Showing posts with label 2nd Grade. Show all posts
Showing posts with label 2nd Grade. Show all posts
Monday, August 8, 2011
Tuesday, May 31, 2011
BULLETIN BOARD: Reading Gives Flight to Imagination (revisited)
BULLETIN BOARD: Reading Gives Flight to Imagination (revisited), a set by Enokson on Flickr.
This flickr poster has the BEST library/reading displays. Thyea re all so gorgeous and inviting!
Wednesday, May 25, 2011
Straw Creations
I gave them about 30 straws, a big strip of tape, and a styrofoam plate. They could work alone or with a partner. We had a blast!
Monday, February 21, 2011
Feb. 21-25
Quick update
This week we will be starting to read biographies of famous Americans.
We are still practicing telling time to the nearest five minutes.
Thanks to all who contributed money to the Jump for Heart program.
This week we will be starting to read biographies of famous Americans.
We are still practicing telling time to the nearest five minutes.
Thanks to all who contributed money to the Jump for Heart program.
Monday, February 7, 2011
Feb. 7
Sorry I haven't posted. I can't post from school and our home computer was on the fritz!
Anyways, I wanted to add a link to a math game site
http://resources.oswego.org/games/mathmagician/cathymath.html
and a site that has free online stories!
http://kids.aol.com/KOL/1/KOLJrStories
Enjoy!
Over the next few weeks, we will be reading lots and lots of books from Marc Brown's Arthur series.
http://www.kidsreads.com/series/series-arthur-author.asp
Anyways, I wanted to add a link to a math game site
http://resources.oswego.org/games/mathmagician/cathymath.html
and a site that has free online stories!
http://kids.aol.com/KOL/1/KOLJrStories
Enjoy!
Over the next few weeks, we will be reading lots and lots of books from Marc Brown's Arthur series.
http://www.kidsreads.com/series/series-arthur-author.asp
Monday, January 24, 2011
Jan. 24-28
This week we will wrap up our fairy tale unit.
On Friday, we will have a Fairy Tale Ball!
Come dressed as a fairy tale character. A simple costume will do. Some ideas: the Big Bad Wolf, a Pig, a Goat, a Troll, a Witch, a Prince or Princess, a dragon, an ogre, a King or Queen...evil or good, Red Riding Hood, a Grandma, a Woodsman, a fairy, a fairy Godmother, and evil step-sister, etc. (Please do not go out and spend a bunch of money! It is too cold to be out shopping anyways!)
Please leave all swords, daggers, axes, evil potions, poisonous food, and other weapons at home.
We will play a fairy tale game, have a snack and make a craft.
Math pages are included. Read those questions CAREFULLY.
Spelling work...as usual! Remember for each activity you complete, you get a sticker for your chart. Let's fill those up!
Report cards are being sent home today, Monday. Please call 330-482-5355 ext.36341 if you have questions. I try to return all calls within 24 hours.
FRIDAY is early release. I am sending home another notice if your child did not return the first one.
Thanks!
On Friday, we will have a Fairy Tale Ball!
Come dressed as a fairy tale character. A simple costume will do. Some ideas: the Big Bad Wolf, a Pig, a Goat, a Troll, a Witch, a Prince or Princess, a dragon, an ogre, a King or Queen...evil or good, Red Riding Hood, a Grandma, a Woodsman, a fairy, a fairy Godmother, and evil step-sister, etc. (Please do not go out and spend a bunch of money! It is too cold to be out shopping anyways!)
Please leave all swords, daggers, axes, evil potions, poisonous food, and other weapons at home.
We will play a fairy tale game, have a snack and make a craft.
Math pages are included. Read those questions CAREFULLY.
Spelling work...as usual! Remember for each activity you complete, you get a sticker for your chart. Let's fill those up!
Report cards are being sent home today, Monday. Please call 330-482-5355 ext.36341 if you have questions. I try to return all calls within 24 hours.
FRIDAY is early release. I am sending home another notice if your child did not return the first one.
Thanks!
Saturday, January 22, 2011
Marc Brown Lesson Plans & Ideas
174 Marc Brown Lesson Plans Reviewed by Teachers
Yes, this is how I spend my Saturday nights. I am very sick and trying to do something to keep me up and awake for a bit! Searching for good class activities and websites works!
Tuesday, January 11, 2011
Jan. 10-14
Math problems were attached!
