2nd-Grade
We are practicing counting coins, determining greater and less than amounts, and seeing how to make change. Our students are exploring some basics of fractions, as we divide a whole into parts and then compare our unit fractions to see which is larger and which is smaller. Some of our activities come from the Sunshine Math Enrichment series, and some are from Math Rules!
In 2nd grade, we continue with our selections from the Jacob's Ladder Reading Comprehension Program. Our focus is having students explore and explain sequencing, cause and effect, implications, basic literary elements, inferencing, and general themes and concepts, based on some fable, short story and poetry selections that students will be reading. Students have been reading poetry and have written some cinquains! http://en.wikipedia.org/wiki/Cinquain
3rd-Grade
Our 3rd graders have begun solving for the value of a variable, using the Hands-On Equations approach to algebra. This approach has students represent an equation on a scale, then use numbered cubes to represent the numbers in the equation and blue pawns to represent the variable or variables in the equation. I am so impressed with how quickly students are learning and advancing through the lessons!
In language arts, 3rd graders are reading selections of fiction and non-fiction, and then discussing the works using the Socratic Seminar approach. Students must develop some of their own questions for the seminar, so we have talked about the difference between "thick" and "thin" questions for discussion. Once we have determined our questions for the seminar, we sit in a large circle and must adhere to Socratic Seminar Rules of Etiquette. One of these rules is that we must address one another by last names, which students have found great fun.
In language arts, 3rd graders are reading selections of fiction and non-fiction, and then discussing the works using the Socratic Seminar approach. Students must develop some of their own questions for the seminar, so we have talked about the difference between "thick" and "thin" questions for discussion. Once we have determined our questions for the seminar, we sit in a large circle and must adhere to Socratic Seminar Rules of Etiquette. One of these rules is that we must address one another by last names, which students have found great fun.
4th-Grade
Fourth-grade students have been problem solving and practicing and extending the multiplication and division skills they are learning. This means that they have been determining perimeters with variables and finding areas of non-uniform shapes. We have had some fun with area and perimeter skills using Pentominoes, as students constructed and found the twelve letters of the Pentomino alphabet, and then did some visual-spatial problem solving with Pentomino puzzles.
Our 4th-graders have begun writing some poetry during our language arts time, focusing on a topic they know well--themselves! I have really enjoyed reading their poems, which incorporate some literary techniques such as alliteration, personification, and similes. We will be reading some selections from the Junior Great Books series, and then using those selections to springboard to some Socratic Seminar discussions.
Fourth-grade students have been problem solving and practicing and extending the multiplication and division skills they are learning. This means that they have been determining perimeters with variables and finding areas of non-uniform shapes. We have had some fun with area and perimeter skills using Pentominoes, as students constructed and found the twelve letters of the Pentomino alphabet, and then did some visual-spatial problem solving with Pentomino puzzles.
Our 4th-graders have begun writing some poetry during our language arts time, focusing on a topic they know well--themselves! I have really enjoyed reading their poems, which incorporate some literary techniques such as alliteration, personification, and similes. We will be reading some selections from the Junior Great Books series, and then using those selections to springboard to some Socratic Seminar discussions.
Bridge-Building
Our 4th-grade students were able to participate in a week of STEM (Science, Technology, Engineering, and Mathematics) projects. I had students in my classroom who were interested in learning about bridges and bridge design. Take a look at the students as they designed, built, and tested their truss bridges!
Our 4th-grade students were able to participate in a week of STEM (Science, Technology, Engineering, and Mathematics) projects. I had students in my classroom who were interested in learning about bridges and bridge design. Take a look at the students as they designed, built, and tested their truss bridges!