Important Dates
9/26 - Picture Day (tomorrow!) 9/29 - Back to school night (parents only - 6:30p) Math We took a baseline math assessment and discussed that this would help me know how I can best help them as mathematicians. Then, we made glyphs to represent our feelings and attitudes toward math. We brainstormed different categories to sort the glyphs into and took notes on the data shown from the assortments. We made a prediction on the data (I predict that there will be more people who like to work on math alone rather than in groups) and made comparison statements (There were 3 more people who enjoy working on math alone than people who enjoy working on math in groups). . Ask your student what their glyph looked like and what each component (hat, eyes, nose, and mouth) represented Listen to your student explain how we grouped the glyphs Extend the learning by creating comparison statements about items around your house Literacy In literacy, we became experts on reading to ourselves and reading to someone. Students modeled what reading to self/someone does and doesn't look like, then we worked on building our reading stamina. We got to 8 minutes and 40 seconds without anyone becoming distracted or stopping their reading! In writing, we wrote about what kind of scientist we would be if we could be any kind in the world. Ask your student what was their favorite book to read this week Listen to your student explain what it does and does not look like to read to self and someone Extend the learning by choosing a best fit book to read together as a family Expedition We used expedition this week to work on our scientific inquiry skills. We drew pictures of what a scientist is or might look like. It was interesting to see that most of us drew similar looking pictures--a man with glasses, a lab coat, and tools to mix chemicals with. We then watched a video and discussed how scientists can be anyone and we are in fact scientists! We also practiced our observational skills by drawing out a detailed sketch of a puzzle piece. Then, all the puzzle pieces got mixed up, we traded sketches with a partner, and found each others' pieces! Ask your student if it was easy or how to find their classmates puzzle piece. Listen to your student explain what it takes to draw a detailed sketch or observation. Extend the learning by going out in nature to observe and sketch something!
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