. Students who can write about the different parts of a story are far more likely to be able to understand their impact on the story.

Visual proofs, posters, flexible thinking, and assessing

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I’m not yet pulling kindergarten or first grade groups. I’m spending the time I have set aside for those groups helping teachers do assessments. In math, kindergarten and first grade students are assessed using a program that helps to determine their number and number sense. These assessments are tied directly to activities students can do in the classroom to improve their grasp of number and number sense. First graders were given these assessments at the end of the year. I’m assessing students who maxed out on the end of the year assessment to help their teacher ensure that they are getting the right activities.

In reading, some first grade students – and a very select number of kindergarten students – are being given the Qualitative Reading Inventory (QRI), which help their teacher pinpoint their reading instruction. The QRI requires students to answer questions that are more difficult than other assessments. for students reading above grade level, this is a great way to determine if their reading comprehension matches their ability to decode the words. Very often there is a mismatch: Students can often decode words far above their ability to comprehend what they’re reading. In those cases, teachers need to spend more time on the comprehension piece of reading instruction rather than the ability to decode more sophisticated words. As their comprehension catches up to their decoding, the teacher will again move into helping students decode more complex words.

Today in fourth grade math, students were shown a visual proof for the multiplication problem 24×5. They spent some time explaining the different ways the problem had been solved and how the pictures included helped them to understand those different ways. Pairs of students were then given their own multiplication problem and asked to create visual proofs for their problem. This will take us quite a few class periods, as students will collaborate, share their work, critique and revise, then create a final visual proof.

In second grade math, students continued to work on their number problem. Last week they were all given a three or four digit number and asked to come up with as many equations to equal that number as possible. Today students walked around to look at the types of equations their classmates had come up with and were then asked to go back and see what they could use for their number. Though very often people view math as a solitary endeavor, there is a lot of research that suggests that collaborating and sharing ideas in math is a very effective way to learn. Students in all of my math groups will spend at least as much time collaborating as they do working independently.

I am continuing to assess the third graders using the QRI to pinpoint their instructional needs as well. At the same time, both second and third grade reading students are continuing to finish their “Who Am I?” posters. We’ll share posters and then move into a discussion of characters and how we know who they are.

Algebra, reading, strategy, and Frindle

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Fourth grade continued to work on Hands on Equations. I had good conversations with students as they struggled with some mathematical concepts – most revolving around negative numbers. The Hands on Equations program assumes they’ve been taught these concepts, so I use the opportunity to ask them to use their understanding of number sense to work out some of rules around negative numbers. It’s pretty fascinating to listen to them work through their understandings.

First grade played a few quick games of Strike it Out. On the surface, this game is simply about adding and subtracting within 20. Rather than having students focus on the surface level, we spent time discussing strategies that helped them win. By discussing strategies and the thought process, students showed that they have to estimate answers, quickly sort through possible combinations, and have a plan to defeat their partner. Their favorite strategy was to make their partner have to subtract because “that’s harder.”

During the fourth grade reading group, classes were leaving to attend the Walker band talks. We used the opportunity to crack open some books and read. In addition, because it was so nice out, students grabbed some blankets, their books, and headed outside.

Due to testing, I won’t see second grade reading for awhile, so I gave them a long-term assignment. They need to finish Frindle by April 25. This should be doable for that group, but if you find it’s too challenging, please let me know. They’ve also been told to come talk to me if they’re having trouble.  After introducing the book and discussing a few salient facts (it was written more than 20 years ago), students grabbed their books, some blankets and went outside to read.

Spring assessments

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We have entered the spring assessment season. I will be helping out with simulation and SOL testing, as well as doing MAP testing for all Quest-identified students and testing first grade students who have been nominated for inclusion in the Quest program for next year. The upshot: Expect sporadic updates until testing is over.

Third and fourth grade math went right back at Hands on Equations. We required a little review of the concepts, but students are back at it and eager to do well.

Third grade continues to work on their project. Students are doing a really good job of owning the project and making decisions for themselves, as well as learning to ask for help when needed. The students in charge of artifacts from each of the group requested a meeting today so they could compare notes and share ideas. They’ve made lists of what artifacts they want to make and the materials they need. I’m pretty impressed by the planning I’m seeing. We’ll do a big check-in on Friday, April 21 to get an idea of what needs to happen so that we can open our museum by the end of the year.

