"Today at Friday Courses, I did team challenges. We had to go from one poly spot to another poly spot, and you couldn't run out of poly spots. First, we won because we tried the following idea: when we ran out of poly spots the person in the back passed the extras to the front on our way from the asphalt to the grass," explained Otis.
Si usted es voluntario en el Aula del Mar, por favor asista a nuestro segundo intento de Formación de Voluntarios Aula de Comunicación y Matemáticas taller el martes 13 de octubre a las 05:30 en el aula del mar. Vamos a aprender a:
- apoyar a los estudiantes que utilizan proximidad como estrategia calmante
- clases de ortografía de plomo
- apoyar a los nuevos escritores a través de cuestionamiento
- exponer los libros de literatura de grupo
- lectores de apoyo en la planificación y la grabación de su lectura diaria
- facilitar discusiones de grupo literatura
- retroalimentar resúmenes completos
- apoyar a los estudiantes que pueden perder su enfoque durante el tiempo de taller
- liderar un grupo CGI
- jugar algunos de los juegos de los estudiantes están jugando actualmente o aprenderán en las próximas semanas
También podemos discutir cualquier pregunta o jugar algunos escenarios si quieres!
If you volunteer in the Sea Classroom, please attend our second attempt at a Classroom Volunteer Training for Communication and Math Workshop on Tuesday, October 13 at 5:30 in the Sea classroom. We will learn how to:
- support students using proximity as a calming strategy
- lead spelling sorts
- support new writers through questioning
- set out the literature group books
- support readers in planning and recording their daily reading
- facilitate literature group discussions
- provide feedback for comprehensive summaries
- support students who may lose their focus during workshop time
- lead a CGI group
- play some of the games the students are currently playing or will learn in the next few weeks
We can also discuss any questions or play out some scenarios if you want to!
Thank you to everyone who danced with me at the Slugs and Roses concert at Kuumbwa on Friday. Our thanks to the artists, the venue, and all the people it took to plan and organize this fun community building and fundraising event! One of our very own families donated their time and talents to open this perfect way to end a long week: grooving on the dance floor with friends! Here's a little taste of the evening:
Gracias a todos los que bailó conmigo en el concierto de babosas y rosas en Kuumbwa el viernes. Nuestro agradecimiento a los artistas, el lugar, y todas las personas que llevaron a planificar y organizar este edificio comunidad evento divertido y recaudación de fondos! Una de nuestras propias familias donaron su tiempo y talento para abrir esta manera perfecta de terminar una semana de duración: ranurado en la pista de baile con amigos! He aquí una pequeña muestra de la noche:
We had a great time making collages from maps during Multi-Age Week. Soon, I'll put together a 'collage of collage' for the hallway. Before students began their Reading Buddy art pieces, we reviewed three map features: scale, compass rose, and key or legend. Then, we discussed why people do art. Sometimes they make art to convey feelings or ideas. The students were asked to choose an intention for their piece, and at the end of each day, students revealed their collages and announced their intentions: idea or feeling.
Nos lo pasamos muy bien haciendo collages de mapas durante la Semana Multi-Edad. Pronto, voy a poner juntos un 'collage de collage' para el pasillo. Antes de estudiantes comenzaron sus piezas de arte Lectura de Buddy, se revisaron tres características del mapa: escala, rosa de los vientos, y la clave o leyenda. Entonces, hablamos de por qué la gente hace arte. A veces se hacen arte para transmitir sentimientos o ideas. Se pidió a los estudiantes a elegir una intención para su pieza, y al final de cada día, los estudiantes mostraron sus collages y anunciaron sus intenciones: idea o sentimiento.
Next week in Theme we will prepare for our October 20 field trip to Angel Island by reading two books about immigrants from China in the 1850s and 1930s. The students will perform brief vignettes from the books in order to begin 'feeling' the anticipation and excitement of starting life in a new land.
La semana que viene en el tema que nos preparará para nuestro 20 de octubre excursión a la isla Ángel leyendo dos libros sobre los inmigrantes procedentes de China en la década de 1850 y 1930. Los alumnos realizarán breves viñetas de los libros con el fin de empezar a "sentir" la anticipación y la emoción de la vida a partir de una nueva tierra.
Durante Lectores taller, los lectores han comenzado a participar en los debates de literatura, donde cada lector comparte los resúmenes diarios que ha escrito, y los otros lectores ofrecer un cumplido o pregunta. El facilitador estudiante tiene la tarea de asegurarse de que cada otro lector participa. Después de una o dos semanas más de cada vez más cómodo con este formato, nos moveremos en el uso de los hábitos de la mente para guiar nuestros comentarios y preguntas acerca de los resúmenes compartidos.
During Readers Workshop, readers have begun to participate in Literature Discussions where each reader shares the daily summaries she has written, and the other readers offer a compliment or question. The student facilitator is tasked with making sure that every other reader participates. After one or two more weeks of becoming more comfortable with this format, we will move on using the Habits of Mind to guide our comments and questions about the shared summaries.
And away we go!
Vamenos!
Monday - October 12, 2015
Morning Meeting
Theme:
Read from Chinese Immigration pgs 4-9 Ask
focus questions
PE: Banana Tag: review rules
Communication
Workshop:
10:30-10:35 Agenda and agreements
10:35-10:45 Writers ML: The Storyteller voice vs. the Reporter
voice
10:45-11:15 Writing time
11:15-11:25 Read aloud/author share
11:25-11:35 Readers ML- at the end, readers
discuss how characters or other things changed.
