This week may have been a day shorter than usual, but sometimes, shorter weeks feel busier and longer because we need to accomplish the same amount of things in a shorter span of time.
In math, we reviewed and practiced using number lines, base ten blocks, and the subtraction algorithm for two digit subtraction. While addition and subtraction are linked, the computation of subtraction is a bit more abstract than addition, especially when you need to “borrow” or “regrouping”.
Something to look for when Temescalians are setting up their number lines for subtraction is the placement of the greater number, or the minuend. As it is a great number, it should be closer to the right side of the number line and further away from the zero. Temescalians can then decide if they want to hop towards the zero the number of times of the lesser number, or the subtrahend, or if they want to hop to a “friendly number” and adjust accordingly. In these cases, the number would be on the number line. Whereas if they choose to start with the subtrahend and add up to the minuend, the answer would be in the “hops”. This is where using directional lines on the number line is essential.
Here, Temescalians practice using the number line to see the connection between the numbers and the answers they come up with. We suggested to the Temescalians to use more than one method to check and double check their subtraction.
We also introduced “SKUNK” to the kids: a game of addition and probability. (Shorter versions of this game would be “CAT” or “OX”)
Temescalians had a great time of deciding whether to keep standing or to sit down with the points that they had. Many pointed out that we rolled many 8s. Ask your Temescalian why they think that is. We practiced adding longer number strings and noticed that if we keep track of the numbers as we went along, it was easier to keep track of. You can expect to play a round of this at Math Night coming up on November 8 (from 6:00 – 7:30pm)!
In reading workshop, we introduced different books that highlight different Latinx people and Dia de los Muertos to connect to National Hispanic Heritage Month. Using these mentor texts like Sonia Sotomayor: A Judge Grows in the Bronx and Islandborn, Temescalians practiced recording the beginning, middle, and end of the story and in their own books. Thinking of the story arc may help them think about and develop another element of reading: summarizing. A part of summarizing is finding importance. This nebulous concept is to help the kids narrow down what to include in a summary so they aren’t telling you every detail. When thinking about “importance” think about what would help the listener get a quick idea of what the story is about. This could include talking about characters by name, the setting, problem, solution.
Writers Workshop was filled with interdisciplinary connections. We took one last look at our celery in food coloring experiment and looked at the cross sections, as well as the conclusions we drew from how the different food coloring affected the celery. We posed the question: Is food coloring good for you? Temescalians had to not only write their opinion, but back it up with evidence from what they saw and learning from how food coloring affected the celery. We also challenged kids to incorporate linking words to make the opinion piece to have more of a flow than read like a list. Many drew their conclusions from ideas that we brainstormed together. One Temescalian included observations of the food coloring itself that I pointed out. The viscosity and flow of the food coloring went from pink being the thickest and slowest, then blue and green being a little thinner and faster flowing, and the yellow being the thinnest and fastest flowing of the 4 food colorings. We also looked at the ingredients of the food coloring and found that it was mostly different types of sugars, water, and coloring.
Temescalians were also given time to think about running for student council representative and were given a template to and printed expectations to create a speech that would outline how they would be a good representative of the class and school, and share ideas of how they think they could improve the experience at school. While some were writing speeches, others created a mind map of what they would hope student council may be able to do this year. On Thursday, we had those running for student council share their speeches, and by Friday, we had our 3 class representatives! In conjunction with our own class voting, we watched “Having the Talk” video from the Teaching for Tolerance website that was connected to an article, “No Student Is Too Young to Use Their Voice This Election Season“. We highlighted that even though it may feel like our voices are not heard, there are many instances of elections being determined by just 1 or 2 votes! Every vote counts! If your Temescalian is wondering how their voice can be heard if they’re not on the student council this year, there are clubs, affinity groups, and the Ashoka group that they can join to focus their ideas and voices.
For Super Science and Art with Julianne, the Temescalians revisited the garden where we planted chia seeds and covered it so only “seeds” would show through plexiglass. The Temescalians observed what worked/didn’t work, and Julianne led them through a thinking routine: predict / gather/ explain. She said “[This thinking routine is] perfect for artists as scientists and scientists as artists! They initially predicted that the light would go through the clear letters and make the seed grow in a pattern of the letters. We gathered evidence along the way and around what did and didn’t work. This is our third try making predictions and implementing changes.. Students made another prediction about what else we might need to make the letters grow a little bit more and we will look at those on Tuesday in art studio time. Predicting that – Adding more seeds, watering more frequently, and possibly some more light on the end of the word would yield our results.” We can’t wait to see how this iteration works on the plants! In another group, kids identified the six plant parts and labeled them. Ask your Temescalian if they remember what these six parts are! (You can always look in their STEAM journal if you’d like a closer look of the plant parts and the definition/description of each part.)
A few other glimpses from our week!
We enjoyed having grownups in the classroom on Friday! Please join us on our next Family Friday reading time.
Resources:
Open ended math apps (these math apps are open ended and more of a number sense practice than a gamified experience. Useful apps that relate to what we’re currently learning would be the “number rack”, “number frame”, “number pieces”, and the “number line” apps.)
Spelling Apps page via Common Sense Media
Upcoming Events:
October
17 – Walking field trip to the West Branch of the Berkeley Public Library. If your child already has their library card, please send it in by 10/17 so that s/he can use it to check out books!
17 – Send in a pumpkin that your Temescalian can comfortably and independently carry from the gate to the classroom with her/his name written on the base.
18 – Pumpkin scooping from 1:00 – 2:00pm. Parent volunteers are needed!
19 – We’ll be sending home the carved pumpkins so please arrange pick ups accordingly.
23 – Photo Day (individual and group). Please refer to the link in Newsnotes for the order form or here. Orders must be filled out by Photo Day!
31 – Halloween Parade (8:45 – 9:15ish)
November
1 – Field trip to Oakland Museum of California. (Parent drivers/chaperones needed!)
