The Museum of Science Star Lab came to our school last week.
It created quite a stir. The Library was closed all morning and the gray dome of the Star Lab was visible from the door, causing everyone but the first graders to ask, "What's that?" Kindergartners through 8th graders gazed curiously at it, wondering, "What's in there?"
The first graders got to find out.
We've been talking and reading books about stars for days. We moon-gazed and thought about why the moon looks different each night. We talked about the planets in our solar system. We tried to wrap our heads around how big Jupiter is (it can hold 1400 earths -- that's ONE THOUSAND FOUR HUNDRED). First graders have no idea how big that is really, but they know it's BIG, really big. We talked about how you can't walk on Jupiter because it's a gas giant, and Mercury is a small, rocky ball. Venus is hot, too hot to live on. Mars has red dust. We replayed the debate about poor Pluto and decided, for our purposes, that we'd think about it as a planet unless some new information came to our attention.
We spent time talking about constellations and demonstrated how some stars are nearer to Earth than others, while some are very far away. Light years and the dimensions of stars are pretty far outside the understanding of this age group. Come to think of it, a light year is pretty much outside the understanding of most adults! We talked about twinkling stars, red giants,and blue and white dwarfs. I think first graders find comfort when they talk about stars using images of giants and dwarfs. They are still enthralled by fairy tales with over-sized heroes and heroines who confront evil-doers and dispatch them to their well-deserved fate. The cosmos is a magical place for them as well.
We are re-working our science learning expectations in our town. I've been meeting for almost three years, working with colleagues to revamp our first grade curriculum, and in the process we have determined that we will eliminate the sun, moon and stars unit and replace it with a sun and shadows component. We hope to make our science more hands-on, exploratory and inquiry-based.
I understand and agree that we should be doing this: understanding the huge -- more accurately characterized --unknowable-- processes at work in the universe is beyond the understanding of six and seven-year olds. I know that as a result of our work our first grade science learning will be age appropriate and ultimately far better science; still, like most teachers, I find it difficult to give up experiences that I thought my students liked. It's going to be hard to say goodbye to demonstrations of moon phases and making planet models. I hope that our new lessons will generate excitement, the "wow!" and that thrill of not-quite-knowing-but-what-am-I-going-to-see my students experienced in the Starlab.
We will continue to read books about the moon, though. And maybe a poem or two about the constellations.
So I need to share one of my favorite children's poetry books here , Comets, Stars the Moon and Mars by illustrator/poet Douglas Florian. We can pay a visit to our solar system in poetry!
Sunday, April 25, 2010
If you're out there in the blogosphere and have managed to stumble across the 1DDiaries, you already know I teach 1st Grade... and I'm still here!
I'm leap-frogging over the past eight months of school -- and five months before that -- perhaps we'll catch up later -- it's almost May and the first graders are humming along. They're reading, they're writing, they're whipping through math, they're just...amazing!
This is the time of year that I love. In the course of the year we worked first on setting up daily, then weekly routines which allowed for the One-ders to discover and make sense of our English language: finding and recognizing letter patterns, unscrambling letters to make two, then three, then four-letter words, re-organizing words until they made sense in a sentence, hours of reading and talking about one text in groups of five or six, finding rhymes in weekly poems, conversations and reinforcement of the previous days, now these come together.
On a "Big Picture" Language theme - The One-ders can approach a bookshelf, open a book, read the cover and make a decision as to whether they want to read that particular book -- or not. They return to their desk or chair or place on the rug -- and read independently. Sigh....
Of course we didn't get to this place without some pain.
I'm leap-frogging over the past eight months of school -- and five months before that -- perhaps we'll catch up later -- it's almost May and the first graders are humming along. They're reading, they're writing, they're whipping through math, they're just...amazing!
This is the time of year that I love. In the course of the year we worked first on setting up daily, then weekly routines which allowed for the One-ders to discover and make sense of our English language: finding and recognizing letter patterns, unscrambling letters to make two, then three, then four-letter words, re-organizing words until they made sense in a sentence, hours of reading and talking about one text in groups of five or six, finding rhymes in weekly poems, conversations and reinforcement of the previous days, now these come together.
On a "Big Picture" Language theme - The One-ders can approach a bookshelf, open a book, read the cover and make a decision as to whether they want to read that particular book -- or not. They return to their desk or chair or place on the rug -- and read independently. Sigh....
Of course we didn't get to this place without some pain.
Thursday, September 24, 2009
Saturday, March 28, 2009
The Podcasts Are Ready!
Our 1D Podcasts are ready! You can listen to any and all of podcasts by clicking on this link.
We hope you visit our podcast site and will send the link to grandparents, relatives and friends to enjoy. We are really proud of our work on this project. We particularly wish to thank Ms. Murphy, our school Technology Specialist, and Ms. Gallo-Toth, our school librarian, for their expert guidance and diligence in helping to make our podcasts a reality.
Enjoy!
Ms. D and all the students of 1D
We hope you visit our podcast site and will send the link to grandparents, relatives and friends to enjoy. We are really proud of our work on this project. We particularly wish to thank Ms. Murphy, our school Technology Specialist, and Ms. Gallo-Toth, our school librarian, for their expert guidance and diligence in helping to make our podcasts a reality.
