Learning To Go Mr. Avery's Class on the Web 

Thanks to all who have offered to join us as chaperones on our field trip! There’s still room for one more: let me if you can help out! The permission slip is going home today. Please return it at your earliest convenience. Checks should be made out to FSS Student Activity Fund. Chaperones who have already contacted me should send payment for both parent and child. No need to put contact info: we’ll take care of it the morning of the trip.

We’re still in need of hand sanitizer to keep our classroom healthy. Please send in a big bottle when you can, and thanks!

I hope to see you on Thursday night at Curriculum Night. The evening starts in the cafeteria at 6:45. It’s a night for grownups only, please! When you come down to our room (Teal hallway, very last door on the right, 218), come say hello and look around. Near the front door will be a signup for Parent Conferences on November 3. On the big nearby table will be a signup for volunteers who’d like to help out at Fall Festival in our room (morning of October 30). Once we’re settled, I’ll share with you elements of our curriculum, especially the big ideas in reading, writing, and math in grade 2. I’ll also show you some features of our blog that can be a big help at home. Finally, I’ll do my best to leave time for questions–though you can contact me with them anytime! Please contact me separately if you’d like to discuss your child’s progress–with 40 people around that night, I get very awkward about discussing individual students. <“) If you are unable to come that night, I will send home a copy of the packet we’ll be using (which will contain our class contact list) and available Conference times.

The rest of this week’s blog focuses on Math Homework, which begins tonight:

Every night, your child should bring home a colored “Math Homework Resources” folder, in addition to the green communication folder. In the front pocket will be a stapled packet with all 4 nightly assignments. The pages are pre-dated and usually they will be double-sided. Students should complete each night’s work; put the packet back in the front pocket; and return the folder the next day along with the green folder. They should not tear the homework pages off of the packet–we all know what happens with too many loose papers! Each morning, I will check the homework and students will return the packets to the folder. On Friday, the folder should be cleaned out to make room for the next week’s work.

In addition to the packet, there will be 2 optional homework pages sent home each week, marked “Optional Challenge” at the top. They will be placed in the back pocket of the math homework folder. These pages are challenge work from our Math in Focus program. They are great for kids who are ready to think more deeply and broadly about the math concepts we’re working on–but they’re great for everyone else, too! Families can work together to solve them, following steps and logical thinking that makes sense for them, all the while engaging in math discourse and trial-and-error. Smart! In any case, these pages are not required work; as such, they can be returned any day of the week or not at all.

The homework pages are meant to reinforce the skills and concepts that students work on daily in school. They’re meant to be a source of practice and building fluency with numbers and problem-solving. We’re working through Chapter 1 of Math in Focus, which is all about understanding numbers to 1,000. Students are expected to learn how to identify numbers and write them in standard, word, and expanded form; how to break them apart and put them together using their 100s, 10s, and 1s; how to add/subtract by changing the place value (e.g. 342-20 just means taking 2 tens away); and how to compare and order numbers (more/less than; greatest to least; etc.).

The pages in the center of the homework folder are there for several reasons. For example, at the start you’ll see a page with number words to help your child write answers. In addition, there are vocabulary pages that remind students of the math terms taught in class that they are expected to know (and that show up on homework). You’ll also see sample pages copied from our math book that show how concepts are being taught, and what the homework is looking for students to do. Next, you will find pictures of base-10 blocks. These can be cut out and kept at home to help when students are stuck understanding 3-digit numbers; breaking numbers apart and writing them in expanded form; adding and subtracting; and any time the numbers involved prove too challenging to do it all mentally. The last two pages feature optional games that reinforce the concepts of expanded notation and comparing numbers (remember to use base-10 blocks if your child is stuck!). I will add to the pages periodically throughout the year.

Regarding how much help to give your child: Please DO help read directions if s/he needs it. Then ask how s/he thinks they should go about solving items. Remind them about using resources in the folder when writing words, etc., and by all means help them if they’re stuck or need a hand getting started. Please DON’T write answers for your child.

The math program we are using is very comprehensive and focuses on teaching concepts deeply at a high level of challenge. It is very different from how I learned math, and likely how you learned it too! The language and the approach will no doubt lead to questions about how to do it (I sure had a bunch my first time around). If you’re ever stuck, please know you can email me any night. I’m here to help–we’re all in this together!

A big part of teaching kids to care is teaching them about empathy. When kids use empathy, they should  “read” someone’s face to understand how heorshe feels, and respond accordingly. This does not always happen automatically! As a team effort, Health teacher Mrs. McDonald and School Counselor Ms. Demoga are joining me in teaching our kids the ins-and-outs of interpersonal relationships. What happens when you see someone feeling uncomfortable? Are you doing anything to cause it? What happens when you feel that way? Can you solve it (using strategies we’re teaching) on your own? When is it time to get a grownup involved? We’ll revisit these questions all year long as the complex nature of kids’ social and emotional interactions deepen.

