Our Week – May 17

It has been a wild week! Nearly everyday, we’ve had something unusual happen.  We began learning cursive – finally!  One day we had a special assembly and percussion workshop.  There were the two days of testing and a testing session on a third day for children in need of more time, or for those who were absent. We’ve had to deal with new playground rules and teacher meetings and appointments that disrupted the typical flow or our day.  We didn’t get lots of the usual daily work done – but I realize as I’m writing this, we had some important opportunities for problem solving together.

State Testing– at time practice consideration, patience and stamina

You would have been very proud of the effort your children put forth by in the state testing session. As you know from your experiences with standardized tests, whether you were the test taker or your older children have had the experience, they are challenging.  Vocabulary and directions are tricky to understand and the children are mostly on their own.  The practice sessions did familiarize the children with the tools they had available to them – and they did use them, but there is little test proctors can do.  Teachers can read from the published script and we can encourage children to reread or answer simple procedural questions, but that’s all.  It’s nothing like that classroom.  Your children persevered and stayed still and quiet, focused and hardworking for nearly two hours both days with only a short snack break in the middle.  Yes, some children quickly answered questions near the end because they just needed to be done.  Most, however, took their time.  They felt proud of how they had worked and of what they felt they had accomplished.

New Rules– a time of communication, problem solving, empathy and advocacy

Ms. Vas made a rule about picking teams for soccer that caused a lot of commotion.  She had some important reasons.  Still, I’m guessing you heard about this at home.  It was upsetting to children in 3E who felt their efforts had been silenced.  The children are concerned about fairness, hearing all voices and recognizing the good that happens rather than the bad. They are concerned about sportsmanship and gender inequity.  This is not done.  Please know that we will revisit this in as many classroom discussions as are needed.

Two weeks ago I finished reading a fabulous book, Troublemakers – Lessons in Freedom from Young Children at Schoolby Carla Shalaby.  It really made me think and pushed me in ways that I hope will help me become a more effective teacher.  Here’s a paragraph from the end to the book that seems to fit with this issue.  I hope to use it to guide our process so we can all think about how our actions create a free, and safe environment where all of us can learn.

“I am convinced that if we continue to prepare children for the world we have now, we will necessarily reflect and reinforce the everyday harms and assaults of punishment, confinement, and exclusion.  Instead, we have to begin to prepare children for the world we want.  In schools where teachers feel stuck in how to break the harmful patterns of their classroom management, I often wonder if we might become unstuck by first imagining a world in which police are not necessary, in which prisons are abolished.  What are the skills required for thatworld – skills demanded by the need to keep one another safe and free – and how might we teach and learn those skills in school as our approach to classroom management?”

I know with your help and support at home, we will work through each piece of the upset and frustration that children may be feeling at this point.

From my vantage point- the observer of many of the recess soccer games this year – it is unusual for so many 3rdgrade children – boys and girls together – to play one game at recess, and (IMHO) that is COOL.  This year they have worked through showboating and uneven teams.  They’ve worked through the “skilled few” playing against everyone else.  They’ve worked to be more aware of including everyone – goals are great, but everyone playing is good too.  They have recognized that it is recess – not coached, refereed games.  They have tried not to be overly competitive – and yet that does creep in.  There has been so much learning on the soccer field at recess – they’ve done most of it on their own and when they needed help we spent time with their concerns.  I am proud of their effort and social learning. I’m excited to see how it develops as we continue to work through this issue piece by piece.

Fun with Cursive– something new and exciting to learn

When Ryan H. joined our class two weeks ago, we immediately noticed that he has incredible cursive penmanship.  This is something we typically learn in third grade and so we are finally on it. We have enough time to learn the whole alphabet if we practiced some every day.  This way the children will be able to read cursive when they encounter it, and they’ll be able to develop a signature. This week we’ve had fun learning our first set of letters, the clock climbers.  It is challenging, but also relaxing.

Persuasive Writing– learning how can we use words to achieve our goals

We’ve been learning more about the features of persuasive writing.  We’re practicing those skills when crafting book reviews and when describing our state Wonders.   In the learning process, the children have been discovering what it means to make a claim and how to support that claim with facts, as well as, opinion.  We’re developing rubric-like checklists to guide these writing projects. They seem to be feeling excited about what they are learning about their states and are trying to clearly share why those places and things are destinations to see.  It will be fun to share the work at our end-of-the-year conferences!

