Paper Plate Clocks!

Today we made these cute little paper plate clocks.  Many students find it difficult to tell time, especially in today's world of digital clocks.  I like making these clocks because it provides a very tangible and concrete way to check the time.

How it works:
Have the students arrange the hands on the clock so that they are pointing to numbers.  The hour hand (short/red) is read first.  Just say the number it is pointing to.  In this case we would say "6." Then follow the minute hand (long/blue) and fold up the flap.  Say what it says under the flap.  In this case "15." Now put it together- 6:15.  As the class gets more comfortable with this procedure we can challenge them to say the time without opening the flap, and they can self-check.

How to make:
Write the numbers on a plate (always start with 12, 3, 6, and 9).  Then add the other numbers 2 finger spaces apart.  cut a slit between the numbers and glue the plate (only put glue in the middle) to another plate.  fold up the flaps and add 00 under 12, 05 under 5 , 10 under 2 and so on.  cut out hands from construction paper and attach them with a brad.

It's easy as that, and the kids had a fun time making them!  These will stay in their chair pockets, and we will use these as a form of "quick checking" when we start math class.

Wilson 1.3 Digraphs

This week I introduced the concept of digraphs.  This is nothing new for the students and the same digraphs and keywords are used in FUNdations.  However, digraphs can still be tricky because they contain 2 letters, but they only make one sound.  As you can see from the clip we are still working on letter-sound relations, but I have been impressed with the classes' ability to "tap" unknown words.  Don't judge my videography skills too harshly, but I thought this would give a little insight into the wonderful world of Wilson.  In the clip a student says the wrong sound for a letter.  When that happens, always direct them back to the letter and keyword combination. 9 times out of 10 this will lead to self-correction.

We will also be incorporating Secret Stories into our reading class as a way to make digraphs more memorable. Secret Stories are pictures of digraphs that are related to a story.  I'll add a post about Secret Stories when we get deeper into that.

The Words Their Way sorts are connected to the Wilson rule we are covering, and it is another way students can connect with words in a tactile and authentic way.  When working with the word sorts at home, encourage your child to explain why he or she put their word in that particular pile. Being able to verbalize the rational behind the sort, and teach another about it is an excellent way of remembering the material.  Homework has been pretty skimpy this week, but it will pick up some next week once the class is back in the habit of marking words and self-correcting.


I'm curious how many parents are comfortable "tapping" at home, would a primer clip about tapping be helpful?

Friday Tip

We have completed our first full week of school, and I feel like we have started on a great foot!  Although next week is a shortened week, it will be a very full and busy week.  We are also going to start our regular homework regime next week.


Today's Friday Tip is on Saturday, but I hope it is found to be helpful.  This tip is something I adapted from an idea I gleaned from Pinterest.  I saw the idea that some teachers glue clothespins to ribbon to display student work, but I thought why not glue two magnets to the clothespins and attach the pins that way.  One magnet is glued to the pin, and the other is on the back of the ribbon holding the pin in place.  Because the pins are magnetized, they can be adjusted for large and small projects, and they prevent holes in the wall.

Have a great Labor Day weekend!

Wilson 1.3

The board should look like this at the
beginning of step 1.3

We will be starting with Wilson sub-step 1.3.  In this step we will focus on short vowel sounds in closed syllable words i.e. mat, cat, rat, etc. When "making" words students move the tiles over to the other side of the magnetic journal.  In this step, words will have 3 tiles, each tile represents a sound.  Sounds are "tapped" on fingers and then the word is pronounced.  Notice that the vowels are a salmon color, this makes it easy to differentiate vowels from consonants.  In three-sound closed-syllable words the vowel is in the middle of the word.  because "qu" makes a single sound it is on one card. Students are taught that "q" is a chicken letter because it is afraid to go anywhere without its buddy "u." The "u" after the "q" therefore is not considered a vowel, but rather just "q's" buddy.

There are a lot of materials that are needed for a Wilson class, and I thought I would add a bit of an explanation about that so that there is a better understanding of how the system works.  The journal is used to write controlled words and sentences. This year I put the Student Notebook in a report cover to make it less bulky.  I also omitted the pages that the students will not be using this year from their notebooks. The notebooks are used to write notes and keep track of the patterns and rules we are learning is class. The Magnetic Journal is the journal referenced above. The reader is used for dictation, as well as sentence and paragraph reading.  Most of the words in the reader are controlled by the current sub-step.  The words that are not controlled are called "sight words." This is different from FUNdations where they are called "trick words" -same concept, different name.  We also practice writing using whiteboards.

Touch Math

Touch Math is an excellent strategy for children to use when they are adding and subtracting.  When adding, I teach the class to start with the largest number and add the smaller number using the touch-points on the chart.  I'm not using the term commutative property at this point in the year with 2nd/3rd graders, but I am stressing the fact that it doesn't matter which number is added first.  As we progress students will have a better foundation of arithmetic principles, and then we will associate the properties with their specific names.  I have found that a big reason students dislike math is because they do not understand the "wordy" lingo associated with operations.

When completing Xtramath at home I suggest using the Touch Math strategy of adding the smaller number to the larger number, even if it takes a bit longer.  At this point I think the process and building a stronger number sense is more important than making "good time" on Xtramath. Speed will come with competency.

Xtramath!

What is Xtramath, and how will it help with math facts? This short video explains the "ins and outs" of Xtramath;  if you have any questions please let me know.  I am encouraging students to start with the largest number and add on from there.  For example 9+2: say 9 and then add 2, ---- 9, 10, 11.  I will add a post about how to incorporate Touch Math soon!

Friday Tip

As we all know, kids sometimes struggle with amount control. This is a great tip I picked up from a fellow teacher:

By adding a rubber-band to the pump of a hand sanitizer bottle you can control the amount of sanitizer that kids use.  It's a very simple idea, but it works great and no more dripping wet hands!



Have a fantastic weekend!