Writing:
Wow! Students are really adding great details to their stories. Their voice, and sometimes humor, is really showing. They are running ideas off of their peers, and I am conferencing constantly.
Students are using the C.O.P.S strategy to self-edit their work. C.O.P.S stands for:
Capitalization (beginnings of sentences, proper nouns, I)
Overused/ordinary words (said, went, did, walked, ran, ...)
Punctuation (. ! , : " ")
Spelling (any words they are unsure of)
Each edit is highlighted in a different marker to help them see quickly what is needed, and it also makes them think about how they write.
Students are constantly adding and editing. It's a messy process, however students are beginning to see the outcome when they compare their first writing to where they are now.
Math:
We continue working with fractions and the fraction rods.
The third step from last week is having the students create fractions, and then shade a portion in, and then identifying what is shaded and what is not shaded, using the proper vocabulary.
For example:
Wow! Students are really adding great details to their stories. Their voice, and sometimes humor, is really showing. They are running ideas off of their peers, and I am conferencing constantly.
Students are using the C.O.P.S strategy to self-edit their work. C.O.P.S stands for:
Capitalization (beginnings of sentences, proper nouns, I)
Overused/ordinary words (said, went, did, walked, ran, ...)
Punctuation (. ! , : " ")
Spelling (any words they are unsure of)
Each edit is highlighted in a different marker to help them see quickly what is needed, and it also makes them think about how they write.
Students are constantly adding and editing. It's a messy process, however students are beginning to see the outcome when they compare their first writing to where they are now.
Math:
We continue working with fractions and the fraction rods.
The third step from last week is having the students create fractions, and then shade a portion in, and then identifying what is shaded and what is not shaded, using the proper vocabulary.
For example:
This fraction shows four-fifths are shaded and one-fifth is not shaded.
I am making sure that students are always identifying the fraction and what it relates to.
We have also been discussing when we use fractions. Some answers were:
- time
- cooking
- construction
I challenge the students to always pay attention to when they are using fractions.
I am making sure that students are always identifying the fraction and what it relates to.
We have also been discussing when we use fractions. Some answers were:
- time
- cooking
- construction
I challenge the students to always pay attention to when they are using fractions.