Bits and Pieces –

  • This week the class learned about the instruments Jeff Irwin makes out of “trash” and had the opportunity to participate in a percussion workshop with him Tuesday
  • We are learning more and more about the rabbits history in Green Ember, but we still have so many questions.
  • We continue to learn more about fractions and to explore what they are and how they compare.

Floats can be brought in to the classroom after school on Wednesday, May 22 or before school on Thursday, May 23.  We can’t wait to see you at the Parade of the States!


Our Week – May 10

As the end of the school year comes into sight, I am struck by how fast our year has gone.  I’m not ready for it to be over.  I know all of us will be ready for a vacation, but right now everyone seem engaged with what we are learning.  We’re continuing to explore fractions and measurement in math. In social emotional learning we are focusing on identifying how we feel when problems arise and finding a strategy to stay calm.  We’re continuing to practice comprehension strategies through a new round of book clubs, writing book reviews and various classroom read-alouds.  We’re practicing note taking, paragraph writing and developing persuasive piece to convince you our state is the best place to travel to.

We’d love to do more, but there’s just not enough time in our day.  There’s always something that doesn’t seem to get the time and attention we’d like to give to it.  Our days this week have often ended with, “Wait… what?  It’s time to go?”  I guess there could be worse problems…

State Testing

This week we learned about the tools available to us when we take the state tests next week.  They felt challenging for the children.  The reading test felt like A LOT.  The math test presents information in a very different way.  Some of the children felt overwhelmed by this.  If your child is expressing concern or worry, please assure them that their best is all that is asked.  They need to know that therewillbe some questions they don’t understand fully. They’ll have choose, or come up with, an answer they feel is best.

While we do have allotted times for testing so we can use the computer lab and library computers, these are not timed tests.  Children can pause a testing session and come back to it another day, and another, and another… as long as the tests are completed by June 6.  I don’t anticipate that we will need all that time, but we have it so children should be encouraged to take their time and read all of the directions so they fully understand what is being asked of them.  Some children will be in small groups in the classrooms as well as the other two locations. We do this so there are fewer people and fewer distractions in each space.  When children finish they’ll be able to read, write or draw quietly at their seat until the testing session is over for the day.

Parade of the States

Thank you so much for your time and attention with this project.  We’ve received the signed notes so we know families are aware of the project. The children have begun their planning at home and several of the students began their blueprints.  Again, thank you for your help with those. Being aware of the front side and back side of the float is important.  The children will be entering the gym from the lobby and pulling, pushing or walking their float all the way across in front of the bleachers.   If you are facing forward to walk across the gym, your left side will be the front. The goal is to have the blueprints completed no later than Monday, May 13 so the children have as much building time as possible.

The research and design process is in full swing.  The class is buzzing with excitement as they learn more and more about each state.  The children have been exploring the various resources about their states to identify wonders.  They are more than welcome to research and explore on their own. Several of the resources collected on the blog have videos that are blocked in the school.  Because we no longer have an IT person, they cannot easily be unblocked.  It would be helpful to view them at home.

Fractions and Equivalence

We’ve been exploring fractions and division in all kinds of ways.  We’ve cut shapes apart.  We’ve sorted shapes into different sized groups.  We’ve explored fractions on a number line as if we are measuring with a ruler.  This is really stretching their thinking and they are feeling frustrated.  It’s hard for them to realize that both the number of groups and the size of the groups matter.  Fractions have to be even in size.  They’ll understand this with time and practice.  Please encourage your children to be patient and remind them that this new, challenging thinking is growing their brains.  Sometimes learning feels tough.

Bits and Pieces

  • We’re starting to put lots of the pieces together as the fantasy adventure unfolds in The Green Ember.  Ask your child who their favorite character or setting is in the story. This story has a complicated plot. There is a lot to keep track of because we are trying to unravel the history, while also keep track of the present and trying to understand how the two times are connected.
  • This week we had a challenge with Mr. Guidi.  To be successful we had to communicate, cooperate and collaborate as well.  We had fun considering how the Whale Watch challenge could help us become an even more successful class.
  • A Reminder – The Parade of the States will be Thursday, May 23.  The children are asked to arrive at 4:45.  The event – including the recorder concert and the float parade – will last about an hour to an hour and a half.  It is an exciting celebration.