Enjoy!
Ms. D and all the students of 1D
Saturday, March 7, 2009
How Far They've Come!
Where have the past two months gone?
Feels like forever since my last post. In eight weeks the landscape of the nation has been changed dramatically and the landscape of 1D is altered as well. Since we have returned from the Christmas vacation the students of 1D have made big learning leaps. Some differences in student performance are so subtle as to escape notice. Other changes in student are bold and sweeping. Attention must be paid!
There are several tectonic shifts that have taken place in our classroom. Each should be acknowledged, but I've only got so much time today to make a brief stab at one item in particular.
One really big leap is that we are all reading, every last one of us. When we arrived in September, we were all over the map in terms of our literacy skills. In 1D we spent the four months from September through December working on rhyming, word families, short vowels, lots and lots of reading in groups and individually, reading read-alouds, (you've read my thoughts on that subject in an earlier post) writing in journals, generating rhyming words... the list goes on and on. We continue to work on some of these activities; however, the shift in our literacy learning is that as of Friday, March 6th, we work (a lot) less on discrete skill-building and practice activities and concentrate our skills on projects.
Immediately upon returning to school after February vacation 1D went to the Library for our "Introduction to Podcasting" class. Our fabulous librarian, Ms. G-T, played digitally recorded voices of first graders from two years ago reading their personal book reviews.
Ms. G-T told the 1D students that in our Podcasts each student would choose a book, read it, and then write their own book review and record their voices on the computer; they would get to hear their voices, and their grandparents who live in California and Illinois would be able to go to the computer to hear them reading their book reviews! As 1D sat on the story-stage and listened to those other students telling about their chosen books, every child in 1D's face lit up, enthralled by the notion that he or she, too, could possibly be heard .... all over the world! Everybody jumped up and down with wild delight! They would get to pick their own music to play on their podcast! WOW!
1st Grade Podcasting began two years ago as a joint project between our Technology Integration Specialist at that time, Ms. Davis, Ms. G-T, our Librarian and me. As we begin the project we spend a lot of time in the Library, getting acquainted with the project, picking a "just-right" book from a group of pre-selected books. Ms. G-T and I made a decision to pre-select the books from which the students would pick for several reasons. The biggest reason to pre-select is that we want the students to be able to read and re-read the books within a relatively short amount of time; we do not want to take the chance that the book is too difficult or the vocabulary too unwieldy. We want all of the potential book choices to be completely accessible to the 1st graders.
The second and third sessions in the Library are spent looking over books, checking our options, making selections and book borrowing. We want the students to be excited about their book choices, since they will be wedded to the book for several weeks, or at least until they have recorded their review on the computer.
Days Four through Ten of Podcast Preparation are spent working on reading books and writing reviews. Many students write their reviews in one class session; others require two or three sessions to write and refine what they have written. We read our book reviews to each other. Sometimes once a student hears another student's review, he wants to go back and make changes to his writing. We practice reading our reviews during Morning Meeting, so that everyone can hear and benefit from the feedback I give the student readers.
When we read in groups we generally read silently, so we don't pay too much attention to speed. I remind the students to use their "Radio Announcer" voice; I model reading with exaggerated speed and a flat monotone voice, then ask the students for feedback. "Did anybody hear what I said?" "Could you understand me?" "What was wrong with the way I read that review?" Students quickly "get" the fact that they need to think about pacing as well as using pitch and intonation to make their reviews more interesting to listen to. They love being able to use dramatic, expressive and "big" announcer voices; it brings out the actors and actresses in them, and they love it.
We've begun to record our podcasts in the computer room with our Technology Integration Specialist, Ms. Murphy. I've reserved 30-45 minutes a day for two-three weeks in the computer lab for us to record; we may require more time, since only two students can complete recording in that amount of time. Ms. Murphy practices with the students before they record using the program "GarageBand" which allows her to record voices and the students' music choices.
The addition of music adds a kind of "public-radio" feel to the podcasts. GarageBand has pre-recorded thematic music clips available and the first graders really love listening to the clips and making choices. Yesterday Emily and Nathan recorded their book reviews and listened to their recorded reviews before choosing their music. Emily's review is about Commander Toad and the Intergalactic Spy by Jane Yolen. Because of its sci-fi subject, Ms. Murphy proposed that Emily listen to GarageBand's "Techno" and "Sci-Fi" clips, some of which were very New Age (read: atonal), most without any discernible melody. Emily listened carefully to some very challenging music, and finally decided upon a mysterious and ghostly techno-generated melody. Nathan was thrilled by his jazzy, bluesy choice.
I'm thrilled with the Podcasting project, for so many reasons. The students love it, parents love it, I love it because it represents the culmination of the students' many months of hard work. Podcasting requires a lot of planning and thinking together with my excellent, thoughtful colleagues. It represents an attempt to use technology to engage my first graders and I have to trumpet the fact that it works, it really works!