AND
the power of the pink post it
11:35-12:00 Rotations
Math Workshop:
Agenda and Agreements
Warm Up: Ribbit
ML: menu Sweet 13, Odd or
Even, Pyramid 10
CGI with Michelle
What did you notice about
the game you played?
Class Meeting:
check in with safe space
in line
solutions for entering
Community Meeting
Blog: Ronan Cards: Snyder
Tuesday
- October 13, 2015
Morning Meeting
Theme:
Read from Chinese
Immigration pgs 10-16 Ask focus questions
make short skit of one of
the challenges imm. met
Communication Workshop:
10:30-10:35 Agenda and
agreements
10:35-10:45 Writers ML:
To strengthen your storyteller voice, you make a movie in your mind and tell it
in small detail, so that your reader can see, hear, and feel everything.
10:45-11:15 Writing time
11:15-11:25 Read
aloud/author share
11:25-11:35 Readers ML- At the end,
readers discuss what they learned about life by reading the story.
11:35-12:00
Rotations
Math Workshop:
NO MATH due to 100 year
celebration
Citizen Science:
https://www.youtube.com/watch?v=mOZngsJU2k0
bring in cleaned
recycling in tarp
estimate how much might
be plastic
sort recycling in any way
(3 groups)
Science talk: What does
this have to do with a healthy schoolyard? RECORD SCIENCE TALK
Blog/CQ:
None today
Wednesday
- October 14, 2015
Morning Meeting
Citizen Science:
9:00-9:30 Go for a walk
through the garden and schoolyard.
Go to LOL and add what makes a healthy schoolyard
9:30-10:00 Fern: Guest
speaker re: her personal immigration story
Library:
read aloud Kai's Journey
in library pgs 1-9
check out books
PE:
No Capeoira
Art project from Teaching Tolerance:
What Can We Learn from a Box of Crayons?
•
Classroom Resources:
•
Anti-Bias Domain:
•
Grade Level:
•
Subject:
Overview:
Central elementary, a school in transition with an increasingly
diverse student body, decided to focus this school year on diversity.
I wanted to help the 2nd- and 3rd-graders understand the concept of
diversity and why they should celebrate it. Inspired by The Crayon Box that
Talked (Random House, ISBN# 0679886117, $12.95), a story by Shane Derolf and
Michael Letzig, I used a drawing exercise to help students discover the value
of diversity.
I provided each student with two sheets of drawing paper, then
allowed each student to pick out one crayon from a box I provided. I then asked
them to draw a picture with only the single crayon. After about five minutes, I
asked the students to take out their own boxes of crayons and draw another
picture on the second sheet of paper; they could use as many different colors
as they wished. When they finished coloring, I asked them the following
questions:
Which picture do you like best? Why? Which picture would you like to
display in your classroom, the hallway, at home?
Invariably, the students preferred the pictures drawn with the whole
box of crayons. I said, "What a boring world it would be if we were all
alike — like the picture drawn with only one crayon. The diversity in the world
makes it like a wonderful box of crayons with endless colors."
Next, I read them The Crayon Box that Talked. To continue the
discussion, I asked, "Wasn't it silly for the crayons not to like each
other just because of their color? Each crayon had something special to offer
to the picture — green for the grass, blue for the sky, yellow for the
sun." The children agreed, and I asked them to brainstorm the reasons it
is important to accept people who are different from us, recording their
responses on the board.
In conclusion, I read a passage from an unknown author: "We
could learn a lot from crayons. ... (They) all are different colors, but they
all exist very nicely in the same box."
Community Meeting
Thursday
- October 15, 2015
Morning Meeting
Theme:
Read aloud more Kai's
journey pgs 10-12
act out being a paper son
Communication Workshop:
10:30-10:35 Agenda and
agreements
10:35-10:45 Writers ML:
Pause and ask, "am I writing a report 'all about' or a story?"
10:45-11:15 Writing time
11:15-11:25 Read
aloud/author share
11:25-11:35 Readers ML-
Readers use envisioning to deepen understanding of the book:
• Envision a scene by acting
it out and talking to a partner about what it reveals about the story.
• Reread character actions and act out the way
these actions were done. Then talk or write about
• Talk to a partner about what this envisioned
rereading reveals about the story.
• Act out a scene with a partner, playing the
roles of the characters. Then talk about what this shows about the book.
11:35-12:00 Rotations
Math Workshop:
Agreements
ML: Teach 1 to 10
CGI and
play
Focus Question: Is this a
game of skill, chance or both?
Class Meeting:
Check in on entering
Community Meeting
Blog: Sami, Cards:
Stemshorn
Friday
- October 16, 2015
Morning Meeting
Theme:
9:00-9:40 Read Kai's
journey
pgs 14-20
act out medical exam
getting in the bunk bed
eating in the mess hall
Class photo???
9:40-10:00 PE Help tag
Communication Workshop:
10:30-10:35 Agenda and
agreements
10:35-10:45 Writers ML:
Friendly feedback
1. listen
2. compliment
3. question
10:45-11:15 Writing time
11:15-11:25 Read
aloud/author share
11:25-11:35 Readers ML-
Readers think about the problem of the story:
• Notice what the characters might want or need,
but can’t have.
• Discuss the feelings of the characters when
they need something and can’t have it.
• Talk about what the character does when he or
she is in trouble.
• Look for patterns in how characters solve
their problems, and think about what that shows about the character.
11:35-12:00 Rotations
Math Workshop:
Agreements
ML: Dot talk with 10
frame
CGI and
Menu from 1 to 10, Odd or
Even, Pyramid 10
Friday Courses
Blog: Sammie, Cards: Tanaka-Kopp
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