Our Week – May 2

I hope you had a wonderful spring holiday with your family.  From the stories told in the classroom, there were some ups and down, but mostly exciting ups.  I’m glad. Thank you for fitting in a visit to Wonder World.  We knew having it come right after vacation was tricky – thank you to all who were able to attend.  Spring is a super busy and active time.  I’m sure you are racing to meetings, practices and recitals in a thousand different directions.

Wonder World

The class was buzzing with excitement and pride as they prepared for the museum on Monday.  We had many parents and visitors come during the day and many families come at night.  Thank you for walking through the displays and talking to the children about what they’d learned and what they found most interesting.  The children spent a lot of time discovering new things about places around the world.  An awesome part of this project is that now, each of the students will be more keyed into their country and the countries of their classmates.  They’ll keep learning about them and will gain even more understanding about our world.

Many of the children (over half as I type this on Wednesday) have completed a blog post summarizing their global geography project.  They’d love to hear from you if you have time to read them.  It surprised me to read more and different facts on these blogs than I had read on their display boards.  How cool it that! If you have the chance to read the blog, leave a comment to let the children know what you learned from each part of the project, and what you noticed about the growing research and writing skills.

The State Parade Project

This week we read about each region in our country and looked at lots of different books about the states.  The children selected their top four states and tried to write a compelling reason as to why they should be the person to learn about their top choice.  We talked about dealing with disappointment because only one 3rdgrader can research a state.  It is going to be tricky.  Please help your child understand, that all states have amazing wonders – places, people, historic sites, festivals and exciting tourist spots. Once they begin discovering, even a fifth choice will feel exciting.

Ms. Coronato and I will meet on Friday so students know their state on Monday.  You will be receiving information about the project, as much of the building is done at home.  We’ll do the research and the writing in the classroom.  The students, with your help (thank you very much) will create floats of represent their chosen wonders.  On Monday we will look at examples of floats from past years.  I have posted some examples for you to see on a blog post announcing the project and posting the size criteria in case that gets lost in the shuffle.  You can get to those post here and here – they were posted on April 28.

The Parade of the States will be Thursday, May 23.  The children will need to arrive at 4:45.  The event is likely to last an hour to an hour and a half.  Thank you for marking the date on your calendars.

Bits and Pieces –

  • This week we welcomed Ryan Harrington to our classroom.  He has joined us from South Hampton.  We are glad to have him with us.
  • We’ve continued our work with fractions.  It seems as though most of the children understand the concept of numerator and denominator.
  • We’re in the thick of the action in our chapter read aloud, The Green Ember.  We’re trying to figure out just who Smalls is and why he is so important to Uncle Wilfred – even more important to protect than family.
  • We’ve been sharing books that help us think about friendship and friendliness.  We’re learning the steps of the Open Circle Problem Solving process to try to break from our habit of blaming first.  It’s tricky.

Links for Information About Each State

Our country is an amazing place – mountains, prairies, deserts, lakes, rivers and beaches too.  It is full of creative and innovative scientists, artists, inventors, authors, and much more.  There are plants and animals that only live in the United States and no where else in the world.  Once you know which state you’ll be exploring , here are some sites to help you begin.  They’ve got information and images so you can understand what it might be like to vacation in or live there.  You’ll be uncovering wonders from your state and convincing us that is the Number 1 place in our country to visit!

A to Z Kid Stuff has a link for each state.  There are interesting bits of information, usually photographs and at least one video sharing something unique about your state.

Culture Grams – State Edition also shares information about each state.  Make sure to open the links listed on the lefthand side.  You can find recipes, sports teams and great places to visit on this site.  It will read to you which is helpful with some of the tricky names and places.  If this doesn’t open right away, ask and I’ll give you the user name you need.

U.S. States on the National Geographic Kids site has good information AND great photographs.  You’ll feel as if you’ve traveled to parts of your state after you explore this site.at ho

All states have symbols.  Citizens of each state have petitions their legislators to pass laws naming different things as important to their states.  States have flags, mottos, flowers and trees that are important to them.  Some states have dances, songs, amphibians, minerals and even drinks.  You can find out all about your state’s symbols at State Symbols USA.  Some states have a lot, while others only have a few.  Explore this site to see what people in your state chose.

There is a book for each state in Truflix.  You can use the eboard to read them at home or you can try this link in school.  These have lots of information that will help you persuade everyone that your state is the best to visit.

Ducksters and Fact Monster also have pages of information for each state.  I think if you explore the other sites thoroughly and read the library books carefully, you’ll know a LOT about your state and won’t have any trouble at all convincing us to plan our next vacation there.