(Source: KidsTV123 via Youtube)

There are still openings available for chaperones on our field trip to Old Sturbridge Village on October 16!The time commitment is 8:45-2:45. Please contact me if you can help out, and see last week’s blog post for information on the CORI background check required of all chaperones.

A few times this year, I’ll be asking for your help to keep our classroom healthy. This includes donations of bandaids, Kleenex, antibacterial wipes, and hand sanitizer. At this time, we only need hand sanitizer. Please send in a bottle for classroom use–the bigger, the better! Thanks!

Homework update: 1) Math homework begins next week, 9/28. There will be nightly assignments, M-Th, and 2 optional challenges weekly. There will be a separate math homework folder that should be returned daily, like the green communication folder. More to come on that on next week’s blog! 2) Reading and spelling homework begin the week after, 10/5.   3) Math Facts homework starts the week after that, 10/12.  4) In addition, students who need more practice with handwriting (forming letters correctly; writing in lowercases; writing letters and numbers without reversing them) will bring home short assignments.

 Our Daily 5 CAFE focus this week is on activating schema and making connections when we read (part of Comprehension). These are HUGE strategies for young readers. Schema is what a reader understands about anything in life. We have schema about topics like making friends, seasons of the year, and so on. We also have schema for how to solve problems, and how we approach reading. Sometimes our schema is correct and sometimes it contains misunderstandings, which we learn to correct by reading and thinking. We therefore teach young readers to recognize what their schema is telling them and to use it as an access point to understanding what is read by making connections to it. Questions to ask your child during reading (either aloud to him/her or when s/he is reading): What do already know about ____ and what do you wonder? What does that remind you of in your life? This kind of thinking can help students understand characters, plot, and information better. More info is at Reading Rockets, a terrific literacy site for teachers and parents: http://www.readingrockets.org/article/29200/

 

The math focus this week is all about numbers: how to understand them using their place value; how to recognize and identify them in standard, word, and expanded form; and how to add/count by 1s, 10s, and 100s by understanding the value of each digit. It is especially important that students develop an understanding of the hundreds, tens, and ones involved in these numbers. They will engage in various activities with base ten blocks, base ten pictures, and with written numbers. For practice at home, I recommend the online learning games (also available as an app) at ABCYa.com. Link to the Numbers category here, then select Base 10 Fun; Base 10 Bingo; and/or Base 10 Blocks (especially helpful for kids still learning to represent and count big numbers).

Another important skill with which students struggle at first is finding the missing addend or minuend/subtrahend (algebraic thinking). For example, they will be asked to solve problems such as ____ – 20 = 351, or 268 + ____ = 288. Even solving these up to 10 or 20 can be hard at first ( 9 + ____ = 15, etc.)  I recommend going to GregTangMath.com for practice. Select the Missing Numbers game, and work your way up through easy and hard addition and subtraction. As with all of his games, the short length of each round can be misleading: it’s meant to provide quick gratification and feedback while discouraging fatigue. However, when you play, shoot for a time-related goal (e.g. 10 minutes or more total). When kids are done they’ll have solved tens of computational problems, if not more!

All School Meeting was a hit! 750 students and their teachers met at our monthly community-building event, demonstrating focus, stamina, cooperation, and participation. I’m particularly proud of our class for showing their best! This month’s meeting ended with a focus on perseverance, a character trait that we promote daily in the classroom. We build stamina for reading, develop strategies for when we’re stuck writing, and teach concrete steps students can take when attempting to work through challenging math. In fact, perseverance is one of the Standards of Mathematical Practice at the heart of the Common Core. For a full list and explanations, visit: http://www.corestandards.org/Math/Practice/

Source: Sesame St. via Youtube

Reminder: Please call the office when your child is absent, tardy, or when there is a change in dismissal plans. I appreciate the emails updating me as well; however please let the office know directly.

Do you have a current CORI background check with the Town of Shrewsbury? Parents who wish to visit classrooms or even join their children for lunch in the cafeteria must have an approved background check. The process is simple: drop by the Floral school office any school day; fill out a quick form; and present a driver’s license or proof of identity. It usually takes a couple of weeks to be approved, so the sooner you have it done, the easier it will be for last-minute plans. Note: Clearance through CORI remains current for 3 years, so if you’ve had one done in Shrewsbury within that time then you are all set! Just in time, too, because…

The Grade 2 Field Trip is coming! On Friday, October 16, our class will be traveling back in time on a visit to Old Sturbridge Village. The educational purpose of the trip is to investigate and learn about economics in a hands-on way, through the lens of local history. We will examine how wants and needs affect the goods and services provided to consumers of a community, and each student will produce an artifact to bring home. I’ve already heard from the kids that several of you have visited the village before! This place is a unique gem, similar to Plimoth Plantation, that I encourage everyone to make part of your weekend repertoire. To learn more and take a virtual tour, visit: https://www.osv.org/

The permission slip and fee request will be sent home at the beginning of October. I’m posting this in advance, to encourage dads and moms who can’t typically volunteer for daytime school activities to plan to join us as chaperones on that day. Our class is allowed 6 chaperones at the student rate. Please contact me if you are interested.