I'll exit here with a scene from the computer lab yesterday as Nathan finished recording his podcast. Nathan had listened to all of the sci-fi music with Emily after he'd made his pick. I could tell he was wavering in his musical choice; there were so many possibilities to choose from. We listened to his podcast music once more, and he finally agreed it was perfect for his review. As he left the computer lab, he reflected, to no one in particular, "Next year, if I read a sci-fi book, I'll pick one of those cool computer songs. This was the best school day of my life!"
Feels like forever since my last post. In eight weeks the landscape of the nation has been changed dramatically and the landscape of 1D is altered as well. Since we have returned from the Christmas vacation the students of 1D have made big learning leaps. Some differences in student performance are so subtle as to escape notice. Other changes in student are bold and sweeping. Attention must be paid!
There are several tectonic shifts that have taken place in our classroom. Each should be acknowledged, but I've only got so much time today to make a brief stab at one item in particular.
One really big leap is that we are all reading, every last one of us. When we arrived in September, we were all over the map in terms of our literacy skills. In 1D we spent the four months from September through December working on rhyming, word families, short vowels, lots and lots of reading in groups and individually, reading read-alouds, (you've read my thoughts on that subject in an earlier post) writing in journals, generating rhyming words... the list goes on and on. We continue to work on some of these activities; however, the shift in our literacy learning is that as of Friday, March 6th, we work (a lot) less on discrete skill-building and practice activities and concentrate our skills on projects.
Immediately upon returning to school after February vacation 1D went to the Library for our "Introduction to Podcasting" class. Our fabulous librarian, Ms. G-T, played digitally recorded voices of first graders from two years ago reading their personal book reviews.
Ms. G-T told the 1D students that in our Podcasts each student would choose a book, read it, and then write their own book review and record their voices on the computer; they would get to hear their voices, and their grandparents who live in California and Illinois would be able to go to the computer to hear them reading their book reviews! As 1D sat on the story-stage and listened to those other students telling about their chosen books, every child in 1D's face lit up, enthralled by the notion that he or she, too, could possibly be heard .... all over the world! Everybody jumped up and down with wild delight! They would get to pick their own music to play on their podcast! WOW!
1st Grade Podcasting began two years ago as a joint project between our Technology Integration Specialist at that time, Ms. Davis, Ms. G-T, our Librarian and me. As we begin the project we spend a lot of time in the Library, getting acquainted with the project, picking a "just-right" book from a group of pre-selected books. Ms. G-T and I made a decision to pre-select the books from which the students would pick for several reasons. The biggest reason to pre-select is that we want the students to be able to read and re-read the books within a relatively short amount of time; we do not want to take the chance that the book is too difficult or the vocabulary too unwieldy. We want all of the potential book choices to be completely accessible to the 1st graders.
The second and third sessions in the Library are spent looking over books, checking our options, making selections and book borrowing. We want the students to be excited about their book choices, since they will be wedded to the book for several weeks, or at least until they have recorded their review on the computer.
Days Four through Ten of Podcast Preparation are spent working on reading books and writing reviews. Many students write their reviews in one class session; others require two or three sessions to write and refine what they have written. We read our book reviews to each other. Sometimes once a student hears another student's review, he wants to go back and make changes to his writing. We practice reading our reviews during Morning Meeting, so that everyone can hear and benefit from the feedback I give the student readers.
When we read in groups we generally read silently, so we don't pay too much attention to speed. I remind the students to use their "Radio Announcer" voice; I model reading with exaggerated speed and a flat monotone voice, then ask the students for feedback. "Did anybody hear what I said?" "Could you understand me?" "What was wrong with the way I read that review?" Students quickly "get" the fact that they need to think about pacing as well as using pitch and intonation to make their reviews more interesting to listen to. They love being able to use dramatic, expressive and "big" announcer voices; it brings out the actors and actresses in them, and they love it.
We've begun to record our podcasts in the computer room with our Technology Integration Specialist, Ms. Murphy. I've reserved 30-45 minutes a day for two-three weeks in the computer lab for us to record; we may require more time, since only two students can complete recording in that amount of time. Ms. Murphy practices with the students before they record using the program "GarageBand" which allows her to record voices and the students' music choices.
The addition of music adds a kind of "public-radio" feel to the podcasts. GarageBand has pre-recorded thematic music clips available and the first graders really love listening to the clips and making choices. Yesterday Emily and Nathan recorded their book reviews and listened to their recorded reviews before choosing their music. Emily's review is about Commander Toad and the Intergalactic Spy by Jane Yolen. Because of its sci-fi subject, Ms. Murphy proposed that Emily listen to GarageBand's "Techno" and "Sci-Fi" clips, some of which were very New Age (read: atonal), most without any discernible melody. Emily listened carefully to some very challenging music, and finally decided upon a mysterious and ghostly techno-generated melody. Nathan was thrilled by his jazzy, bluesy choice.
I'm thrilled with the Podcasting project, for so many reasons. The students love it, parents love it, I love it because it represents the culmination of the students' many months of hard work. Podcasting requires a lot of planning and thinking together with my excellent, thoughtful colleagues. It represents an attempt to use technology to engage my first graders and I have to trumpet the fact that it works, it really works!