Announcing … The Parade of the States

This week the children will be choosing the state they will research and present at The Parade of the States. During the next week and a half, the children will be identifying the wonders from their state.  They’ll be choosing a state symbol to learn more about.  They’ll be identifying a famous person from their state, as well as choosing a man-made wonder, a natural wonder and a state festival, tradition or celebration.  Children may choose other Wonders if they would like to represent them on their floats.

These Wonders will be represented on the floats they will present in the Parade of the States.  Here are some samples of floats from past years to give you all some ideas.

The floats may be a sandwich board,









Or on a wagon, rolling suitcase, cooler, skateboard or an original base.





Suggestions of how to build each type of float along with the following criteria and more detailed instructions will be sent home on Monday, April 13.

Size Criteria:

  • Sandwich Board/Float should be no more than 36 inches long.
  • Sandwich Board/Float should be no more than 48 inches high.
  • Sandwich Board/Float should be no more than 30 inches wide.

Design Criteria:

  • The float obviously represents your state and shows its uniqueness.
  • Clearly represents your, the student’s, own ideas, work and effort
  • Shows common easily found materials were used to create the float.
  • Clearly demonstrate your, the student’s, best effort and creativity.

Content Criteria:

  • Represent and label your Wonders on the sandwich board or float clearly and accurately.
  • It is a fun project and such an exciting celebration of our country and a year of learning!  We can’t wait to see you on Thursday, May 23!

Our Week – April 19

Thank you for the conversations you are having at home about behavior and effort.  Thank you for the conversations about friendship and inclusion. Thank you for helping your children to find ways to make our classroom a happier place for learning and fun.  It has made a difference.  What a great way for our class to move into vacation.

Wonder World

In addition to feeling better about how we are using our time in the classroom and being a friendlier classroom community, everyone put forth a great effort this week to meet research and paragraphing expectations of our project.  It is important to step back and consider how many different skills and abilities come into play in this learning process.  The children are reading complex information with little background knowledge.  They don’t know much about history, religion, politics, economies or geography, and yet, using the idea of “Wonders” each student identified places, people and events they found beautiful, interesting and amazing from their country.  Once they uncovered the Wonders, they dug deeper to understand each topic in more detail.  They learned ways of determining the importance of the facts and to organize them into subtopics.  In this project, their writing has become more organized and less list-like.  They’ve paid attention to proper nouns  – there were a lot of them – and tried to attend to sentence conventions as well.

As the displays are coming together, the children are feeling a real sense of accomplishment. They can see they have grown as researchers and writers since their Holiday Palooza presentation.  They deserve to feel proud of themselves and their accomplishments.

We can’t wait to share all our learning, research and information writing in our global geography museum.  Wonder World will be on Monday, April 29. We’ll be ready to share between 2:15 and 2:45 and again between 5:15 and 6:00.  We hope to see you there.

Book Clubs – Endings and Beginnings

We completed one round of book clubs and intend to begin another when we come back from vacation. The children kept up with their responsibilities to be prepared to meet and discuss the main events of the chapters. They practiced using a several different responses and, at the end of the club meetings, were able to select the response type that helped them recall and question what was happening in the reading.   Most exciting for me has been seeing children begin their own book clubs and use the response strategies independently.

The children can see the benefit of reflecting on what they are reading and taking time to note the important details.  Some of the children have tried to write everything, so we’ve been trying to decide what they author’s essential message is and talk about (rather than write) the details that we notice to support our ideas.

Bits and Pieces –

  • We have continued our work with fractions.  We’re labeling parts of groups and parts of a whole when it is divided into pieces.
  • Green Ember is an exciting read-aloud.  We are still putting all the pieces together and can’t wait to figure out what the battle is about and who the sides are in this fantasy adventure.
  • We’ll be welcoming Ryan Harrington into our classroom when we return to school after vacation.  He is moving here from South Hampton.
  • We were able to transplant our Swiss chard seedlings into our square foot gardens and can’t wait to see how they will have changed when we return in a week’s time.
  • A REMINDER –  The Parade of States will be on Thursday, May 23th.  The event will begin with a Recorder Concert in the cafeteria. The Parade of States will follow in the gymnasium.  We’ll ask the children to arrive at 4:45 with the concert to begin promptly at 5:00 with the float parade to follow.  The children will be selecting their states to research the week we return.  They’ll identify their wonders – the items they’ll be placing on their floats – that week and into the next as well.  Please be on the outlook for details about this project the week we return.
  • It was a really busy week.  I didn’t take the usual amount of photographs.  Sorry that so few children’s photos are included in this week’s family letter.