First grade worked on “paper work.” That’s what they call logic puzzles. We’ve graduated from some of the more simple logic puzzles to more complicated puzzles that require students to make inferences based on inferences. It was definitely more challenging for many of the students.

Algebra, researchers, and illustrators

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Third and fourth grade math continued their study of algebra using Hands on Equations.  Both groups worked on being sure they understood what was going on as they checked their answer (replacing the x with a number and checking to be sure both sides are equal). This is the hardest part of what they’re learning and causing the most frustration. In the end, I think everyone persevered and conquered their frustrations, but be aware that i’m aware that it’s uncomfortable for some.

Third grade reading continued to work on their research projects. Part of the class was spent researching and part was spent working with students doing the same jobs on different teams. The architects, the people in charge of artifacts, and the pamphlet makers met in groups to discuss ideas and plans for their specific group. The goal of these meetings was to have students share ideas across civilizations to see that they had much in common.

First grade reading finished their drawings based on the book They All Saw a Cat. This too proved challenging, as I asked students to think more figuratively than literally. While this was a difficult assignment, some of their illustrations were amazing.

More strategies, more research, more algebra and a reading day

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Second grade math wrapped up their work on addition and subtraction strategies today. Next week, we’ll dip our toes into some early algebraic concepts.

Third grade reading continued their research on their ancient civilizations. i met with groups with the artifact and pamphlet groups to give some guidance on what those should look like. Students have been told to ask me for supplies before handing parents large unwieldy lists full of things we already have at school. What has been really exciting to watch is how students are slowly, but surely being pulled into having fun while researching. As students were discussing their exhibits today, they were branching out from their original assignment. Students started researching food, games, arts and crafts, and bathrooms (well, it is still third grade!). I’m excited to see what they put together.

In third grade math, we took a day to review how to check their work after they solve an algebra problem. Some students were struggling to remember the steps because they didn’t understand the purpose, while others were doing fine with the steps, but still didn’t know the purpose. Since our biggest goal is conceptual, rather than procedural understanding, taking the step back allowed me to work with small groups and address misconceptions and mistakes as they were happening.

in first grade, students were given a choice to read or to write their own stories. It was a lot of fun to watch them as they worked through their drawing and writing. I had some great conversations with students as they wrote their stories.

Adding & subtracting, comparing, ArcGIS, and letter writing

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Second grade math continued to work on addition and subtraction strategies. I’m encouraging students to find a strategy (especially subtraction) that works really well for them. Adding on and counting up are solid strategies that allow students to work with their understanding of addition to complete difficult subtraction strategies. A couple of students, who have a fairly flexible way of thinking of addition and subtraction are working on Balance Benders, which is an introduction to algebraic thinking.

First grade math used our measurements from last week to compare the little playground to the big playground. We talked about strategies to determine which playground equipment was bigger. For most of the structures, it was pretty easy: We only had to look at the number in the tens place to determine that the rock wall and monkey bars were bigger in the big playground. We also measured how far the swings were from the ground. That was a little more challenging. In the little playground, the swings are approximately 22 inches off of the ground, but in the big playground, they’re 26 inches off the ground. Students were able to explain that they had to look at the ones place to determine which was bigger. Once we were done with those comparisons, I asked them to prove it to me by telling me how much further off the ground the swings were in the big playground rather than the small playground. Students were able to explain their strategy pretty easily for that one. Once we tried to determine the difference between the monkey bars in the little playground (72 inches) and the big playground (94 inches), I saw an even bigger array of strategies – students were adding the tens first then adding the ones, in some cases they subtracted the tens, then the ones. My favorite part of the lesson was when students who had given an incorrect answer (though I hadn’t told them what the correct answer was yet) wanted to change their answer based on their friends’ strategies and explained where they’d made the mistake.

