Social Studies

See. Think. Wonder.

lrupp Classroom Community, How the World Works, Learner Profile, Literacy, Math, Social Studies, Visible Thinking 0 Comment

Today offered opportunities to observe on a number of occasions.

First, as we continued following Chu Ju on her journey, we tried to see, think, and wonder about her emotions.

According to Jennifer Serravallo in The Reading Strategies Book,

Attentive readers “notice what happens to the character throughout the book and how what happens causes feelings to change. Think about how the character is feeling at one point of the story. Think, is the feeling a positive one or a negative one? Use a word or sketch to describe it.”

This is a powerful strategy for growing inferring and determining importance skills.

Below is an example of a feelings timeline created by students in Australia about Chrysanthemum, a book we read earlier in the year.

Credit

Challenge: How might a timeline of Chu Ju’s feelings look? How are these feelings connected to her journey as a problem solver.

Later in the day, we took time to see, think, and wonder about the idea of rights and responsibilities. Fifth grade students guided us through the visible thinking routine, exposing us to some powerful issues and ideas. Once again, our central idea related to problem solvers and problem solving surfaced.

As problem solvers, we continued our pursuit of knowledge by examining products and their factors. Today’s challenge was to find all the factor pairs of a number. Once again, students inquired into this concept by manipulating centimeter cubes (concrete), recording thinking using arrays (pictorial), and representing findings using equations (abstract).

Multiple Sources

To close out the day, we launched into our next unit of inquiry by conducting an image sort. Standing on the perimeter of the carpet, students SILENTLY examined the images. One voice at a time, a student described the image he or she wished to connect with another. Using only words, the speaker directed another to relocate the image. Once complete, students analyzed the groups of images to identify connections and possible labels or categories.

The Key: Collaboration and Communication

lrupp Classroom Community, Learner Profile, Literacy, Math, Social Studies, Who We Are 0 Comment

Crafting and composing while collaborating was key part of our day. These writers are always eager to engage their pencils and papers in the problem solving process that is writing. Whether it is identifying ideas, incorporating interesting details, or improving sleepy sentences to make them sizzle, there is always a buzz of excitement around the process. It is especially exciting to see the scholars use multiple sources like dictionaries, thesauruses, Chromebooks, and one another.

   

Extending yesterday’s exploration, students worked to expand their understanding of arrays and their connection to multiplication by building with 36 centimeter cubes. In addition to manipulating the blocks, an important part of the process was capturing and communicating thinking on paper.

Several students took it a step further to share their thinking and problem solving process on SeeSaw. These will be shared with fellow scholars tomorrow and with our parents… soon.

 

In preparation for our survey distribution, the entire class contributed to a shared writing of the script, to ensure that all participants received the same directions and information. Students then worked in pairs to divide up the parts and practiced their delivery. Reading fluency and expression were key aspects of reading worked on today.

Curious about Quotations and Quadrilaterals

lrupp Learner Profile, Literacy, Math, Social Studies, Uncategorized, Who We Are 0 Comment

Today, we engaged in two mini-inquiry activities. For the first, we were invited to investigate two texts in which the authors utilized dialogue. Using the Visible Thinking: See. Think. Wonder. Routine, we made notes and noticings related to punctuation, position, and purpose.

Dialogue is a great way to add voice to your writing. As we continue to draft and revise our mysteries, it would be worth considering incorporating some dialogue between characters.

Multiple Sources

 

Our second inquiry required table group triads to inquire into three- and four-sided figures. Once again, our observational skills were called to action. As mathematical problem solvers, we were challenged to use math language to describe our findings. This got us flipping through the pages of a mathematical multiple source in our class and scrolling through  Math is Fun, a wonderful online resource. Groups used multiple sources to learn about the shapes and chose one on which to become an expert. After posting to a padlet, groups collaborated to create a multiple source for others to use.