Our Week – April 12

The children are feeling the pull of spring. They love their freedom from winter coats and the ability to run and play. They are excited to be out and feel exhausted by a longer day and many more in-school and after-school activities. With this has come a wave of impatience, unkindness and silly behavior.  It is sad and disruptive as it creeps into our classroom.  Children are being excluded and sometimes hurt, and those causing those feelings are having a hard time owning up to their choices.  We’ll continue to talk about this and deal with issues as they arise.

In addition to these friendship challenges, were continuing to find ways to meet behavioral and academic expectations.  It is likely that we waste between 15 and 20 minutes everyday.  The cumulative effect of that loss is noticeable now that we are in our last 40 days of school.  We’ve decided that those who chat and goof around when independent learning practice is to be happening, or those who talk over lessons will miss recess to complete the work they did not do.  We hope this never happens – but can serve as a reminder to stay focused, and to behave as expected.

Open Circle – Problem Solving

This week we began a multi-lesson unit centered on problem solving.  A problem is defined as a situation the caused people to be confused or upset. We’re learning a six-step problem solving process.  The first is to stop, calm down and identify the problem.  “I feel _____ because _____.”  The second step is to decide on a positive goal and think of several solutions. Next each solution is evaluated. And finally, the last step is to make a plan and try it.

Social problems are tricky. Friends don’t always want to listen, and as I said at the beginning of the newsletter, our classmates do not own all of their behaviors and choices.  It’s a learning process and one we’ll get through.  Right now, however, there are some hurt feelings that are not lessening yet. L  With attention and effort that will change.

Fractions in Math

We’ve begun to focus on basic fractions.  We’re identifying them as part of a whole and as fair shares.  We know that a large group can be divided into smaller groups. We know that piece can be cut into smaller pieces.  Each of those parts is a faction if it is even and equal.  We’re learning about numerators and denominators, proper and improper fractions and even mixed numbers.  This is another challenging concept to understand.  The class has been doing a nice job with that.

During our daily problem solving more and more of the class is comfortable with the standard algorithm with addition.  Most of them are feeling secure enough with place value to understand how amounts will combine to be recorded.  Subtraction remains a challenge for most and a super challenge when there are zeroes. This is to be expected, but we will persevere.

Global Geography Museum

This week we chose the name for the event where we will share the seven Wonders of the sixteen countries we have chosen.  We have decided to call it Wonder World.

The museum will be on Monday, April 29.  We’ll be set up and ready to share between 2:15 and 2:45 and again between 5:15 and 6:00. We hope those times will work for most, if not all of the children to attend.  They will be prepared to tell you about the Wonders they uncovered and why those places, people and symbols are important to their country.  They should also be able to tell you where in the world their country is located – which hemisphere, which continent and a bit about the general climate.

The deadline is fast approaching.  If your son or daughter is expressing concern, get in touch with me, and we can schedule a time to come before school to work in it.  They are welcome to bring it home, and some of the children have been doing that.  I know they will do all they can and I think they’ll meet the deadline just fine.  But I know how worry creeps in at bedtime, so let me know.

Bits and Pieces –

  • The children will be filming their weather reports next week on Tuesday and Wednesday.  Many of them want to wear fancy clothes for the filming. Yes, they can bring them to change into before they do the filming.
  • We’ve begun Green Ember. It’s an animal fantasy full of intrigue, battles and adventure. The class is buzzing with what-ifs and maybes.  It’s an exciting book to share together.
  • Our plants are growing well in the classroom and the greenhouse.
  • We’ve been exploring the idea of gratitude and taking time to notice and appreciate even the smallest of things.

Here Are This Week’s Blog Prompts

There are a lot of things going on in 3E.  We’ve got some growing experiments and some paragraph writing.  We’re learning about mapping and what it means to be part of a caring community.  We have much to be grateful for as we learn about our place in the world.

Here are the prompts we chose from today.  Please enjoy finding out what we chose to blog about.  After reading our posts, please leave a comment or two.  We love hearing from you!  Thanks.

  • Post your seed paragraph and add a photograph of your seeds at the start of the project and you seeds as they are growing now.
  • Create and post your TOP 10 Gratitude List. Make the most of your lead!
  • Post a photograph of the map you created of your yard and write about the five things all maps include.

