First they were asked to measure items in the classroom. - How long are 10 paper clips?
Second they were asked to find something else in the room that measures that same length.
The Magical Minds |
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After creating our own foot-long rulers, the Magical Minds went on a measurement hunt.
First they were asked to measure items in the classroom. - How long are 10 paper clips? Second they were asked to find something else in the room that measures that same length.
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After defining the landforms in our medieval land, we return to AltaVistoria to describe the setting. Using a guide sheet, the Magical Minds captured the sights, smells, sounds, textures, tastes and emotions their character might experience in our burgeoning town. Not only was this a literacy lesson on writing setting, the Magical Minds were asked to survey the land for the plot best suited for their needs. For example the miller wanted a plot close to water where she would build a waterwheel. The fishmonger asked for a plot near the sea.
You know what they say - location, location, location! And for these medieval merchants and craftsmen its all about resources and consumers. Below you can see how we used a photograph and the SMART Board to mark where each peasant would live. Lord Glenndelle (aka Mr. H) heard the pleas of all the students, and proclaimed the results after careful deliberation (and a bit of bartering). How to Play:
Ready for a challenge? Play with three or four cards and round to the hundreds and thousands. What is it? In this game, we build numbers using numeral cards and compare their value. The goal is to make the largest number and explain how/why it is larger Rationale: In this card game, the Magical Minds practice using their knowledge of place value to create large numbers. How to play-Rearranging Method: 1. Each player draws three numeral cards 2. Each player then rearranges the cards to create the largest number possible. For example if I draw 2, 5 and a 9, I can create the number 259, 295, 592, 529, 925, or 952. I would create the number 952. (Use place value blocks to build numbers as well) 4. The player with the highest number wins that round. 5. In the space at the bottom players use the signs of inequality (< , >) to show which number is larger and explain why the winning number is larger What is it? In this game each player receives a mystery number, which they place on their forehead. Using a guide sheet (below), players take turns guessing the digits in their numbers. Rationale: This game allows the Magical Minds to practice the language of place value. Players will use the vocabulary of ones place, tens place and hundreds place (even up to ten thousands place) to determine their digits. This game also supports the understanding of strategy. Broad questions such as “is it larger than five?” or “is it even?” allow for players to more quickly narrow down their number. How to Play:
Research shows that good readers have certain habits that help them understand and enjoy what they are reading. One of the most important things good readers do is THINK. Yes, they read for pleasure, but their thinking makes their reading more enjoyable and memorable. What do good readers think about? A common thought is, “That reminds me of…” Good readers connect what they already know to what they are reading. The brain doesn’t remember facts – it remembers connections. Information is only meaningful to the brain when it is connected to something else. In this way new information is contextualized, and the more thoughts an idea is associated with – the more value it has in the brain. All that knowledge in your brain is called SCHEMA. Schema, or background knowledge, is everything you have experienced, seen, smelled, felt… It is the collection of thoughts and ideas inside your mind. When readers make connections between their schema and a book, their comprehension improves. Their brains are hard at work trying to make sense of the text by associating it with their memories. In Reader's Workshop, we talk about three different kinds of connections that readers make to the text:
In the top picture, you can see some of the language we are using: “When I read the words…it reminded me of…” I modeled for this skills while reading aloud from Cynthia Rylant’s The Relatives Came. I shared my own memories of my family gatherings. Afterwards, I asked the kids to write down their own personal connections. For homework, the children are asked to use the language we are learning to write the connections they make while reading their own books.
What are some of the most memorable books you have read? This is a special present from Dayna, our music teacher. The Magical Minds learned to sing and play the song Cuckoo, and within one lesson they were well on their way to mastery. Enjoy! When designing our first unit of inquiry of the year, I mindfully chose to start with observations. I wanted to start the year off with something all children could do and feel successful at. Thus, we began this year with a study of rocks. The children collected rocks, brought them to school and displayed them in "rock homes," which we made from egg cartons. We taught them how to make scientific illustrations, capturing detail in their drawings and using labels to explain their observations. Magnifying glasses gave the kids a new perspective on their rocks, allowing them to see and record even more details. At the heart of this unit is the concept that there are different kinds of rocks, and they can be categorized by their common traits. Inspired by the book Dave's Down to Earth Rock Shop, the Magical Minds worked on sorting and categorizing their rocks. Max, Amiya and Dylan chose to weigh their rocks with a scale, grouping their rocks by how many bears the rocks weighed. Luci, Ben and Zara carefully categorized their rocks by color. During our "Gallery Walk" around the room, they shared their thoughtful process of examining and comparing the colors and then mindfully choosing which pile to place it in. Jaden, Max, Ellora and Isa also use the scale to measure the weight of their stones. They used more of a process of elimination to determine which rock was the lightest and then on up to the heaviest.
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About the AuthorErin Mahollitz is an international teacher teaching 2nd Grade in San Francisco, CA.
She specializes in inquiry-based instruction, technology integration and social & emotional education. This website is a collection of stories, ideas, resources and lessons from Erin's classrooms. Categories
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