Made with Padlet

Padlet Painting: Pablo Picasso’s Brick Factory at Tortosa

Multiple Sources about Pablo Picasso

Reflection: How does geometry play a role in Picasso’s art?

Silk Worms, Story Structure, and Symmetry

lrupp Literacy, Math, Science, Social Studies, TASOK, Who We Are 0 Comment

Today’s tasks brought up lots of questions and piqued our curiosities on a number of topics. Check out a few resources to add to your knowledge of China.

How does the description of this fishing community compare to the description by Gloria Whelan in Chu Ju’s House?

The following video depicts a different fishing strategy.

How is this type of fishing similar to and different from the way Chu Ju fished with Wu and Yi Yi? How are these fishermen problem solvers?

After Chu Ju left Wu and Yi Yi, she ended up at a silk worm farm. Of all the challenges Chu Ju faced in her new “home,” it was the sound of the worms chewing that was most problematic.  What will she do with this problem? Will it become an opportunity?

Multiple Source: Kiddle: Silkworm Facts

As part of our Dot Day celebration and… our next lesson in math, we started to explore some of the most basic elements of geometry. We began by examining some images of modern architecture in China. We then proceeded to identify the elements of geometry, which we then used in a Dot Day symmetry task. As we worked to complete the task, pondering the problem-solving process was paramount.

Multiple Source: Math is Fun: Geometry

Reading, Research, and Revelry

lrupp Birthday, Classroom Community, Literacy, Social Studies, Who We Are 0 Comment

Our week finished off with a mixture of reading, research, and revelry.

MAP Reading was ready for us when we returned from French. Having warmed up with language earlier in the week, we were eager to engage with the texts and put forth a great deal of effort to meet or exceed our goals.  It was exciting to see many experience the “exhilaration of victory.”

We were equally ready when it was time to re-research of setting cities. Each internet investigator had his or her sights set on very specific snippets of information. While some scoured the sites individually, others shared the resources… all n very scholarly ways.

Of course, we were most ready for a time of revelry, celebrating Ali’s birthday. We were treated to some scrumptious cinnamon rolls and mouthwateringly (if that’s a word) moist mom-made chocolate cake. Mmmmm… What delight to be able to celebrate this scholars with singing and smiles.

     

MAP and More…

lrupp Classroom Community, Learner Profile, Math, Social Studies, Who We Are 0 Comment

While some might have entered into today with trepidation, it did not show. As scholars settled into their seats after French, they thoughtfully reviewed their goals and plans for today’s MAP session. Scholars took their time, read questions and answer choices carefully, maintained focus, and respected the thinking time of those who took a little longer to finish. The language portion of the assessment is designed to identify next steps for revising for purpose and audience, editing for grammar, and editing for mechanics. It will be exciting to see the specific areas for which goals can be set and growth realized.

MAP testing days do not just happen without a lot of planning and effort. We were especially grateful for all the support we received from Mr. Ricky, Mr. Jean-Marie, and Mr. Minu. On MAP days, they come especially early to ensure that the technology and internet connection are ready and running smoothly. We were also thankful that Mr. Mullen and Ms. Paula popped in to help us get logged in quickly.

Later in the day, we took some time to ponder… packaging. Students were challenged to think about how a set of items could be grouped or packaged for distribution. Using mathematical structures and patterns, students worked to make sense of the problem. Addition, subtraction, multiplication, and division were all considerations as students sought to box up Bob’s Bagels. To extend this activity, students used a variety of resources, including peers at their tables, to identify an item found in the area of China in which their mystery is set. As problem solvers, students were tasked with creating a company and proposing packaging options for their product in preparation for prospective orders. Clear and concise distribution instructions were also to be composed for all future employees.

At lunch recess, students interested in student leadership were invited to join Ms. Paula for an introductory session to Student Council. This first session involved in inquiry into STUCO:

  • What is STUCO?
  • What is STUCO not?
  • Who is STUCO for?
  • Why would you join STUCO?