I'll exit here with a scene from the computer lab yesterday as Nathan finished recording his podcast. Nathan had listened to all of the sci-fi music with Emily after he'd made his pick. I could tell he was wavering in his musical choice; there were so many possibilities to choose from. We listened to his podcast music once more, and he finally agreed it was perfect for his review. As he left the computer lab, he reflected, to no one in particular, "Next year, if I read a sci-fi book, I'll pick one of those cool computer songs. This was the best school day of my life!"
Friday, January 2, 2009
Teaching Probability to First Graders
Even though we're coming to the end of our two-week December vacation, I feel the need to write about the math unit we just finished. And why, you ask, should this be the subject of a post? I have some other tales to tell, and have done some thinking about how I'm going to change some routines once we get back to school next week. However, the words of our school Math Specialist have been echoing in my brain for days.
One day a couple of days before vacation I thanked Ms. B. our Math Specialist for her help and mumbled something about our having "done some really good math." She replied, "I used to do this lesson wth my seventh and eighth graders!" Her comment reminded me that ten years ago I had used an activity very similar to the one we had just completed with my sixth grade when we had worked on Data and Probability. I didn't have time to reflect on that surprising fact at the time, but it made me want to write about it here, it being the fact that we had just completed a very sophisticated math activity previously taught in Junior High to 1st Graders and... they understood it!
Our new math curriculum (ThinkMath!) has one unit on data and probability. We began our unit by learning how to organize data using tally marks. The students understood quickly the logic behind using tally marks. They saw how easy it was to count by fives, and add on to groups of five rather than counting by ones, where it's easy to lose track and have to go back to the beginning. We transferred our data from tally mark form to graph form, building bar graphs and, in a subsequent lesson, pictographs. We talked about what we learned from our graphs. The work in our "Lab Books" required us to compare the totals in our graphs to the totals in our tally tables. We compared totals and saw how much more one group had than another. Students worked eagerly and with excitement on their Lab Book pages.
As I look back, it is easy to see why my students enjoyed this work -- they could easily observe which column has more, whether it is more toy cars or more yellow or green balls. The math is fresh, accessible and fun! Students who find reading challenging easily make sense of graphs and answer questions surrounding the graphs using language with words more and less.
One aspect of our new math curriculum is the emphasis on language that we use to talk about mathematical ideas. After representing data and information about ourselves in graphs, we moved on to the ideas of certain, impossible, likely and not likely. I wrote the word impossible on the board and asked the students if they knew what it meant. We agreed that a good definition would be that "it can never happen." We talked about what it meant to say that something was likely. I mentioned that even though it has the word "like" in it, "likely" didn't mean anything about "liking." We said "likely" meant that "there was a good chance it could happen, but it didn't have to happen." I noted that when you used the letters (prefix) "un" it meant "not." "Not likely," or "unlikely" meant that "there wasn't a very good chance it would happen." "It probably won't happen, but ... it could happen." "Certain" we defined as "absolutely positively happening." No doubt about it, certain meant a "sure thing."
We had some fun talking about things that could happen to us that were certain, impossible, likely and unlikely. "It's likely that we will have outdoor recess today, because it's not raining." "It's unlikely that we will go to the beach today." "It's certain that school will be out today at 2:20." We made a joke that said something about it being certain that Mrs. D. would lose her glasses at least one time during the day, which everyone in our class knows is absolutely, positively a sure thing.
The next activity in our unit was to play the Number Race Game. This is a game played in pairs, with the two players sharing a pair of dice. Each player has a paper with the numbers from 0 through 12 in columns across the x axis or bottom of the paper. The y axis is the number of tosses of the dice with 8 being the highest number that can be achieved. The object of the game is to see which player reaches the top of the column first. The students take turns throwing the two dice, and then recording the sum by coloring in the correct column. For example, if I throw a five and a three, I color one of the boxes above the eight. There are eight boxes in each column. It takes surprisingly long -- almost 25 minutes -- before most of the students reach the top of the column. We gather on the rug with our papers to discuss what we've done.
I've made a chart on easel paper that lists the numbers 0 through 12 on the side and the words "how many wins" is a column heading. I ask the students "How many of you won with zero?" No one raises his hand at first, but then one boy does. "Jon, what do you think? Did you get to the top with zero?" "You can't get zero!" he says, "You can't get one either!" A bunch of students shake their heads and agree with him. "You can't get zero? Why not?" I ask everybody, feigning ignorance. Jon continues. "When you shake the dice, you have to get at least two because one is the smallest number you can roll." My heart beats a little quicker because I can see that the students understand this. They know that you can't roll zero on a die. I revert to our earlier language lesson. "So it's impossible to get a total of zero?" YES!!" the whole class shouts. "Is it likely I will roll a two? How do I get a sum of two?" Elizabeth raises her hand and answers, "you have to roll two ones to get two. I don't think it is very likely, but it is possible."
I asked each child what number they had won with and our chart ended up with one person wining with five, three winning with six, five winning with seven and six with eight. No one had won with two, three, four, nine, ten, eleven or twelve. I ended the lesson with the question, "Why do you think no one won with any of these other numbers? I think we'll play the game again and talk more about it tomorrow."
