Let's be frank, many of us have been struggling with wrapping our brains around the "new" way of learning math with the Common Core standards. One of the biggest hurdles thus far as been the "make a ten" strategy for mental math. Many of us already use this strategy while calculating numbers fluently in our heads, though perhaps not explicitly or consciously. However, I'm finding this year that my attempts at explaining it to children--actually putting it "out there" and making it explicit for them--have been met with furrowed brows and quizzical looks.
Here are a couple videos that I though explain the make a ten strategy really well. Hope they help demystify a bit of Common Core Math!
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This blogging teacher and mom articulates precisely the same approach I take when supporting my students in their writing development. Read her article here in Imagination Soup:
Beginning in this week's homework packet, students will be able to choose three spelling activities from the new "spelling tic-tac-toe" worksheet. Selected activities can be three in a row, three in a column, or three diagonally. Students should circle their choices and then use a separate (preferably lined) piece of paper for each practice activity.
One of the most powerful ways a parent can help their child become a fluent reader with good comprehension skills is to read aloud to them and with them. Since students in Room 17 are required to read at least 20 minutes a day, these minutes can be used as golden time for parents and children to read together. This is especially important for readers who might be challenged with decoding words or who lack the motivation to read, and they will enjoy reading much more than if they are told to sit in a corner to read by themselves.
1) Echo reading. As the more experienced reader, parents can model for their children, reading a short passage first. They can demonstrate how to pronounce difficult words, how to use phrasing, intonation, and expression when reading a piece of dialogue, a phrase, or a sentence. The child listens, then repeats what the adult just read, pointing at the words if necessary. 2) Reading in unison. Sit with your child and read the same section of text at the same time. Point at the words with your index finger as you read, reading at a slightly faster pace than your child and encourage him or her to try and keep up with you. The idea is to connect the flow of spoken language with the flow of the text on the page. 3) I Read, You Read. The child or the parent reads a page or a paragraph, then their partner reads the next page or paragraph. A variation of this strategy would be to have one person read a paragraph and the partner read the same paragraph. The second variation is especially useful when working on fluency. The parent reads first, and the child is able to hear the pace, intonation, and correct words so they can read like their parent. 4) Check for Understanding. This comprehension strategy is used in Room 17 for students to self-monitor the meaning of what they are reading. One partner reads out loud while the other actively listens and checks for understanding. When the reading partner comes to the end of a sentence, page, or paragraph, the listener summarizes what the reader read and says, "I just heard you read . . . ." Even advanced readers, whom I find still need considerable support with comprehension, can benefit from the above strategies. It is also possible for a child to read words quite accurately yet have no understanding of the text they've read. I intend to add more suggestions to help students improve their reading in the future, and I'll be keeping you posted on strategies and literacy activities we're doing in Room 17, so stay tuned. Happy reading! New! To help keep track of paperwork, the class and I now use the Homework Black Book. If students come to school with incomplete or missing homework assignments, they must record the date, the missing assignment, and their reason for not completing it. The record is kept in the classroom and can be shown to parents during conferences. Each student has their own recording sheet. Hopefully, students won't need to make a note in the Black Book very often (in this case, a blank page is a good thing!). Parents, you are welcome to come in and look at the Black Book to check on your child's homework habits.
Listen!: Our learning community is currently focused on how to be good listeners. Truly focused listening can be a difficult skill to master, and we often underestimate this (at least, I do!). I have read two books in the past two weeks on how to listen well: Listen, Buddy! by Helen Lester, and The Conversation Club by Diane Stanley. These stories tell the importance of paying attention, speaking one at a time, and not interrupting others while they are speaking. If you can, remind your child of good listening behavior:
1) eyes focused on the speaker 2) mouth closed 3) hands empty 4) brain thinking about what is being said 5) heart listening, too--what the speaker is saying matters to them! Reading: We are deep in our reading theme of Friends and Family, which is Unit 1 in the Treasures program. This week we finished reading a sweet story, Mr. Putter and Tabby Pour Tea by Cynthia Rylant. The story is tied to the Big Question of the week (a question used as a springboard for discussion before plunging into the literature selection), Why do pets make good friends? Math: Updated link, Math Instruction Guide, a.k.a., the MIG. LAUSD's write-up of the math standards and lesson pacing for 2nd grade has been added to Learning Links. We have been concentrating on addition and subtraction concepts. The Topic 1 test was given today. Book Orders: Please refer to the updated "Policies and Little Reminders" page regarding Scholastic Book Orders. An order form for Scholastic was sent home this afternoon. If students and families would like to order books, the due date has been set for Friday, September 7. PE in the Morning: While I appreciate communication with parents, I am requesting that we refrain from parent-teacher talk during the morning PE program on the playground. The ten minutes of PE are considered genuine instructional time, even if it is not within the classroom, and I would like to focus on watching and encouraging the students. Drop me a note in the office or send an e-mail. I will do my best to respond ASAP. Homework: Many students forget to take out their homework and place it on their desks in the morning. They also must make sure that their first and last names and date are written on the coversheet. Homework packets will be looked over for neatness, overall completedness, and the amount of care taken in doing the assignments. They will be returned home the following week (my apologies for being a week behind). Have a wonderful, safe, and enjoyable weekend. I asked students today to take home their Treasures textbooks so that parents may help get them covered, per my request made on Back-to-School Morning. Just a simple brown bag cut to the size of the book will do. Students should come back to school with the book covered tomorrow, or as soon as possible. I will also be printing out Avery labels with the students' names and a number so that we can keep track of all textbooks.
I would like to ask everyone not to leave their textbooks at home as it is needed for instruction everyday. Thank you! |
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