Exercising student agency, a few fourth grade scholars opted in to this first session. I trust more will get involved and will experience the joy of student action. Additional STUCO sessions will be help throughout the week with discussions related to leadership and student action.

 

 

 

Setting the Scene

lrupp Classroom Community, Learner Profile, Literacy, Social Studies, Who We Are 0 Comment

As we finished out our week, we focused on using the details researched on Wednesday and the observations made yesterday to begin crafting a description of a setting-specific scene for our mysteries. As we wrote, we were reminded to use our senses; slow down and describe what we see, hear, smell, and feel; and add in details about what we experienced there. In an effort to craft the most vivid descriptions possible, many scholars opted to use a variety of multiple sources like the dictionary and thesaurus (hard copy or online). Our goal is not only to create a setting in which our detective can operate, but a scene that transports our readers to another time and place. 

 

Exercising the Brain… Big Time!

lrupp Classroom Community, Learner Profile, Literacy, Math, Social Studies, Who We Are 0 Comment

Today was a BIG day for our brains. After adding another list of words to our word work journal, we readied our brains for some rigorous reading.

As we get closer to crafting scenes in which our problem solver solves problems, we took time to analyze and annotate examples of strong sensory-laden settings excerpted from Chu Ju’s House by Gloria Whelan. Working in pairs, students read through a sample of text and used an Icon Glossary created by Gretchen Bernabei. Students then, independently, did a quick sketch of the scene to see how vividly the author had painted a picture in their minds.Partners then compared their sketches, noticing, despite reviewing the scene together, they had envisioned different details.

Icon Glossary

As we prepare to draft, it is our responsibility as writers to craft scenes that enable our readers to envision clearly.

 

Walls and Talls

With our brains warmed up, we then worked in groups to compare and order a set of cards featuring 64 of China’s tallest buildings. Using understanding of place value and number comparison strategies, students collaborated and communicated to completed the task. Once the cards were organized, students reflected on the problem solving process and the learner profile traits needed for the task. Finally, students embraced the final challenge of determining which combination of buildings would be closest to the length of the Great Wall of China.

 

Ready for Research

lrupp Classroom Community, Learner Profile, Literacy, Math, Social Studies, Who We Are 0 Comment

As part of our mystery-making mission, students used some more multiple sources today to identify a city for their setting and research and record important facts that could be incorporated into their writing. Using our Chromebooks and laptops, students conducted targeted searches and shared information and ideas with one another. While there was tremendous level of excitement at the outset, students became increasingly serious and focused throughout the process, gathering a wide variety of vivid and valuable details to weave into their story.

 

Thank you, Parents, for venturing out this evening to learn more about life and learning in our classroom. Thank you, too, for taking time prior to the presentation to write a bucket-filler for your scholar. I know they will be thrilled to read your words of love and encouragement in the morning.

(Photo Credit: Paula Baxter)

For those parents who were unable to attend Back-to-School-Night, please  look through the evening’s presentation using the following link:

Back-to-School Night 2019-2020

Know it is an absolute joy and privilege to learn with, from, and about your scholar each and every day!

Problems Prompt a Need for Problem Solvers

lrupp Classroom Community, Learner Profile, Social Studies, TASOK, Who We Are 0 Comment

As we finished up our second fabulous Friday, we took time to revisit our web of problems brainstormed last week. After illustrating the ideas, students considered what kinds of problem solvers would be able to tackle each problem and the feelings associated with the problems. As we pushed our thinking, we realized that problems, which sometimes scary or frustrating, can help develop determination, courage, and creativity.

 

Speaking of problem solvers, fifth grade students (former fourth grade scholars), embraced the challenge of preparing our first class-led assembly… in one week. They pulled it off masterfully. Using their unit of inquiry into human rights and responsibility as their foundation, groups of students introduced us to a variety of rights we have. We were grateful for their effort and example of excellence!

Skip to toolbar