They had played the game and the game itself was fun. Coming to the rug to deconstruct the game was a little annoying to them, and they really didn't want to do it. They knew I was looking for something and we'd worked for so long with a discussion on words, then playing the game, then talking about it....I knew we had to go back to the words again, so I started the next lesson with a review of those four words: certain, impossible, likely and unlikely. Then we talked about dice.
We talked of the numbers on a die: one, two, three, four, five, six. I reminded them that yesterday they told me you couldn't get zero or one if you threw two dice. We talked about the combinations you could need to roll to make a sum of three? You'd get 1 = 2, then 2 + 1 or two combinations; I asked them how you could get the sum of four? we made three combinations: 1 + 3; 3 + 1; 2 + 2. What about five? 1 + 4; 4 + 1, 2 + 3; 3 + 2 -- four combinations. Six? 3 + 3, 1 + 5; 5 + 1; 2 + 4; 4 + 2 -- five combinations. One little girl said out loud, "I see a pattern. It's getting bigger!" Seven: 1 + 6; 6 + 1; 2 + 5; 5 + 2; 3 + 4; 4 + 3 = six combinations!
We then made eight: I began, "Okay, let's make eight! I'll add.... 1 + 7, 7 + 1...." Faces were raised to me, thinking hard, "She's right, one plus seven IS eight!" Melly raised her hand and couldn't wait. "You can't use seven!" Faces turned to her in confusion. "Why not?" "You can make seven!" "No you can't!" I turned to Melly and said, "Well, why can't we, Melly? Lots of people won with 8 yesterday." She paused, "There's no seven on the die, Mrs. D," with such assurance, as if I had completely lost whatever sense I had. I shook my head in amazement. She was right. For just a moment I had forgotten the numbers we were working with! I knew if I had made the error, others in the class had made it as well. I wanted everyone to realize that it was an easy mistake to make. I needed everyone to know I had made a mistake, but I wanted it to be an "ah hah!" moment: I said out loud," Of course you make eight by adding one and seven. It's just that when we're using dice, there is no seven on a die. It's easy to forget that using the dice changes how many possibilities we can make." Almost everyone nodded, even the students who were confused at first. "Remember, everybody....what numbers are on the dice?" We counted off the numbers one, two, three, four, five and six on our dice. Light dawned. "We don't have a seven!" I had to say it a couple of times and wrote the numbers on the die on the board: "We can make eight by adding one and seven, but not if we are only using the numbers on our dice."
We finished the lesson by finding all the combinations you could make using the numbers on the dice to make eight, nine, ten, eleven and twelve, and the students noted how the possibilities decreased after seven -- "It looks like a mountain!" they said of the way the combinations of sums built up to seven and then ... as the possibilities decreased..."went down."
To explain why this lesson meant so much to me, I have tried to capture the excitement of the students as they worked through this process. I'm pretty sure some of the students got a glimpse of the beauty of this exercise. From the looks on a couple of faces it seemed they were a little bit shocked to see this process unfold, surprised at how it worked and interested by how cool it was. Other students thought we were practicing addition facts and got into the swing with excitement. Everyone thought it was pretty funny that Mrs. D. made a mistake, but that I did should't come as a surprise to them.. . Everybody in 1D should be starting to get the idea that mistakes help you learn.
So when Ms. B. left that day after we finished our Lab Books, it hit me that it really had been two remarkable math days. For our class to pull apart such a big mathematical idea with so little fuss was quite an accomplishment. We did do some really good math that day.
One day a couple of days before vacation I thanked Ms. B. our Math Specialist for her help and mumbled something about our having "done some really good math." She replied, "I used to do this lesson wth my seventh and eighth graders!" Her comment reminded me that ten years ago I had used an activity very similar to the one we had just completed with my sixth grade when we had worked on Data and Probability. I didn't have time to reflect on that surprising fact at the time, but it made me want to write about it here, it being the fact that we had just completed a very sophisticated math activity previously taught in Junior High to 1st Graders and... they understood it!
Our new math curriculum (ThinkMath!) has one unit on data and probability. We began our unit by learning how to organize data using tally marks. The students understood quickly the logic behind using tally marks. They saw how easy it was to count by fives, and add on to groups of five rather than counting by ones, where it's easy to lose track and have to go back to the beginning. We transferred our data from tally mark form to graph form, building bar graphs and, in a subsequent lesson, pictographs. We talked about what we learned from our graphs. The work in our "Lab Books" required us to compare the totals in our graphs to the totals in our tally tables. We compared totals and saw how much more one group had than another. Students worked eagerly and with excitement on their Lab Book pages.
As I look back, it is easy to see why my students enjoyed this work -- they could easily observe which column has more, whether it is more toy cars or more yellow or green balls. The math is fresh, accessible and fun! Students who find reading challenging easily make sense of graphs and answer questions surrounding the graphs using language with words more and less.
One aspect of our new math curriculum is the emphasis on language that we use to talk about mathematical ideas. After representing data and information about ourselves in graphs, we moved on to the ideas of certain, impossible, likely and not likely. I wrote the word impossible on the board and asked the students if they knew what it meant. We agreed that a good definition would be that "it can never happen." We talked about what it meant to say that something was likely. I mentioned that even though it has the word "like" in it, "likely" didn't mean anything about "liking." We said "likely" meant that "there was a good chance it could happen, but it didn't have to happen." I noted that when you used the letters (prefix) "un" it meant "not." "Not likely," or "unlikely" meant that "there wasn't a very good chance it would happen." "It probably won't happen, but ... it could happen." "Certain" we defined as "absolutely positively happening." No doubt about it, certain meant a "sure thing."