Once you’ve shared at least one of these prompts,  finish a post you began a while ago, or choose your own new topic.

Our Week – April 5

This week in Open Circle we continued talking about ways to organize ourselves to be more successful and complete each step of our assignments.  The class is making an effort to follow through with time management so everything is done – even the things that are not as much as others.

Science, Reading and Writing

Over the past two weeks we’ve been sharing books about seeds and growing.  We’ve looked at how informational books are organized and we’ve explored how authors of fiction weave facts into their stories.   We collected a list of facts as a class, and from these (along with what we know about the seed growing in our classroom and the greenhouse) each student wrote a topic sentence, or lead, and their organized their thinking so they were prepared to write about three subtopics with supporting details.  This was a challenge.  Why plan? Why not just write?

I think most of the children have come to see the benefit of planning.  It keeps facts from being scattered here and there.  It helps the writer share information in a way that will make sense to the reader.

We are in the middle of using this same three-step process – list, plan, write – a second time.  The children each selected a favorite something they feel they know lots about.  Some selected a sport while others selected a favorite animal.  Some chose to share a favorite game or toy, and still others chose their pets.  We’re interested in seeing how the writing process for these topics compares to our seed paragraphing.  The class deserves to be complimented for the willingness to stick with something that pushed them to write more than they would have, to revise and do it again. Thanks especially to Gabriel, who graciously shared his essay with us and helped us learn how minor revisions can make something great, even better.

Global Geography

We’ve continued our search for Wonders.  We think that we’ll be ready to share our research and displays just before April vacation.  This project will share our third through tenth time attempting to write organized paragraphs.  Our goal is to share more elaborate writing.  The class is starting to get excited about what they are learning about the world.  They are surprised the by animals and beautiful natural places.  In technology they were introduced to Google Earth. Many of them were able to find and explore the natural wonders in their countries.  They had fun seeing the landscape as it is today.

This week we read Sadako and the Thousand Paper Cranes. If you’ve read the story before, you can imagine there were many question and lots of conversation about radiation, leukemia, the atom bomb and Peace Park in Hiroshima.  We have looked at some pictures, read some other information about World War II and tried to understand how knowing this sad story can help us make more empathetic choices in the future.  I’m sure the children would be glad to tell you about the story and how Sadako is a national symbol for hope and peace in Japan.  It would also help them to talk through their confusions and concerns.

Working Toward Efficiency

It seems as through more of the class understands how to use the standard algorithm with addition. This was a challenging step.  I know it doesn’t seem that way, but the children have organized their thinking through expanded notation for a while.  Though it takes many more steps they feel sure of it.  The algorithm is new and seems backwards to them at first. When you look through this week’s work, you may notice a range of strategies.  If you’re not seeing the standard algorithm, please know it is coming. We’ve been practicing as a class, so little by little understanding and certainty will come.

We’ve also begun to use the standard algorithm with subtraction.  This is an even more challenging step, but through the next few weeks, I hope you’ll see evidence of this strategy more often in your child’s daily work as well.

Bits and Pieces –

  • We are exploring fractions and equivalence through our new calendar pattern.
  • Our book clubs continue. The children continue to read and use different response strategies to think about the meaning of what they’ve read. Two of the books are mysteries, so we’ve had fun breaking codes and collecting clues.  One of the books is realistic fiction set in a classroom like ours – except in this classroom there are some boys and girls who are arguing and teasing each other in the classroom journal.  (The book we’re reading.) We’re looking forward to finding how the teacher handles this conflict.  Another book is based on the true story of Hachiko from Japan.  The final book is also realistic fiction, but told from the point of view of a fox.  As we finish the clubs next week, we’ll be learning more about summaries and reviews. Perhaps we’ll be able to convince others to read the books based on our recommendations.
  • We’ll be filming our weather reports next week.  The weather teams have worked through a long process to gather data, think about what they temperature would actually feel like and what they’d like to be doing the city they explored in different parts of the world.  It will be exciting to see the final projects and share them with you on the blogs.

Our Week – March 29

We’ve been enjoying some wonderful recess weather and games.  It is a relief to be without heavy coats and all that gear.  We’ve begun a new social problem-solving unit in Open Circle and we’ve begun planting, both in the greenhouse, and in our classroom.  We’ve continued book clubs and writing responses to help us recall more details from our reading.