We have been working of collecting data and organizing information. A Venn diagram is a way to organize and compare information. Please help your child complete a fairy tale Venn diagram using any two fairy tale characters. Here are some ideas to use:
Rapuzel Little Red Riding Hood Cinderella The Big Bad Wolf
The Three Little Pigs Rumpelstiltskin Gingerbread Man
Our spelling work will be with words that have double e, such as need and wheel. Please practice the spelling words and complete two of the spelling activities. Note! There are now 10 words.
Saturday, January 8, 2011
Popsicle Puppets Rock!
Found the online...silly, but fun! I wanted to show how popsicle puppets can be exciting!
Monday, January 3, 2011
Happy New Year! Jan. 3- 7, 2011
This month we begin a new unit in math: Pockets, Teeth, and Favorite Things: Data Analysis
Unit 4 Famliy Letter
Our spelling work will be with words that have double consonants.
We will be starting to track the weather. This will continue until the end of the year so that we can really see the changes that take place.
Sunday, December 19, 2010
Dec. 20-22
The trip to the movies went very well. The kids were literally ROARING with laughter. Thanks to Mr. Green for tagging along on his birthday!
Monday: Polar Express Day. Jammies are optional!
Tuesday: Wrapping up our study of pioneers and Laura Ingalls Wilder.
Wednesday: Christmas carols at 9:30am and Holiday party in the afternoon!
Links we will be using this week:
http://www.marcias-lesson-links.com/Polar%20Express%20story%20sequencing%20strips.pdf
http://www.littlehousebooks.com/
Monday: Polar Express Day. Jammies are optional!
Tuesday: Wrapping up our study of pioneers and Laura Ingalls Wilder.
Wednesday: Christmas carols at 9:30am and Holiday party in the afternoon!
Links we will be using this week:
http://www.marcias-lesson-links.com/Polar%20Express%20story%20sequencing%20strips.pdf
http://www.littlehousebooks.com/
Monday, December 13, 2010
Dec. 13
Lots of stuff going on this week and next!
With a two hour delay today and a very busy week ahead, there is NO new spelling list.
We will be making a holiday craft with our preschool buddies on Tuesday.
Homework:
Math: Complete sheet on symmetry and story problems
For a good symmetry resource, click here.
Social Studies: Interview a family member about how they celebrated Christmas as a child. Then complete the Venn Diagram comparing Christmas today and Christmas from long ago. If you do not have an older family member for your child to talk , it is fine for them to just ask a parent about their childhood Christmas.
Friday: Annual Movie! Please return the permission slip asap.
With a two hour delay today and a very busy week ahead, there is NO new spelling list.
We will be making a holiday craft with our preschool buddies on Tuesday.
Homework:
Math: Complete sheet on symmetry and story problems
For a good symmetry resource, click here.
Social Studies: Interview a family member about how they celebrated Christmas as a child. Then complete the Venn Diagram comparing Christmas today and Christmas from long ago. If you do not have an older family member for your child to talk , it is fine for them to just ask a parent about their childhood Christmas.
Friday: Annual Movie! Please return the permission slip asap.
Monday, December 6, 2010
Dec. 6th, 2010
I was not at school today, Monday, because Mia was sick all night. She is feeling better now, but still laying on the couch for the most part.
I apologize for the newsletter and homework coming home a day late. Santa Shoppe letters went home and that probably the most important topic on the student's list!
This week:
We will studing the spelling pattern of ink and ing.
In math, we have started geometry. Second graders are expected to:
1. Identify, describe, compare and sort three-dimensional objects (i.e.,cubes, spheres, prisms, cones, cylinders and pyramids) according to the shape of the faces or the number of faces, edges or vertices.
2. Predict what new shapes will be formed by combining or cutting apart existing shapes.
3. Recognize two-dimensional shapes and three-dimensional objects from different positions.
4. Identify and determine whether two-dimensional shapes are congruent (same shape and size) or similar (same shape different size) by copying or using superposition (lay one thing on top of another).
5. Create and identify two-dimensional figures with line symmetry; e.g., what letter shapes, logos, polygons are symmetrical?
**************************
We are LOVING Little House in the Big Woods, both the chapter book and picture books. When I first started reading the chapter book, one of the boys said, "Isn't this for girls?" Oh! Ho! Ho! I wish you could have seen their faces and reactions to the first pages of the book.
