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

I hope you all had a wonderful holiday! I spent mine in York Harbor with family and friends. I’m thankful indeed for all that I have, including this great bunch of students and families!

This week  marks the end of Trimester 1: we’re 1/3 of the way to grade 3! Students will be taking end-of-term assessments in writing, reading, math, science, and social studies. To tell if papers sent home are assessments, look for a number score (e.g. 8/10) or a proficiency score (e.g. 3-Proficient) on the top.

 Our thorough examination of bar modeling is paying off! Students are becoming adept at relating them to parts-and-total problems, using them to make sense of problems, and understanding numbers involved by drawing them bars with appropriate scale. This week we are learning to use bar models to make sense of comparison problems. The model looks different from before because our thinking about solving the problem should be different. For example, consider this problem:

Notice how setting up the model this way shows understanding of what “more than” means. Using our knowledge of the parts-and-total bar model previously taught, it makes it easy for kids to see that what is required to solve this problem is addition.

The same can be said of using modeling to make sense of “less than” problems:

Students who set up the problem correctly can immediately see that Susan’s amount is smaller than Rosa’s, and that subtraction is called for to solve it. Like a parts-and-total frame, we subtract the part (157) from the total (824) to get the remaining part. See how helpful a tool bar modeling is?

A note on homework: This week’s homework comes with a review and explanation of the 3 kinds of bar models taught. Students should refer to the directions and to the additional insert in the homework resources folder if needed. We have modified the bar model process slightly from the examples in the book, notably by teaching children to write the numbers inside the bars and empty spaces, and only using brackets to show a “total.”

Our reading focus is on learning to use nonfiction text features to make sense of informative texts. Think about a magazine article you’ve recently seen. As accomplished readers, we never just dive in and hope we understand by the end of it; yet, that’s often what kids will do. Instead, we read and think about the title, headings and subheadings, pictures, diagrams, captions, maps, and all the other things that make concepts more comprehensible, all while relating them back to the main idea. This week we will learn many of these features, go hunting for them in text, and use them to improve comprehension. This Reading Mama’s blog puts it well (and is a good source for learning many elements of reading): http://thisreadingmama.com/comprehension/non-fiction/non-fiction-text-structure/

And you can practice using nonfiction text features to improve comprehension with your child by using magazines, websites, informational books, and at http://kids.nationalgeographic.com.

 In social studies, we are improving our knowledge of map skills by exploring the concept of symbols and map keys. We will then apply this knowledge, along with considerations of orientation, scale, direction, and view, as we create maps of our recess blacktop.

Our life science work wraps up this week by teaching students to research information. Students have chosen a nocturnal animal in order to study its adaptations. They will read with a question in mind; tag relevant information; use organizers to write their ideas; and create a poster with realistic drawings, labels, and descriptions. Smart!

What an amazing presentation was given by animal rehabilitator Jim Parks, who brought us his Wingmasters program this week. Students were highly engaged while learning more about adaptations that help local birds of prey survive. Using live specimens, Jim focused his interactive experience on nocturnal owls, as well as our school mascot: the peregrine falcon! Thanks to our PTO for helping to sponsor this informative and exciting event. Having learned about adaptations of owls and other animals, we will apply that knowledge this week as we create scientific observations outlining the life cycles of frogs and toads.

Math facts practice begins this week! Coming home today is 1) a cover letter with explanations and suggestions for nightly homework practice, along with your child’s level,  2) your child’s placement test(s), 3) math fact cards at your child’s level, and 4) two practice quizzes. I recommend at least 5 minutes per night for practice, since practicing for 20 minutes one night per week just won’t help kids retain the information. Quizzes are given on Fridays and returned on Mondays. The timed aspect of these quizzes tends to be the hardest thing to master. You can make additional quizzes by using the websites Math Fact Café (addition and subtraction) and Math Aids (multiplication and division). You can also make fancier flash cards at A+ Math Fact Flashcard Maker. All three websites can be found under the “Parent Resources” section above.

In math this week, we will take the test on Chapter 3. Then we begin a very important unit. Chapter 4 focuses on bar models and using them to solve number problems and work algebraically. This way of doing math is extremely useful, and will benefit students greatly in the future when they apply it to multiplication, division,  fractions, measurement, and more!  As an example, consider the picture below as a way to model this problem: Jim is planning Thanksgiving dinner for 21 people. 15 people will be having turkey, and the rest are vegetarians. How many people will Jim plan a vegetarian meal for?

