BAILLY'S SUPER WORD OF THE WEEK:
OPPORTUNITY:
a good chance to improve your self
a good chance to improve your self
a set of circumstances that makes it possible to do something
The students were challenged by Mr. Zeck to write something a person told them was too hard for them to achieve. They then needed to write how they could achieve it.
~Make sure to ask your child what they wrote.~
1st GRADE LA
SILLY SPEAK:
This week we worked on developing and applying phonological awareness. The students worked on distinguishing the first vowel sound in a list of words. This began the foundation for learning Pig Latin. We worked on a couple of worksheets to help us visually see where the first vowel sound is located in a word. I then wrote a few words on the board in English and Pig Latin. I asked the students if they could recognize a pattern in the words. Some caught it right away, others needed a little guidance. They all started to see the separation between the first consonant/consonant cluster and the first vowel sound. They then saw all of the words ending in "AY". We had to stop there for the week.We will continue next week with translating Pig Latin words and encoding English words into Pig Latin.
2nd GRADE LA
EDWARD TULANE and POINT OF VIEW:
We started this week with a grammar lesson by dissecting and labeling a sentence from our story.
We then started our lesson defining what 'point of view' means. After reading chapter 9 aloud, we discussed how a character's connection to a particular situations can affect their point of view. We worked on a Point of View worksheet together in class. The worksheet listed ONE event and we needed to see how different characters reacted based on their specific connection to it. We looked at what kind of connections the character had to the event, what their point of view was and what evidence from the book supports our statements.
I made note to touch on this again though out the rest of the story. I want to make sure everyone has a firm understanding on the concept of point of view. It's kind of an important one, now and through out life. 😉 Habit 5: Seek first to understand then to be understood.
HOMEWORK: READ CHAPTER 10-13
READING ANALYZER ON CHAPTER 12
3rd GRADE LA
INTERACTIONS:
On Monday the students read their 'After School Interaction' journal entries. They did a great job. We still struggle a little with the difference between cause and effect and interactions, but we will be working in this all year. Once I read their journals I wrote helpful hints to guide them into going a bit further in their explanations to ensure they have given an interaction versus a cause and effect.
Tuesday we started a new lesson where the students were introduced to Beatrix Potter. We read her biography and discussed her childhood interactions with nature and animals. During the time period when Beatrix Potter was alive, she was a phenomenal woman with huge successes beyond her short stories. The students will be able to bring home a copy of her biography in the next couple of weeks. Make sure you check it out!
We will continue looking at her childhood interactions regarding to her passion for drawing and her lively imagination next week. We will then begin reading and analyzing a few of her stories.
4th GRADE LA
BIOGRAPHY PROJECT:
We are still working on our Agent of Change projects. The students are doing a GREAT job!! I have their work with me to read over the weekend. I will be looking to make sure they continue to stay on path as to why the person they are researching is an Agent of Change, not just a famous person.
Almost everyone is gathering their timeline events from their summary pages. I have a few already saving pictures to incorporate onto their timelines.
1st GRADE MA
SIDES AND SHAPES:
This week we categorized our polygon shapes we made from our 3X3 squares. To recap our last lesson, we took 3X3 squares and made them into rectangles, large triangles, small triangles and squares by folding them down the line of symmetry. The students could use 2-4 of these shapes to create a polygon. Once the polygons were made, the students needed to categorized them based on the number of sides, vertices and how many shapes they used to create it. Paying attention to these attributes will set the foundation for our math game GRUPO.
2nd GRADE MA
TRANSFORMATIONS:
We are learning about transformations!! The students have been introduced to SLIDE (translation), FLIP (reflection) AND TURN (rotation). To begin, we took a note book and the students were told to slide it across their table. Next, they then needed to flip it across an imaginary line of reflection. Last, the students were told to place their finger on one corner and rotate or turn the notebook clockwise then counter clockwise.
After introducing these concepts, we worked on a packet. The packet needed the students to write what transformation occurred to each shape or figure in order for it to have moved from the left column to the right.
The students then had to draw a shape to match the transformation that was written. I noticed a couple of students get a little confused between reflection and rotations. Next week we will have a worksheet where they can use a shape to manipulate to perform each transformations This will help them visualize the difference between flip and turn as well as kinesthetically.
3rd GRADE MA
THINK DEEPLY:
Writing what you know! Writing our Think Deeply is not always easy; especially in math since we're here for numbers, right?? However, using vocabulary words, charts, formulas, along with explanation and reasoning does a great job helping student fully understand the lesson. It also helps me understand if they do NOT fully understand the lesson.
We do a bit of group and partner work in our class. Sometimes if a student does not fully understand a lesson they can "hide" in their group. A Think Deeply let's me know exactly what each student is understanding.
4th GRADE MA
FROGS AND FRACTIONS:
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| BIG GREEN MONSTER |
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| SWAMP PRINCE |
On our second worksheet, the students were introduced (or reintroduced for the student I had last year) to the term benchmark. We needed to use the concept of benchmark to answer questions on the Frisky Frog Leap worksheet. The last question required the students to make up there own frog leap word problem. They needed to incorporate a mixed fraction and an improper fraction for this as well. As a class, we will create a frog leap word problem to be sure everyone understands how this needs to be done.