*Important* All chaperones MUST have a current CORI on file. If you need one and plan to chaperone then please have it done as soon as possible since it takes weeks before you’re cleared and you cannot accompany us without that clearance.

Along with building stamina during independent reading time, students will learn the ins-and-outs of reading with a partner (what we call Read to Others). At Read to Others time every day, students sit side-by-side and take turns reading from the same book or different books. They both look at the text while it’s being read, and take turns summarizing a page or section of text. Research supports this as a way to increase engagement; build fluency; and improve comprehension of what was read or heard!

In writing this week, students will continue to learn and practice classroom expectations at writing time including getting started right away and writing for the whole time. In addition, by analyzing read-alouds they will learn elements of good writing, including: ideas that are interesting and important, with a main idea and details; organization that is logical and effective; a sense of author’s voice that is individual and appropriate; and word choice that is specific and memorable. These are the qualities by which student work will be evaluated and reported out at report card time.

 

 

 

 

 

Our math focus this week is on problem solving. Strong problem solving requires a flexible, discriminating application of knowledge and skills, and is the means by which most math will be practiced this year–both in class and at home. This week, students will learn and practice how to understand a problem by reading, restating, and visualizing it; represent a problem by using objects and drawing pictures; solve  a problem by choosing the right mathematical application; and check their accuracy by doing it over or applying an inverse operation. Building independence with these elements is an entire math goal in and of itself all year long!

We’re off and running! The first six weeks of school, we devote much of our time to building a classroom community of learners. Every routine, every expected behavior, and every interaction is modeled and practiced with the clearly-communicated message, “You can do it! I believe in you–and it’s OK to make mistakes.” Our work follows practices outlined in The Responsive Classroom and is shared school-wide. It’s one of the things that makes Floral such a special place, and its students so successful!

In addition, we are committed as a school to developing Social Thinking in children. This means teaching kids how to recognize and monitor their emotions and behavior, and how to interact with others. We begin by teaching Whole Body Listening. This means using our eyes, ears, hearts and minds to understand what others say and mean. We’ll pay special attention to “listening with your heart,” helping kids to understand what it looks like and sounds like when you care about yourself, your classmates, and the learning that goes on here. And as is often the case in our classroom, we’ll be using music to help us learn!

For more info on Social Thinking, visit this site and explore its links: https://www.socialthinking.com/what-is-social-thinking And this video, #1 Good Digital Citizens SOAR & Whole Body Listening (source: Teresa MSVU on Youtube) explains the concepts in a nutshell.

Screenings At the start of the school year, we try to find out where students are with regards to English Language Learning, Reading, and Math, so that we can meet each child where he or she is academically. We also use the information to determine elegibility for extra help such as through Title One or E.L.L. Your child may therefore tell you that heorshe played math games/read with another teacher during these first weeks. This is especially true of students new to our school or district. These adults are tutors and specialists in the building. If your child is eligible for additional help, we’ll let you know soon.

Reading We’re learning how to choose just right books from the classroom library using “I-PICK”: Purpose (why do I want to read something); Interest (do the pictures/topics interest me); Comprehend (do I understand what I’m reading); and Know (can I read almost all the words). Research points to the importance of beginning readers spending time in books that are at their specific levels, or just below, and not above. This week we’ll practice reading books on our own for longer and longer periods (the eventual goal is 20 minutes at a time), at what we call “Read to Self” time. I-PICK and Read to Self are methods taken from the Daily 5, a literacy management program we’ll be following to improve our reading, writing, and understanding. For more info, including sample videos, visit: http://www.TheDailyCafe.com/public/department38.cfm

Homework Homework will begin in a few weeks. Until then, here are some basics to go over with your child. Please help by setting aside practice time if your child is not yet independent knowing the following: address; phone number; birthday; how to tie hisorher shoes; how to zipper/button all of hisorher clothes; and very importantly, how to sneeze into hisorher elbow! There’s evidence that this last one goes a long way to stopping the spread of germs. Thanks for your help!

And if you’re looking for more academic work to do at home, I suggest the following (link to #1 can be found in the Student Resources section to the right of our blog–all links there are recommended for home use):

1) Greg Tang Math. In my opinion, this guy has absolutely nailed down what kids need to be doing with regard to number fluency. His site is an excellent resource for applying number concepts through the use of games that start easy and progress to well above this grade level.

2) Keep reading just-right books from the public library! They can help find books at every level.

3) Listen to stories/read stories together at Storyline Online. This awesome website features famous actors reading aloud award-winning picture books. Talk about engaging!

4) Research upcoming dates. I encourage families to teach kids how to safely take advantage of the vast amount of info on the internet by surfing, finding, printing out, and preparing to share with our class information found. Some suggestions: What does the first day of autumn mean (astronomically speaking)? The birthday of what local legend is coming on September 26, and what can you tell about that person? What is the next U.S. Holiday coming up, and why/how is it celebrated? Kids find out answers, then become experts who teach us–smart!