We had some fun talking about things that could happen to us that were certain, impossible, likely and unlikely. "It's likely that we will have outdoor recess today, because it's not raining." "It's unlikely that we will go to the beach today." "It's certain that school will be out today at 2:20." We made a joke that said something about it being certain that Mrs. D. would lose her glasses at least one time during the day, which everyone in our class knows is absolutely, positively a sure thing.
The next activity in our unit was to play the Number Race Game. This is a game played in pairs, with the two players sharing a pair of dice. Each player has a paper with the numbers from 0 through 12 in columns across the x axis or bottom of the paper. The y axis is the number of tosses of the dice with 8 being the highest number that can be achieved. The object of the game is to see which player reaches the top of the column first. The students take turns throwing the two dice, and then recording the sum by coloring in the correct column. For example, if I throw a five and a three, I color one of the boxes above the eight. There are eight boxes in each column. It takes surprisingly long -- almost 25 minutes -- before most of the students reach the top of the column. We gather on the rug with our papers to discuss what we've done.
I've made a chart on easel paper that lists the numbers 0 through 12 on the side and the words "how many wins" is a column heading. I ask the students "How many of you won with zero?" No one raises his hand at first, but then one boy does. "Jon, what do you think? Did you get to the top with zero?" "You can't get zero!" he says, "You can't get one either!" A bunch of students shake their heads and agree with him. "You can't get zero? Why not?" I ask everybody, feigning ignorance. Jon continues. "When you shake the dice, you have to get at least two because one is the smallest number you can roll." My heart beats a little quicker because I can see that the students understand this. They know that you can't roll zero on a die. I revert to our earlier language lesson. "So it's impossible to get a total of zero?" YES!!" the whole class shouts. "Is it likely I will roll a two? How do I get a sum of two?" Elizabeth raises her hand and answers, "you have to roll two ones to get two. I don't think it is very likely, but it is possible."
I asked each child what number they had won with and our chart ended up with one person wining with five, three winning with six, five winning with seven and six with eight. No one had won with two, three, four, nine, ten, eleven or twelve. I ended the lesson with the question, "Why do you think no one won with any of these other numbers? I think we'll play the game again and talk more about it tomorrow."
They had played the game and the game itself was fun. Coming to the rug to deconstruct the game was a little annoying to them, and they really didn't want to do it. They knew I was looking for something and we'd worked for so long with a discussion on words, then playing the game, then talking about it....I knew we had to go back to the words again, so I started the next lesson with a review of those four words: certain, impossible, likely and unlikely. Then we talked about dice.
We talked of the numbers on a die: one, two, three, four, five, six. I reminded them that yesterday they told me you couldn't get zero or one if you threw two dice. We talked about the combinations you could need to roll to make a sum of three? You'd get 1 = 2, then 2 + 1 or two combinations; I asked them how you could get the sum of four? we made three combinations: 1 + 3; 3 + 1; 2 + 2. What about five? 1 + 4; 4 + 1, 2 + 3; 3 + 2 -- four combinations. Six? 3 + 3, 1 + 5; 5 + 1; 2 + 4; 4 + 2 -- five combinations. One little girl said out loud, "I see a pattern. It's getting bigger!" Seven: 1 + 6; 6 + 1; 2 + 5; 5 + 2; 3 + 4; 4 + 3 = six combinations!
We then made eight: I began, "Okay, let's make eight! I'll add.... 1 + 7, 7 + 1...." Faces were raised to me, thinking hard, "She's right, one plus seven IS eight!" Melly raised her hand and couldn't wait. "You can't use seven!" Faces turned to her in confusion. "Why not?" "You can make seven!" "No you can't!" I turned to Melly and said, "Well, why can't we, Melly? Lots of people won with 8 yesterday." She paused, "There's no seven on the die, Mrs. D," with such assurance, as if I had completely lost whatever sense I had. I shook my head in amazement. She was right. For just a moment I had forgotten the numbers we were working with! I knew if I had made the error, others in the class had made it as well. I wanted everyone to realize that it was an easy mistake to make. I needed everyone to know I had made a mistake, but I wanted it to be an "ah hah!" moment: I said out loud," Of course you make eight by adding one and seven. It's just that when we're using dice, there is no seven on a die. It's easy to forget that using the dice changes how many possibilities we can make." Almost everyone nodded, even the students who were confused at first. "Remember, everybody....what numbers are on the dice?" We counted off the numbers one, two, three, four, five and six on our dice. Light dawned. "We don't have a seven!" I had to say it a couple of times and wrote the numbers on the die on the board: "We can make eight by adding one and seven, but not if we are only using the numbers on our dice."
We finished the lesson by finding all the combinations you could make using the numbers on the dice to make eight, nine, ten, eleven and twelve, and the students noted how the possibilities decreased after seven -- "It looks like a mountain!" they said of the way the combinations of sums built up to seven and then ... as the possibilities decreased..."went down."
