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# September 26, 2014

Thinking
This week we continued with the
We created some hooks to
hang our thinking on.
The Prediction hook
Kids learn to predict easily Ive
found. The clearer idea of
prediction is basing predictions on
what patterns you see in the book.
re you noticing that the character
always makes poor choices! nnie
in "agic Tree #ouse can be counted
on to consistently make impulsive
decisions. \$o a good
prediction might be that nnie is
going to chase down a dinosaur.
re you noticing that
this genre% for e&ample
fairy tales% typically has
the character go through
' trials before a happy
ending! re you noticing that the
author always uses rhyme to tell
their stories like (r. \$euss! )reat
predictions happen when you are
keenly aware of what is going on as
prediction clearly connects back to
noticing patterns. In kinder we
noticed patterns like% This is a
counting book% or This is going to
be the Flamingo, Flamingo, what do
Math
Nine times out of ten when a student
comes to me struggling to understand
a problem it is not about the
computation involved. In fact its
probably 99 times out of 100 times.
The confusion is consistently, I dont
understand what to do. This week we
are focusing on comparison problems
and understanding what is meant by
terms such as fewer, more, and less.
The best and most consistent strategy I
teach students when they are confused
me through there thinking.
Read the frst sentence. Do you have a
picture in your mind? Describe it to
me.
Read the next sentence to me. Do you
have a picture in your mind? Tell me
what youre thinking now?
About here they say, Oh! Now I get it.
Now the most important thing I say:
Tell me what you learned today that
tomorrow?
Articulating this thinking is going to be
the diference between the needy
student and the independent thinker

Dates
10/2 Art Prize feld trip
10/16Meijer Gardens Field
Trip
Have a Great
weekend!
Social Studies
community resources in class. Were
discussing the use of plants,
animals, and materials from our
environments used in our lives. For
example, stones and trees for
building, sheep for wool, cows for
meat, plants for cotton, etc. We are
also discussing the diference