Seeds and Growing

This week we began two different growing projects.  We started yellow and red Swiss chard out in the greenhouse as part of the school-wide square foot growing project.  Once the seedlings are an inch or so, and have at least three sets of leaves, we will transplant them from their one-inch plug into the square foot bed.  We’ll be observing the chard and collecting data to see if one type of chard grows more successfully than the other.

We also began to learn about seeds.  We soaked different types of beans so that we could learn about, see and label the five main parts of a seed.  It was fun to see that the first leaves and roots are already in the seed before it is planted.  All a seed needs is water and warmth – soon there will be a sprout.

In the classroom, the children chose different types of seeds to plant.  We carefully put them against the side of a clear plastic cup so we could see the roots emerge first and maybe even notice the first green sprout before it pushes above ground.  We’ve made guesses about which seed type we think might sprout first. You’ll see those in your child’s work this week. We know scientists make a hypothesis when they experiment, but we didn’t have enough information to make more than a guess at this point. Perhaps we’ll conduct a second experiment.  Then we’ll be able to make a more informed choice.  Which flower do you think might sprout first: morning glory, zinnia, cosmos, sunflower or marigold?  Which vegetable do you think will be the first to germinate: corn, pumpkin, squash, bean or cucumber?  We’ll let you know what we discover.

Practicing Paragraphing

Last week we worked through a three step paragraphing process.  First we collected facts about Mary Poppins.  Next we chose what was most important on our list.  From this we developed a t-chart with the topic sentence and three subtopics with their supporting details.  From this chart we were able to create a three-paragraph description of Mary Poppins.

This week we’ve been reading both, information and fictional, books about seeds, planting and gardening.  With the information from these books, we’ve created a collection of facts about seeds. On Thursday we brainstormed a list of possible main ideas.  We thought of things like:  seeds are the start, seeds come in many shapes and sizes, there are many different seeds, but they all begin to grow in the same way. On Friday each of the children began developing their own topic sentence and their subtopic t-charts. They talked about it with a partner and got some suggestions for organizing. They will use this plan to guide their paragraph writing process through to the end.  Perhaps we’ll be able to publish them on our blogs next week.

This is the same process the children will use to write paragraphs about their country wonders. We are hoping when you attend this museum, you’ll be able to see how our writing abilities have grown.

In Search of Wonders

Most of the children have been able to identify seven wonders in their country.  Now that they’ve gathered names and titles of each wonder, they’ve been able to focus their research through Kiddle and KidRex, two search engines that are filtered and more likely to share understandable information (it can still be overwhelming.)  They are doing a nice job, but it is a challenge with so much new and different information to understand.

If you have time to talk to your child about his/her country, I shared some websites in a blog post (I think all of the children know how to find it in the Research Resources category.) that could be explored together.  Culture Grams and Fact Monster have all the countries.  Fun Facts for Kids:  Countries and Kid’s World Travel Guide have many of the countries, but not all. Your children could benefit from one-on-one help to guide them through information, sidebars and links.  There’s a lot of information that they miss because it is too much to take in.  They could benefit from conversations that help them imagine if their country is hot or cold, if the Wonder is in a place that might be quiet or loud, etc…

Now that the children are discovering national differences, our class is talking about how people everywhere are alike as well.  We’ve begun reading stories about families who have been displaced when conflicts have come to their homelands. We’ve been struck by how many instances across time families have had to leave their homes to find safer places.  We’ve read Four Feet, Two Sandals, Gleam and Glowand Flowers for Sarajevo.  We are realizing there are many things we can do to make the world happier and more peaceful. A smile is a good first step.

Bits and Pieces –

  • We’ve finished reading Mary Poppins.  We’ll take some time to create pictures illustrating our favorite parts from the book. After we’ve created our pictures, we’ll watch the movie together.  We’ll create a diagram tracking the similarities and differences between the book, the play and the movie.  It’s been a fun story to share.
  • Liam bought our class a Venus Fly Trap and we’re learning how to care for it and hope to help it thrive. THANK YOU Liam!  What a fun addition to our classroom.
  • We’ve continued working with place value and attempting to organize our addition equations through use of the standard algorithm.   Some of the children are very comfortable with this process and others remain uncertain. We’ve reviewed rounding and are trying to use that process to help us be more accurate when solving problems with larger amounts.
  • We’ve continued to explore elements of force and are preparing for experiments that help us understand area, density and friction.  Next week we’ll explore friction and slides.  What surface makes the fastest slide?