Who We Are

Curious about Quotations and Quadrilaterals

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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?

Attributes and Angles

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After being introduced to a few of the properties or attributes of polygons, students were challenged today to put their polygonal powers into practice. Our first task was to connect two straws to create an always-exciting angle. Straws (representing line segments) and twist ties (serving as the connecting vertex) were rotated into varying sizes of acute and obtuse angles with some right and reflex angles thrown into the mix. Students then ordered their angles from least to greatest. As students compared their creations, aligning vertices and line segments became a preferred practice.

We then added another line segment to create terrific, although sometimes-tricky… TRIangles. Some scholars opted to use multiple sources as references and subsequently adjusted angles and switched out sides. By manipulating the straws and twist ties, many triangles were made. In addition, a number of thoughtful math conversations occurred as we challenged one another to consider different points of view and describe our figures with mathematical language.

After a brief brain break (a.k.a. recess), we returned to ruminate on rectangles, rhombuses, and other quadrilaterals.

By the end of our time together, the board was bursting with our ideas into which we might make further inquiries. As we continue to look at and learn about the language of lines and ponder the properties of polygons, perhaps some of ideas will be refined or revised.

Check out the following multiple sources to help you inquire further into the ideas investigated today.

Flocabulary: Types of Triangles

Here are a couple other videos from Math Antics on some related topics – polygons and quadrilaterals

Math is Fun

In addition to reading and ruminating on some rigorous ideas, you can use Math is Fun’s online tools to play with polygons and their angles.

As we continue to become more powerful math-magicians, we will be able to use polygons and our understanding of them as multiple sources. We will use polygons as tools to explore concepts related to angles and fractions, as well as, problem solving and algebra.

Make YOUR Mark!

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As an extension of our celebration of Dot Day and our continued pursuit to understand the form, function, connection, and perspective of problem solvers, we read another book by Peter Reynolds – Ish! This allowed us to engage in another thoughtful discussion, this time adding a layer of comparison and contrast.

As you think back on this week, on Vashti, Ramon, Chu Ju, and YOURSELF, consider how YOU can “make your mark” as you continue on your learning journey. Add your ideas to the Padlet. (Note: Please be as reflective and specific as you can).

Made with Padlet

 

Silk Worms, Story Structure, and Symmetry

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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

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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.

     

Learning about Leads and Storing Up Subtraction Strategies

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Today, as we took another look at our writing, we specifically focused on the hook or lead.

Some of the most common ways we started our stories include:

  • One day…
  • One night…
  • It as Saturday morning…
  • It was dark, stormy, and windy…
  • On a cold night…

Crafting a captivating beginning is one of the biggest problems or challenges a writer faces.

How can we make some adjustments, though, to truly hook our readers or lead them into the story?

Multiple Source: Scholastic


The following video is a GREAT lesson on how to piece together all the parts of a story.

Note: There are some valuable secret agent codes hidden throughout, so keep your eyes open.

Not only did we add to our writing toolbox, but also to our math-magical multiple source. Like leads, there were both common and captivating options for calculating.

Scan through some of these subtraction strategies. Which ones do you find to be both effective and efficient?



The following video includes a few other strategies we did not explore in class. Phew… there are just so many options to consider!

Les Mots and The Muffin Code

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Today we started out with our words for the week. As we made notes and noticings, our powers of observation allowed us to identify synonyms, familiar endings (-er, -or) that change verbs to nouns, and word parts that made us wonder (vis-).

Challenge: What other words can you think of that contain that part?

Visuwords: vision

Etymology Online: vision

We also continued our exploration of mathematical structures and patterns in an effort to solve problems, and we got to use our secret agent powers to “crack the muffin code.”
While showing our thinking was especially important, we also:

  • made mistakes and learned from them.
  • were open-minded and changed our thinking.
  • asked questions.
  • listened to others’ ideas to consider different points of view.

 

MAP and More…

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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.

 

 

 

The Plot Thickens

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Monday morning started out like most, with French. Upon returning to the classroom, though, we took time to talk about tomorrow’s MAP assessment. We began by looking at the learner profile traits and discussing which ones might be most useful during the assessment. While several were initially identified, it was determined that ALL of the traits would probably be beneficial at some point during the process.

Guided by a Prezi, we then examined a set of anonymous results, thoughtfully making observations and inferences about why the results looked the way they did. Students then had an opportunity to review their own results from last year, reflect, and set goals for their beginning-of-the-year assessments. After each goal was set, students took time to write an action plan, specific to each subject. Sentence stems were provided for students to ponder. The process is a powerful one as we seek to show what we know.

Prezi: MAP Goal Setting

Once goals were set, we spent time relishing our read aloud – Chu Ju’s House. The first chapter enable us to get to know the characters – their past, present, and personalities. We also spent time talking about the primary problem facing the main character and her family. Curiosity about the impact of the country (setting) and culture caused a number of critical questions to be asked. Of course, we had to pause -always and inopportune time when reading a good book. There’s nothing like suspense to make us hungry to read again tomorrow.

With a marvelous mentor text as our guide, we started to think about the events that will be pieced together to develop the plot of our own stories. Using the plot diagram, we focused today on identifying the main events that our problem solver will face. Taking time to plan prior to writing and to think about the problem solving process of both our character and ourselves as writers is imperative.

In math, using our UPSC (Understand-Plan-Solve-Check) problem solving process and some of China’s “talls” (the tallest buildings in China), we explored a variety of addition strategies (column, partial sums, algorithm). Always striving to reach the sweet spot, effectiveness and efficiency were key considerations.

Partial Sums



Column Addition


U.S. Standard (Traditional) Algorithm

Setting the Scene

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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. 

 

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