Fourth grade reading learned how to add points to an interactive map using ArcGIS. Adding points to this map does not require students to be logged into their accounts. Students did learn how to create points on their own maps as well. Students who want to play around with their own maps can go to ArcGIS, log in (they should have their user names and I encouraged them to change their passwords to their Google passwords so they wouldn’t have to remember another), and open the maps they started today.  We’re going to be doing some geography-based research on toponyms and other interesting geographic bits of information.

Second grade reading finished up their letter writing today. I will deliver their letters to Mrs. Thompson on Friday to allow for some final envelope addressing tomorrow.

Algebra, research and a step back

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Third and fourth grade math continued to work through Hands on Equations.  In level II, students begin to work with negative numbers, which definitely causes some frustration. The analogy I’m using to teach negative numbers is thinking of zero as ground level – as you go beneath ground level, you’re in negative numbers and above grade level you’ll find positive numbers. I’ve been drawing this for students to help them visualize adding positive numbers to negative numbers.

I conferenced with my third grade reading groups. I met with each museum group to coach them on assigning jobs to specific students and making a plan for their exhibits. Conferencing will continue throughout the project.

First grade took a step back from what we were doing. The predator/prey aspect of our project was giving us some trouble, so instead students are focusing on how the cat from They All Saw a Cat might have seen the animals. They’re having some fun drawing those pictures. Some of the issues we’ve run into have to do with students doing the work quickly, without attention to detail or taking the time to turn in quality work. I know this is something their teachers have also talked with them about, so it certainly helps to hear it repeated from me.

Practice, algebra, research, and perspective

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Second grade math broke into two groups today. One group continued to practice adding multi-digit numbers with regrouping by playing Don’t Break the Bank. Another group started to work on some basic algebra concepts using the Balance Benders book. The concepts get more difficult the further into the book they go. It teaches students to think logically and to apply the information they’re given to new problems.

Most students in third grade reading continued to work on their research. A small group, the architects, started dipping their toes into the pool of learning how to determine scale. It is possible this may prove too difficult for them, and we talked about that today. Though there was definitely some frustration, we made progress and students felt better about their task.

Third grade math continued to work on Hands on Equations. Though this will sound repetitive, students are working at their own pace. They are working deliberately and checking their work. They move on when they’ve mastered a lesson and not before.

Subtracting strategies, measuring, geography, and letter writing

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Second grade math continued to work on subtraction strategies. The best part is that students are starting to discover what strategies work best for them. Some students are still working with base 10 blocks because they need the reinforcement of physically moving blocks as they trade a ten stick for ten units. Other students are drawing base 10 blocks to help them regroup.  People who are drawing then use a few different strategies as they subtract. Some cross items off as they subtract, others are circling tens and ones together to show that they’re being subtracted together. Working in this way allows me to conference with individual students to help them work out strategies that are best for him/her.

My first grade math group went out to the big playground today to do more measuring. We measured the rock wall, the swings, and the monkey bars so that next week we will be able to compare the numbers from the little playground and the big playground. We also measured the slide, which proved to be a challenge. Some students came back with 144 inches, while others came back with 77 inches. This was a deliberately challenging task – as some students were measuring with yard sticks and others with rulers – which allowed us to have another conversation about efficiency and choosing the right tool for the job. We measured the slide together and came up with approximately 117 inches.

Fourth grade math continued their exploration of geography. Based on yesterday’s conversation, students were asked to come back with some place names they’d like to know more about. I also had a list of place names for students to research. In doing this research, students learned that places are named for a variety of reasons: geographic, people, or events.  Some of the places they researched included:

  • George, Washington
  • Devil’s Bit, Ireland
  • Boring, Oregon
  • Dull, Scotland
  • Torpenhow Hill, England
  • Spuyten Duyvil, New York
  • Fishkill, New York
  • Llanfairpwllgwyngyllgogerychyrndrobwllllantysiliogogogoch, Wales

We spent a short amount of time looking at some digitized images of maps found at the British National Archives. We will continue that part of the activity next week. Students were amused as one of the maps shows North America as Europeans believed it looked in 1710.

Second grade reading continued to work on their friendly letters to Mrs. Thompson. Some students have completed their letters and learned how to address an envelope. I was impressed by the number of students who knew not only their complete street address, but also their zip codes.