Our monthly Project Cornerstone lessons continued with the book "Say Something," by Peggy Moss. This story is told from the point of view of a student who witnesses teasing, put-downs, pushing, and excluding behaviors, but doesn't know what to do. At first, the student doesn't do anything, however as she gains more understanding and empathy she moves from bystander to Up-stander. We discussed the power to become upstanders by supporting and including everyone and helping everyone gain a sense of belonging and safety. The key is to say something or do something when someone needs help.
Students have been learning about about Pilgrim and Wampanoag children’s lives in the 1620s. Ask your child to describe what life was like 400 years ago. The Pilgrim children had many chores to do. Discuss with your child the chores he or she does and how they are different than the chores that Pilgrim children did. We also read about Squanto, a Native American who spoke English. We learned that Squanto helped the Pilgrims survive their first year in their new home. We made cornucopia art and the students took them home on Friday. In other art news we finished our California Quail art. The quail are on display outside our classroom. The students are greatly enjoying the ArtSmart lessons that have been coming to our classroom. The photo shows a few of the quail that the students created. Our monthly Project Cornerstone lessons continued with the book "Say Something," by Peggy Moss. This story is told from the point of view of a student who witnesses teasing, put-downs, pushing, and excluding behaviors, but doesn't know what to do. At first, the student doesn't do anything, however as she gains more understanding and empathy she moves from bystander to Up-stander. We discussed the power to become upstanders by supporting and including everyone and helping everyone gain a sense of belonging and safety. The key is to say something or do something when someone needs help. In first grade students are learning to compose ten as a strategy for adding 9 or 8. For example 9 + 5 = 10 + 4 or 8 + 4 = 10 + 2. Students should practice the make ten strategy and continue to use other strategies such as counting on, doubles, and doubles plus one. Second graders are applying their understanding of place value strategies to the addition algorithm, moving from horizontal to vertical notation. Using the place value chart with number disks helps strengthen students’ place value understanding and helps them to systematically model the standard addition algorithm including the composition of a ten. The use of manipulatives reminds students that they must add like units (e.g., 26 + 35 is 2 tens + 3 tens and 6 ones + 5 ones). In class, as students move the manipulatives, we use place value language to express the action as they physically make a ten with 10 ones and exchange them for 1 ten. Then, they record each change in the written method, step by step.
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AuthorHello, I am Renee De Villez. This page is about the activities going on in my classroom. My audience consists of the parents of the students in my class. Other parents and teachers are welcome to read it as well. Archives
May 2017
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