For students, setting this problem up can be tricky. We’ve learned to use parts and total boxes to model algebraic thinking: bar models are an even more explicit way to show our thinking about problems, one that helps us make sense of the numbers involved. Notice how the bars are drawn to scale in comparison to each other. This skill really requires students to understand the relative size of the numbers involved. As such, it is a smart but hard skill to master, especially with two- and three-digit numbers.

To learn more about bar models from the publisher: http://www.hmhco.com/~/media/sites/home/education/global/pdf/white-papers/mathematics/elementary/math-in-focus/mif_model_drawing_lr.pdf

And remember, you can access the student ebook to learn exactly how math is being taught and to try examples yourself or with your child at home. Just go to http://www-k6.thinkcentral.com/ePC/logout.do , select the relevant info from the dropdown menus, and enter your child’s username and password (which you can get from PowerSchool Parent Portal). Then in the “My Library” section, select the G2 Student Edition, Volume A, and use the “contents” button on the left to link to Chapter 4.

          

Also in the Library section, you’ll be able to access videos that explain the how and why of bar modeling.

Courage was the theme of our School Meeting celebrated on Friday. Using Bernard Weber’s book Courage, classrooms across Floral engaged in discussions, role-playing, singing, and analysis of the text (including making connections to our understanding of a growth mindset and making inferences–smart!). Here’s a song on the topic shared by the McGrail’s first grade class!

Source: Have Fun Teaching via Youtube.com     For lyrics, click here.

Next week our blog will be taking a break for Thanksgiving. In addition, there will be math and reading homework as usual Monday; however, there is no reading log, spelling homework/quiz, or math fact homework/quiz next week. I hope you and your family have much to be thankful for this year, and I wish you the happiest of holidays!

Thanks go out to the Rotary Club of Shrewsbury! We were treated to a read aloud from Rotary member Joan Day–Carley’s own grandmother!–as part of a focus on supporting our community through literacy incentives. In addition, several new, hard-cover books were donated to our classroom library for reading together and individually. We are lucky indeed!

In science this week we will learn about animal adaptations. In particular, we will be studying owl physiology and behavior as part of a research unit on nocturnal animals. We will be treated this Thursday to a visit from local raptor rehabilitator Jim Parks, as part of his educational Wingmasters program. Jim brings several live specimens and engages kids in learning about adaptations, characteristics, and conservation. You can learn much more about the program and local raptors at: http://www.wingmasters.net/aboutus.htm. And here’s a great collection of age-appropriate informative text and media about owls that kids can read at home to learn more about owls: http://idahoptv.org/dialogue4kids/season12/owls/facts.cfm

Our math work focuses on algebraic thinking and solving real world problems that involve regrouping with subtraction. Students have been introduced to frames that are extremely useful when making sense of mathematics at this level. This is a parts-and-total frame:

Always, when the two parts are known, we add them to get the total (e.g. 240 stickers and 30 more gives us 270 stickers). And always, when the total is known as well as one of the parts, we subtract to find the unknown part or count up from the known part to the total (e.g. 270 stickers, 240 sold, leaves 30 stickers). This frame is a powerful tool when kids are trying to make sense of problems, helping them see the numbers involved and the kind of calculations needed. It also provides an essential representational step in understanding algebra.

Consider this: There was a cupcake stand at the fun fair. They sold 240 cupcakes, and had 30 left at day’s end. How many were there at the start? Initially, this sounds to kids like a subtraction problem, and many students would solve it like this: 240-30=210. But by filling in the frame, students immediately see that to solve the problem, the parts have to be added to find the total:

The frame also works to understand algebraic equations, such as _____ + 30 = 270. If you fill in the boxes correctly, understanding where the parts and total go, then it becomes clear that subtraction is one obvious way to solve it:

Students were introduced to another frame last year, the number bonds frame (source: Polk School District):

It works the same way as a parts and total frame, and may be more accessible to your child if they remember using it last year to add or subtract. I have used both in class, though I prefer the parts and total frame because it shows visually how the total is the same size as the parts combined, and prepares students for the use of bar models taught in Chapter 4. However, students may draw either frame on their homework this week as long as they fill in the numbers correctly and include a question mark in the box/circle to show the unknown. I’ve added pages to the homework resources section of the homework folder with many examples of how to use both frames.

Speaking of math, the Greg Tang Halloween Challenge has ended. If you have completed gameboards, send them in and I’ll send home a certificate for their hard work!

As part of our work with writing narratives, students went on “sensory walk” on the Nature Trail. We then learned to describe our experiences with carefully chosen words: brown wrinkled oak leaves; the gurgling sound of rushing water; spiky green moss smelling of fresh corn; etc. Students then wrote their own descriptive paragraphs that put the reader in the picture instead of just naming objects seen and heard.

