- Kids should try their best to read (or have someone else read to them) at least 20 minutes outside of school for five days a week. We have attached a document showing the benefits of this independent reading!
- Kids will log in their minutes at least weekly using the program Biblionasium.com. The website allows kids to build their virtual bookshelves with the covers of all the books they have read.
- We will send out weekly progress reports and come up with incentives along our way
Today the whole school learned about an exciting fall challenge to read a combined 1,000,000 minutes outside of school. To generate enthusiasm, they were shown a very large box that contains the prize for our school should we accomplish our challenge.
This is how the challenge works:
We spent the first seven days of school creating a classroom that works best for THIS class and THESE students. It's believed that every class is different, so why not allow the students to create the learning environment that best suits them?
We started the lengthy process by investigating other classrooms for potential needs and wants in regards to resources, posters, materials, etc. From there we had to suss out what was necessary, and more importantly, possible, to create for ourselves.
While working on the decor and resources for our room, we were continually working through different furniture formations, trying to find the best blend possible. Each day we tried a new formation while going over pros and cons for each set-up.
All of these observations were kept in our personal classroom booklets, complete with brainstorms, maps, and pro/con lists.
This is the second year that we have tried this process (you can see last year's efforts by clicking here). It's incredible to see how similar, yet how different the line of thinking was for each class. But then again, I guess that's the whole point! Each class IS different.
And just in case you're keeping a Common Core tally at home:
CCSS.ELA-LITERACY.SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.2.3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
CCSS.ELA-LITERACY.SL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
CCSS.ELA-LITERACY.W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
CCSS.ELA-LITERACY.W.2.8: Recall information from experiences or gather information from provided sources to answer a question.
CCSS.ELA-LITERACY.W.2.1: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g.,because, and, also) to connect opinion and reasons, and provide a concluding statement or section.CCSS.
MATH.CONTENT.2.MD.A.1: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
CCSS.MATH.CONTENT.2.MD.A.3: Estimate lengths using units of inches, feet, centimeters, and meters.
K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
K-2-ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
K-2-ETS1-3: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.