To explain why this lesson meant so much to me, I have tried to capture the excitement of the students as they worked through this process. I'm pretty sure some of the students got a glimpse of the beauty of this exercise. From the looks on a couple of faces it seemed they were a little bit shocked to see this process unfold, surprised at how it worked and interested by how cool it was. Other students thought we were practicing addition facts and got into the swing with excitement. Everyone thought it was pretty funny that Mrs. D. made a mistake, but that I did should't come as a surprise to them.. . Everybody in 1D should be starting to get the idea that mistakes help you learn.
So when Ms. B. left that day after we finished our Lab Books, it hit me that it really had been two remarkable math days. For our class to pull apart such a big mathematical idea with so little fuss was quite an accomplishment. We did do some really good math that day.
Sunday, November 30, 2008
I Love Literacy in the Afternoon
We return to the classroom from lunch at 1:00. The return walk down the stairs is always a little fidgety, the effect of a thirty minute bombardment of non-stop noise.Once we step into our room, there are usually small outbreaks of students propelling into, then falling on top of one another, cuddling in corners, quiet giggling, and an occasional lunchroom crisis to adjudicate after the fact. By the time we're settled and ready to begin Read Aloud, sometimes as much as ten minutes may have passed. Once I open the book of the day and read the title, inevitably someone raises a hand and asks, "May I go to the bathroom?"
This is one of those moments a first grade teacher needs to have (and put to good use) a sense of humor. I admit this question sets my teeth on edge. Each day at the same time I remind 1D students they have 50 minutes of recess and lunchroom to take a bathroom break. I emphasize that once we have returned to the classroom, I like for them to stay put. They're on "my time." Never fear, good readers, of course I send the student with the raised hand off to the bathroom, with the caveat: "Try to return as soon as possible -- you're going to miss the beginning of Read Aloud!" That usually gets them back to the room in less than 2 minutes, and that includes the commute down the hall to the bathroom!
There's a reason our students return to class as quickly as they do -- they love Read Aloud! In November we dreamed daily about Read Aloud Dragons. We thrilled to tales of Saint George slaying the Dragon, Chinese rain and fire dragons, fire-breathing dragons, dragons who possessed many heads, (Hydra) dragons who looked like serpents and lived in the sea (leviathans) -- you name the dragon type and we learned a little bit about it. We talked about the fact that dragons appear in stories from cultures the world over; we discussed why ancient peoples finding large fossil bones and footprints might have imagined that large monsters slithered over the land or flew through the skies. We discussed how myths evolved as people told stories to explain things about their world that they could not understand. We really found a terrific source of dragon lore in Gail Gibbons' Behold...The Dragons! (William Morrow and Co.,publishers, New York, NY, 1988.)
After Read Aloud, we have recently begun a new aspect of Writing where one student chooses to share a recent journal entry with the class. Prior to Read Aloud I ask if any student is willing to share a recentjournal entry with the class. I need to find a willing reader/writer prior to their reading the piece for the simple reason that I will need to get this student's permission to copy his or her journal entry onto a white board for the whole class to see. After the journal entry is copied, the class sits down in front of the white board and the student writer reads it to the class. After reading, he or she may take four student comments or compliments about the piece. These days we're working on making specific references to the writer's content; for example, a student listening to the piece might comment, "I really liked the way you read the story!" which, although a pleasant and reassuring compliment, has nothing to do with the student's writing. We have discouraged comments about how someone reads because we want to focus on what the writing is about.
A better comment, we're learning, focuses on something about the writing that is worth remembering. We're looking to spotlight words and ideas that help us to see what the author is writing about. For example, the other day Meghan wrote about buying a fairy book. In her piece she told us that over the weekend she bought a book about Pearl the Winter Fairy at a bookstore with her mother, her father and her brother. In her journal she said she was looking forward to buying another fairy book soon. When we made comments about Meghan's entry, students noted that she had included details about who went with her, what she bought and when she made her purchase. Someone said they liked that Meghan told us the name of the book she bought. We are trying to encourage our student authors to include information that answer the "5Ws and an H" questions (for the uninitiated: Who, What, Where, When, Why and How questions).
Taking comments in the form of feedback turns out to be the easy part. Sharing writing also means that the whole class will examine and edit your writing for spelling and punctuation -- which is the reason I wrote the journal entry down on the white board. After listening to Meghan's piece about purchasing her fairy book, we looked really closely at her spelling and her punctuation. She made a couple of spelling errors (e.g., we added an "a" to "Perl" to become "Pearl"; we added an "e" to "brothr". Meghan had also forgotten to capitalize the first word in one of her sentences and forgot to capitalize Pearl's name.
We read through the piece, word by word and made corrections. The students have learned that we will look for spelling and capitalization errors and make corrections on the board in a different color. They also know that we're going to point out the work that was done correctly. We will mention when a student followed the rules correctly. In Meghan's case, she remembered how to spell all but one or two words, and she remembered to use the rules of punctuation and capitalization correctly in all but two instances. I want the students to know that when you share your work, you trust that your peers will value your work and your effort. It is a very brave thing they do when they show their classmates their writing. In effect they proclaim to everyone in the class, "I'm proud of my work and want to share it with you. I'm prepared for you to find a mistake or two, because we're going to learn together by looking carefully at my work!"