Next students will learn about starting their stories with a bang using entertaining beginnings, and will apply that to a story they create from their own lives. Then we come to the crux of good narratives: the storyline, or Main Event. This is where the young author should really stretch out the action and take the reader step-by-step through the event (in kids’ narratives, the event should be short, e.g. going trick-or-treating at that really scary house; the most exciting/disappointing part of a sports game; a piano/dance recital; etc.).

Consider how a good writer would tell about the following video. Instead of this: “I picked up the bat. The pitcher threw. I hit it,” good writing should sound more like this: “I grabbed the long, wooden bat and swung it up to my shoulder. The pitcher went through his warmup, smacking the ball in his glove to try to shake me. I dug my white high-tops into the dusty ground to show him I meant business.” See how the latter puts the reader in the picture? Try making up your own narrative to go with the video!

Source: Barry Lane via Youtube.com

A few Nature Trail Walk pics:

The kids had an amazing time on Friday! Calls of “This is the best day!” could be heard throughout the room, and the kids did an awesome job emulating our core values and “showing they care” throughout. Many thanks to: Allison Mooney, Latha Prakash, and Cristina Digioia Mastro (classroom volunteers); and the Badrys and Taupiers for stepping up with last minute scarecrow donations. These folks helped me maintain a calm environment so the kids could go about their business of having fun while learning this week.

Besides crafts and music, we practiced map skills and learned about local history. Using Chris Van Allsburg’s The Widow’s Broom as a starting point, we explored the Salem Witch Trial phenomenon (in an age appropriate way). With our towns being situated close by, I encourage families to visit Salem to learn more about this world-famous period in history. The Salem Witch Museum is a great place to start: https://www.salemwitchmuseum.com/

In addition, Massachusetts has a vast number of locations with historical importance, most of which us locals take for granted. Sites such as Mass Home (not pretty, but replete!) can give you ideas for short day trips to fight cabin fever over the upcoming months. And if that weren’t enough, Massachusetts is home to a surprising number of famous authors, including Van Allsburg, Jane Yolen, Dr. Suess, and so many more. I encourage the kids to search for authors from their state and report their findings back to us! Here’s The Widow’s Broom being read aloud:

Source: Catherine Sorensen via Youtube.com

 I look forward to our meeting this Tuesday. If you need a reminder of your scheduled time, please contact me. I will share with you your child’s reading assessment, math tests, and writing samples, and I’ll discuss progress being made in those areas along with successes and any remaining challenges. Admittedly, our time is brief! Think of this as another step in our yearlong discussion of your child’s education, and know that I remain available for further communication.

One new thing this year for grade two is the sharing of a document created to accompany the MIF chapter tests (which they title, Test Prep). You can see a copy of Chapter 1’s here: MIFChapterCoverSheet. It contains a breakdown of the type of problems used on the test. Most items are “basic,” meaning they require only literal application of the skills taught in math each chapter. A few are “application,” meaning they ask students to apply skills in a somewhat more complicated way (e.g. 243 – _____ = 100, as opposed to 243 – 143 = _____). Students should be answering the above types of questions correctly to show proficiency toward math standards in school. The last test item is almost always “novel,” and it is very different. It often asks students to perform higher-level thinking tasks to solve a problem, from algebraic thinking to working backward. Students are not all expected to answer these correctly, nor do we use them to judge proficiency on report cards; rather we look at them to see if students are applying any concepts taught along the way.

Rotary Readers are coming! In their ongoing work to improve our local and global community, the Shrewsbury Rotary Club makes an annual visit to grade two classrooms in town. This Friday, a representative will come in to read to us and exemplify lifelong learning and reading. In addition, the organization will donate books to our classroom library! We are grateful for their efforts.

Homework notes:

In case the reading homework log gets lost, you can print a copy using the new link under “Parent Resources” above.

Math Facts homework will begin in 2 weeks.

Aaaaand, once again I’ve gone on too long. Our upcoming week in brief:

In reading we will learn to determine importance in texts by examining themes explored by the author (bravery, believe in yourself, etc.). In writing, we will begin narrative writing by helping students choose small moments in time from their lives to write about (a sports game; a dance recital; etc.); and we will go on a Nature Trail walk using our senses as the basis for adding description to narratives. In math we strive to master the concept of regrouping while subtracting and solving problems. And in science, students will learn to create scientific observations (frogs) that contain: realistic drawings; labels; and description.