Pa and Uncle Henry butcher a pig!
Laura remembers seeing two wolves sitting outside the house!
Laura and Mary eat a pig's tail!
The giggling and squeals from the girls and boys were wonderful. They are begging for more each day...how wonderful!
I apologize for the newsletter and homework coming home a day late. Santa Shoppe letters went home and that probably the most important topic on the student's list!
This week:
We will studing the spelling pattern of ink and ing.
1. Identify, describe, compare and sort three-dimensional objects (i.e.,cubes, spheres, prisms, cones, cylinders and pyramids) according to the shape of the faces or the number of faces, edges or vertices.
2. Predict what new shapes will be formed by combining or cutting apart existing shapes.
3. Recognize two-dimensional shapes and three-dimensional objects from different positions.
4. Identify and determine whether two-dimensional shapes are congruent (same shape and size) or similar (same shape different size) by copying or using superposition (lay one thing on top of another).
5. Create and identify two-dimensional figures with line symmetry; e.g., what letter shapes, logos, polygons are symmetrical?
**************************
Pa and Uncle Henry butcher a pig!
Laura remembers seeing two wolves sitting outside the house!
Laura and Mary eat a pig's tail!
The giggling and squeals from the girls and boys were wonderful. They are begging for more each day...how wonderful!
Sunday, November 28, 2010
Nov. 29 - Dec. 3
There are some neat pictures of Laura and her family at http://www.lauraingallswilderhome.com/
Tuesday, November 16, 2010
What goes on during Math?
I am home sick today, so I have a bit of time to actually post to the website this week. Instead of just posting the class newsletter that went home yesterday, I thought I would share with you some reflections from what we’ve been up to in the classroom. I would love to do more of this. I blame any typos on my coughing fits!!!!
Math is so much more than just memorizing rules! To truly be math literate, the students have to be able to understand the why behind their problem-solving.
My goal in teaching math is always to be sure that the students are building a concrete foundation of mathematical thinking. How is that done? They need experiences where they build that understanding through hands-on work, and giving explanations of their work both visually and verbally.
You can see the differences in the student’s work and thinking during a recent math lesson.
We met at the carpet and I gave the students a problem: there are 13 girls and 25 boys on the playground. How many kids are there? I had the kids hold out their hands and imagine the 13 girls in one palm and 25 boys in the other. Then we moved our hand together to show that we wanted to combine these two sets.
Next, I asked the students to think of a way to solve the problem. Then one by one, I had volunteers come up to share their strategies.
The first student showed perhaps the most concrete of all solutions. They drew 13 circles, then 25 circles and counted each circle one by one, starting with one.
This works, and they got the right answer, but not the most efficient way to solve this. But this is where the student's thinking is at for now...and there isn't anything wrong with that. As their teacher, I need to show them other ways to solve this type of problem more effiecently, and give them opportunies to use those other strategies.
Next, a student came up and drew each number as base ten blocks. Then they added each stick of ten by counting by tens, and then the ones to get the correct answer. Drawing the base ten block instead of the tedious circles is a step in the right direction! This shows that they can see a simpl line as representing a stick of ten cubes, showing their abstract thinking at work.
We talked about how drawing the base ten blocks was a bit more quicker and more organized then a bunch of circles. But either solution worked .
I asked the class if anyone had another way…something different.
Next up was a quiet girl in the class who started to draw 13 circles, just like the first person. I stopped her and asked if this was going to be different than the first way and she softly answered, “Kinda.” As hard as it was for me, I just continued to let her draw, watching to see what she was going to do. As teachers, we often what to jump in and save the day…hurry it along, but I am learning to be more patient. It pays off!
And there is was. She did not go on to draw the other set of circles, 25, like I thought she was going to.
Instead she says, “I know that there are 25 boys so I don’t have to draw all those. I can just say 25 and then count on these 13.”
Holy smokes! I did not see this coming. Moving along the concrete to abstract thinking continuum we go!
Again I asked the class: Any other ways to solve this problem?
The last way was as interesting to me as the others. The eager student raised his hand and quickly wrote on the board :
10+3 10+10+5
I had him explain his work to the class. Then he said he would add up the tens to get to 30 and then the ones to get 8…altogether 38.
