I am so excited with what’s happening in our room with Read Aloud lately. The level of excitement, confidence and pride that is present because of all of these super 2nd grade readers sharing their skills is definitely impressive. Some kiddos have even signed up more than once on the calendar!!
The only thing I have to say that makes me really sad is that there are couple of kiddos who only have pictures (rather than videos) because my devices were not cooperating on those days. I HATE that, because everyone of them has done a SUPER job, and you’ll miss them. Just take my word–every read aloud has been A. Maz. Ing.
Gotta share that chart that she used, too. 🙂 It needs some edits (so please look past the typos 🙂 ), but it was such a great idea that she came up with on her own. She was very prepared for her lesson. 🙂
Please take a minute to leave a comment for our brave, super talented, 2nd grade readers! Way to go, Rm. 202 kiddos!
This week I used our warm-ups as a means to throw in odds and ends, as well as connect to what we were doing in Writing (which is usually where our questions come from). And one of our WWUs even served double-duty by leading to a math conversation. They thought I was pretty clever when I brought that one up. Ok, so I thought it was clever. Maybe they didn’t so much care….LOL Please leave us a comment and let us know your thoughts on our work this week! 🙂
There’s not much to say about this one except it’s something kiddos need to know, and we’re about to start writing lots of “You’re a great friend because…” messages and it will NOT be ok if everyone says YOUR instead.
Ava read the book A Chocolate Moose for Dinner to us on Monday, and we heard lots of words that sounded the same, but meant different things. We worked to find some more that we could talk about. We continued to find examples to add to this chart all throughout the week in different texts we encountered.
We are continuing to work on writing like scientists and exploring plants and pollinators in pretty much all of our day; reading ,writing, and science are all connecting right now in a marvelous way. This warm-up was to help us think of what we’d learned so far, as well as to emphasize the idea that scientists write in a very specific (and different) way depending on what they are studying. You’ll notice we also discussed how many words can be made from the same base. Oh, and I may have spelled some of those green words incorrectly. I apologize if that’s the case.
We were WAY over due for a writing celebration for our past fiction unit in Writing, so I had a quick survey for them as their warm-up on Friday. This is the one that turned into a great math conversation about graphs and data collection.
This week was relatively normal, but somehow I only have 3 warm-ups to share.Enjoy! Please comment when you’re finished reading and let us know what you think!
Yep, we’re still working on subtraction around here. It’s kind of an all-the-time thing because as soon as you abandon it for longer than a few days everyone forgets how to do it! This time I gave them the answer and the strategy and had them analyze it for me. We had a great conversation about why this problem was most efficiently solved by making an easier problem (rather than say, the traditional algorithm or splitting and using a number line to model it) because the second number was close to a hundred. This made it SUPER easy to subtract in just two easy steps.
Um, yeah…not really sure what happened that our warm-ups are just from Monday and Friday. We must have been really busy this week. Hope I remember what we did so I can tell you about it here. LOL
Friday we actually had a bonus math warm-up because our Writing Warm-Up led us to figuring out some math and making a graph. And yes, I ran out of paper. We improvised. 🙂
We are also still working on multiplication, including writing an equation and drawing a model. This one was cool, because as often happens, kiddos thought of a model that I hadn’t: showing the repeated addition on a number line. This was a great conversation about which number meant what in the problem (the number of groups vs. the number in the group), and we also talked about how you could flip the problem around and have the same answer.