My fifth grade language arts group has been doing a variety of activities to enhance their normal language arts curriculum. We have taken time this year to read some great books , as well as work on our writing skills. Today we played a fun game to build up their creativity in the story-telling department that you might like to try on your next long-car trip. I have a set of picture cards to use as story guides (from the game Tell Tale) that we used, but all you really need is a good imagination. Here is how it works: The first person shares a sentence or two that begins a silly story. When they have shared their ideas, they choose to end with either of the word “unfortunately” or “fortunately.” The next person takes their turn by adding on to the story with an appropriate response. They then have to end their portion with the opposite (unfortunately or fortunately.) Participates continue to add to the story, each time switching the ending so the story rises and falls. Something like, “One day while driving to the grocery store with my mom, we got a flat tire, but fortunately….”And then, “A kind but strange looking young man stopped to help her change the tire, but unfortunately…” Continuing, “I noticed he had these strange looking antennae-like things sticking out of his head near his ears, but fortunately…” Get the picture? Try it at home and see what kind of creative juices you can get flowing!
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Hereis a picture of two of my 3rd grade students who ganged on me (with the help of a 3rd student) to beat Mrs. Bean in Blockus. It isn't a team game but it is a great strategy game. And their strategy just happened to be the "work-together-to-beat-Mrs. Bean" strategy. We do play games in math. I think it helps strength students’ visual skills, problem solving ability, and patternbuilding. And let's be honest - it is fun! We have discussed in each of my classes the difference between a game of luck or chance (like Candyland) and a game of strategy (like Blockus pictured here.) Students work on probability,geometry, and basic math skills. I use games that are part of our EveryDay Math curriculum to reinforce skills as well as to learn new skills. We also use game time to work on people skills like communicated and cooperation. Games are a great way for you to have fun with your kids at home (which many of you probably already do) and help reinforce critical thinking. Since there are only 63 more shopping days until Christmas, maybe you want to add a few strategy/math games to your child's wish list. Try these: Double Shutter Pentago Swish Rush Hour Qwirkle Blokus Perplexus I have been taking an online class about "Developing Mathematical Thinking" in students. In the process of my learning, I found a website that I felt had useful parent information.
http://www.gifted.uconn.edu/projectm3/parents_howtohelp.htm Listed below are two elements from the website that I thought were particularly helpful. Have you ever asked your child, "What did you do today in school?" and gotten the standard reponse, "Nothing." Maybe if you rephrase your question you would get a better answer. Try these at the dinner table next time: * What was the best (most fun, challenging, exciting, different) thing you did today? * Can you show me how to do...? *Did anything you worked on in math class today surprise you? * What questions do you want to ask your teacher tomorrow? Have you ever tried to help your child with their homework when they were stumped? Have you faced tears, anger, frustration that seemed to stymie their progress? Here are a few suggested responses that might help them out of the rut of, "I CAN'T do this!" * Does this remind you of other problems? * What have you come up with so far to help? * Where do you think you should start? * What is the problem asking you to do? * What do you already know? What information does the problem give you? How can you use that information? * Would a picture or diagram help? * How can I help you without giving you the answer? Check out our math master minds! Nine of our own Werner students took time on a busy Saturday to compete in a local math competition sponsored by Mathnasium. Our students won the team title which earned $250 for our school and a $25 gift certificate. I am very proud of their accomplishment! Check out the artile in the local paper from today: http://www.coloradoan.com/article/20121009/NEWS01/310090031?fb_action_ids=10151265447636042&fb_action_types=og.recommends&fb_ ref=artrectop&fb_source=other_multiline&action_object_map={%2210151265447636042%22%3A129377080543094}&action_type_map={%2210151265447636042%22%3A%22og.recommends%22}&action_ref_map={%2210151265447636042%22%3A%22artrectop%22} In keeping with my theme of helping kids not be afraid of making mistakes, I offer with every piece of homework, every math box, every quiz, every test - EVERY assignment, the opportunity to fix and return work for a better grade. All I ask is that the kids fix with a pen (blue preferably but not required) so that I can clearly see what their second attempt looked like. I also ask that they make a second attempt on EVERYTHING they got wrong. Fixing only one answer doesn't help the grade much. My policy which has seemed to work in the past is that I give back half the original points you missed. I figure if I had to find your mistakes, then I get half the points and you get half the points. As a general rule, that increases their grade by at least a letter each time and that helps their overall score. Why do that? Well first of all, it is elementary school and we are trying to build their confidence in their abilities. I never want a bad grade to deter anyone's desire to learn. I also think it helps the students begin to take responsibility for their grades and learning. I rarely will require a re-do (although you will see the occasional fix and return on a F paper!) It is my hope that the student looks at the grade and determines for himself or herself if that score is one they are proud of - even if it is already an A or B. If it wasn't their best effort, then they should give it a second try. My classes are not about punishment or even grades. I want them to be about learning and goal setting. So when you see an assignment with a grade on it, start the converstation with your child like this: "How do YOU feel about this score?" Let's see if together we can get them to care more than YOU or ME about their achievement!
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Tracey BeanWerner Elementary Archives
May 2018
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