I then asked the kids to add together 2 digit numbers on their own. I encouraged them to use any of the strategies we had gone over, and if they were always drawing out all those circles, to try one of the other ways for today…or even two ways! if they wanted to. They EAGERLY got to work.
When everyone had finished, we were able to put the solutions on the ELMO for everyone to see. ALL students got the right answer…in several different ways. I now have a really valuable piece of assessment. You can look at these solutions they completed and lay them out from the most concrete thinking to the most abstract.
I hope this illustrates in some detail of what goes on in our math lessons. I ask A LOT of questions and the kids do A LOT of explaining and clarifying.
I hope that it shows the richness of the work we do. Can you imagine how different the lesson would have been if I had just said “Okay you add these number here, and these numbers here and then you’re done. Now go to that.”
They certainly wouldn’t be building that foundation of understanding of numbers that they really need.
It may take more time, and more patience to teach this way , but I think it is worth it! I hope you do too.
Math is so much more than just memorizing rules! To truly be math literate, the students have to be able to understand the why behind their problem-solving.
My goal in teaching math is always to be sure that the students are building a concrete foundation of mathematical thinking. How is that done? They need experiences where they build that understanding through hands-on work, and giving explanations of their work both visually and verbally.
You can see the differences in the student’s work and thinking during a recent math lesson.
We met at the carpet and I gave the students a problem: there are 13 girls and 25 boys on the playground. How many kids are there? I had the kids hold out their hands and imagine the 13 girls in one palm and 25 boys in the other. Then we moved our hand together to show that we wanted to combine these two sets.
Next, I asked the students to think of a way to solve the problem. Then one by one, I had volunteers come up to share their strategies.
The first student showed perhaps the most concrete of all solutions. They drew 13 circles, then 25 circles and counted each circle one by one, starting with one.
This works, and they got the right answer, but not the most efficient way to solve this. But this is where the student's thinking is at for now...and there isn't anything wrong with that. As their teacher, I need to show them other ways to solve this type of problem more effiecently, and give them opportunies to use those other strategies.
Next, a student came up and drew each number as base ten blocks. Then they added each stick of ten by counting by tens, and then the ones to get the correct answer. Drawing the base ten block instead of the tedious circles is a step in the right direction! This shows that they can see a simpl line as representing a stick of ten cubes, showing their abstract thinking at work.
We talked about how drawing the base ten blocks was a bit more quicker and more organized then a bunch of circles. But either solution worked .
I asked the class if anyone had another way…something different.
Next up was a quiet girl in the class who started to draw 13 circles, just like the first person. I stopped her and asked if this was going to be different than the first way and she softly answered, “Kinda.” As hard as it was for me, I just continued to let her draw, watching to see what she was going to do. As teachers, we often what to jump in and save the day…hurry it along, but I am learning to be more patient. It pays off!
And there is was. She did not go on to draw the other set of circles, 25, like I thought she was going to.
Instead she says, “I know that there are 25 boys so I don’t have to draw all those. I can just say 25 and then count on these 13.”
Holy smokes! I did not see this coming. Moving along the concrete to abstract thinking continuum we go!
Again I asked the class: Any other ways to solve this problem?
The last way was as interesting to me as the others. The eager student raised his hand and quickly wrote on the board :
10+3 10+10+5
I had him explain his work to the class. Then he said he would add up the tens to get to 30 and then the ones to get 8…altogether 38.
I then asked the kids to add together 2 digit numbers on their own. I encouraged them to use any of the strategies we had gone over, and if they were always drawing out all those circles, to try one of the other ways for today…or even two ways! if they wanted to. They EAGERLY got to work.
When everyone had finished, we were able to put the solutions on the ELMO for everyone to see. ALL students got the right answer…in several different ways. I now have a really valuable piece of assessment. You can look at these solutions they completed and lay them out from the most concrete thinking to the most abstract.
I hope this illustrates in some detail of what goes on in our math lessons. I ask A LOT of questions and the kids do A LOT of explaining and clarifying.
I hope that it shows the richness of the work we do. Can you imagine how different the lesson would have been if I had just said “Okay you add these number here, and these numbers here and then you’re done. Now go to that.”
They certainly wouldn’t be building that foundation of understanding of numbers that they really need.
It may take more time, and more patience to teach this way , but I think it is worth it! I hope you do too.
Monday, November 1, 2010
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