At the end of our sharing session, we give the student author a huge celebratory round of applause. Everyone knows it can be challenging to take a chance that they may have made a mistake. If I have done my job well in preparing the students in our class to take risks, they will know that because they have shared their work with their peers, everyone in the class will be better writers.
After our sharing session, we adjourn to our seats where we write for one-half hour to forty minutes. In the next few weeks, we'll move toward publishing our best entries. Some of our students will write about facts, some will write about personal experiences, some will retell favorite stories. Look for more stories about 1D writers in coming entries.
This is one of those moments a first grade teacher needs to have (and put to good use) a sense of humor. I admit this question sets my teeth on edge. Each day at the same time I remind 1D students they have 50 minutes of recess and lunchroom to take a bathroom break. I emphasize that once we have returned to the classroom, I like for them to stay put. They're on "my time." Never fear, good readers, of course I send the student with the raised hand off to the bathroom, with the caveat: "Try to return as soon as possible -- you're going to miss the beginning of Read Aloud!" That usually gets them back to the room in less than 2 minutes, and that includes the commute down the hall to the bathroom!
There's a reason our students return to class as quickly as they do -- they love Read Aloud! In November we dreamed daily about Read Aloud Dragons. We thrilled to tales of Saint George slaying the Dragon, Chinese rain and fire dragons, fire-breathing dragons, dragons who possessed many heads, (Hydra) dragons who looked like serpents and lived in the sea (leviathans) -- you name the dragon type and we learned a little bit about it. We talked about the fact that dragons appear in stories from cultures the world over; we discussed why ancient peoples finding large fossil bones and footprints might have imagined that large monsters slithered over the land or flew through the skies. We discussed how myths evolved as people told stories to explain things about their world that they could not understand. We really found a terrific source of dragon lore in Gail Gibbons' Behold...The Dragons! (William Morrow and Co.,publishers, New York, NY, 1988.)
After Read Aloud, we have recently begun a new aspect of Writing where one student chooses to share a recent journal entry with the class. Prior to Read Aloud I ask if any student is willing to share a recentjournal entry with the class. I need to find a willing reader/writer prior to their reading the piece for the simple reason that I will need to get this student's permission to copy his or her journal entry onto a white board for the whole class to see. After the journal entry is copied, the class sits down in front of the white board and the student writer reads it to the class. After reading, he or she may take four student comments or compliments about the piece. These days we're working on making specific references to the writer's content; for example, a student listening to the piece might comment, "I really liked the way you read the story!" which, although a pleasant and reassuring compliment, has nothing to do with the student's writing. We have discouraged comments about how someone reads because we want to focus on what the writing is about.
A better comment, we're learning, focuses on something about the writing that is worth remembering. We're looking to spotlight words and ideas that help us to see what the author is writing about. For example, the other day Meghan wrote about buying a fairy book. In her piece she told us that over the weekend she bought a book about Pearl the Winter Fairy at a bookstore with her mother, her father and her brother. In her journal she said she was looking forward to buying another fairy book soon. When we made comments about Meghan's entry, students noted that she had included details about who went with her, what she bought and when she made her purchase. Someone said they liked that Meghan told us the name of the book she bought. We are trying to encourage our student authors to include information that answer the "5Ws and an H" questions (for the uninitiated: Who, What, Where, When, Why and How questions).
Taking comments in the form of feedback turns out to be the easy part. Sharing writing also means that the whole class will examine and edit your writing for spelling and punctuation -- which is the reason I wrote the journal entry down on the white board. After listening to Meghan's piece about purchasing her fairy book, we looked really closely at her spelling and her punctuation. She made a couple of spelling errors (e.g., we added an "a" to "Perl" to become "Pearl"; we added an "e" to "brothr". Meghan had also forgotten to capitalize the first word in one of her sentences and forgot to capitalize Pearl's name.
We read through the piece, word by word and made corrections. The students have learned that we will look for spelling and capitalization errors and make corrections on the board in a different color. They also know that we're going to point out the work that was done correctly. We will mention when a student followed the rules correctly. In Meghan's case, she remembered how to spell all but one or two words, and she remembered to use the rules of punctuation and capitalization correctly in all but two instances. I want the students to know that when you share your work, you trust that your peers will value your work and your effort. It is a very brave thing they do when they show their classmates their writing. In effect they proclaim to everyone in the class, "I'm proud of my work and want to share it with you. I'm prepared for you to find a mistake or two, because we're going to learn together by looking carefully at my work!"
At the end of our sharing session, we give the student author a huge celebratory round of applause. Everyone knows it can be challenging to take a chance that they may have made a mistake. If I have done my job well in preparing the students in our class to take risks, they will know that because they have shared their work with their peers, everyone in the class will be better writers.
After our sharing session, we adjourn to our seats where we write for one-half hour to forty minutes. In the next few weeks, we'll move toward publishing our best entries. Some of our students will write about facts, some will write about personal experiences, some will retell favorite stories. Look for more stories about 1D writers in coming entries.
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