FIRST GRADE LANGUAGE ARTS
After reviewing how to decode words with the Caesar Cipher Wheels, we switched gears and had some fun enciphering words. I sent the wheels home on Tuesday. If you ask your student to show you how it works, they'll need reminded that green to yellow deciphers (decodes) and yellow to green enciphers (converts to code). We then used a Phone Keypad Cipher to further explore connections of letters, words, and meaning. Lastly, we spent a little time on syllables & vowel sounds.
SECOND GRADE LANGUAGE ARTS
The Tale of Despereaux has introduced the characters and the setting. The adventure has begun! We discussed character traits and reviewed plot points to assure comprehension. Please be sure your student reads Chapters 11-15 by Monday. Thank you for your support.
THIRD GRADE LANGUAGE ARTS
After focusing on myths and touching on legends in recent lessons, we moved on to defining folklore. We define folklore as fictional stories passed down orally through generations. Students have begun making posters listing the definitions of folklore, myth, and legend. The students quickly picked up on the similarities between the different types of folklore. We still need to focus on their differences to help us differentiate between them. Our posters are a work in progress. We will eventually add fable, folktale, fairy tale, and tall tale to our folklore posters & our study of change.
FOURTH GRADE LANGUAGE ARTS
Fourth grade HA students finished writing their paragraphs on change based on their interviews. The students have almost completely typed them in Google Docs. Each student's interviewee is different, so each student's study of change is different. The assignment is giving me a glimpse at the students' writing abilities.
FIRST GRADE MATH
First graders turned squares of paper into rectangles and triangles. There was a lot of folding and cutting. All the shapes required straight lines, and the triangles required diagonals. It may sound basic, but it gave the students a great hands-on lesson of how shapes are similar and different. We also dissected a story problem together. Our focus was the process. What do we know? What do we need to know? What key words are we looking for in the word problem? We highlighted key information. We answered the question in sentence form using P.Q.A. (Part of the Question in the Answer)
SECOND GRADE MATH
Our hands-on study of symmetry continued. The students took their triangles and manipulated them to create squares and parallelograms. Before we began working in pairs/small groups, we reviewed the school rules and the behavior needed to make the most of our time together. They were focused and productive. I'm proud of them and hope they're proud of themselves! The three angles of a triangle add up to 180 degrees. If given the measurement of two angles of a triangle, we can figure out the measurement of the third angle. We explored two different ways to do the math to find the measurement of the third angle. It was a quick introduction, but it got their wheels turning.
THIRD GRADE MATH
Our algebraic study of growing patterns continued. This time we weren't talking about seating fish at a table or anything clever. We were serious mathematicians talking about terms and assigning the letter b to represent terms. I explained that 4b means the same thing as 4 x b (4 times b). Taking out the multiplication sign seemed to trouble them at first. I could tell they couldn't quite wrap their heads around it. They didn't want to just accept that as part of the language of algebra, they wanted to understand. I love that about these students, they are deep thinkers! The students then worked in pairs or small groups to figure out a few more growing patterns.
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