High Ability Update

We are running low on Expo brand dry erase markers, quart size ziplocs, and gallon size ziplocs. If you'd like to send some in marked for HA, I'd greatly appreciate it. Thank you so much for asking:)

We are exploring connections in language. Letters are symbols that connect to sounds. Letters connect to form words. Words have meaning. We connect words to make sentences. What if our alphabet didn't connect in the way we are accustomed to? What is cryptography and what is it used for? We will be using a variety of ciphers as we explore connections in language. This week, we worked with a Caeser Shift Cipher. These kids are intrigued and focused!!!

We finished making our polygon maniupulatives that we will be using soon. Using our classroom and our bodies, we explored vertices and angles. Sounds interesting, doesn't it?! Sitting on the floor with our legs straight in front of us and our backs upright and straight, we made right angles. We leaned forward to make acute angles. Obtuse angles were achieved by leaning backwards. I used masking tape to create a large hexagon on the classroom floor. Students identified and marked the six vertices and six angles. Some are still confusing vertices and angles, but we will get there. Lastly, students enjoyed drawing angles on the whiteboard.

Homework: Read chapters 11-15 by Monday.

As you can see in the picture below, we have started keeping track of the author's reference to light and dark in The Tale of Despereaux. We have located and discussed some light references. Our sweet, main character is heading to the dungeon, so we will soon be adding many dark references to our list. The students will realize they aren't all references to color or brightness. They will begin understanding symbolism. As I explained in the email this week, the index card in their Despereaux bag is not homework. The index card is simply there in case a reference to light or dark pops out at a student and he/she wants to make note of it. If a student writes down a word/phrase/sentence on their card, it must have the page number written down for reference.

Due to the field trip, we had one HA math class this week. We used that time to work on multiplication. The lesson concentrated on times meaning groups of. For example, 3 x 4 means 3 groups of 4. Students drew pictures to represent the problems. Although many already knew that zero times any number equals zero, we explored why that is indeed a fact. Our students have a wide range of exposure to/understanding of multiplication. Some are ready to do two digit by one digit multiplication. Some students are at the very start of learning multiplication. Although multiplication isn't a main focus of our 2nd grade HA curriculum, I will supplement with multiplication when I can.

Myth is the first type of folklore we explore in third grade HA this year. This week, students started creating their own folklore posters and filled in the section on myth. The poster activity is a creative way for the students to reinforce the definition of each type of folklore. The posters are a work in progress, because students will complete them throughout the year as our folklore study progresses. We also diagramed a sentence together, so we discussed parts of speech, subject, and predicate. The fact that a noun can be a person, place, or thing is basic for these students. The fact that a noun can also be an idea such as time is a challenge. We will be identifying nouns in a myth next week. The myth contains nouns that are ideas, so I will be sure to focus on those nouns.

As you know, we've been exploring the value of making an organized list in math. This week, we explored how to organize the same information in a customized number chart. We revisited the Card Capers game from last week, but we increased the difficulty by adding another digit. What at first glance appears to be a simple game is actually an investigation into place value. We also took a look at a Think Deeply question that involves writing in math. Some students went right to work and some were overwhelmed. We will answer the question together next week. It was not ideal that class ended at a cliffhanger point in the lesson that left some feeling frustrated. I apologized and tried to assure the concerned students that we will handle it together on Wednesday.

The students finished their writing samples on Monday. I enjoyed reading their letters addressed to a pretend, future Jackson student! Like I said before, we follow the IDOE HA language arts curriculum, but I sometimes have time to supplement. I've already determined that I'd like to touch on homophones. I will take a closer look at the samples to determine other areas of focus. During our second class period this week, we revisited how prefixes change root words. We currently have around 60 prefixes and 36 root words on our word wall. Students worked in two groups to combine the prefixes and root words to create as many words as possible. They seem fascinated that there are so many prefixes. It's so rewarding watching them make observations and discoveries!

Have you heard about our Amazing Math Trick? If not, I'm sure you soon will! I'd rather not go into detail here, because I'd love for you to have a genuine experience when your student shows you. The trick involves one question being asked. It's a lesson in variables. Have fun!

Email: kapeterson@duneland.k12.in.us
Location: Jackson Elementary School, North 400 East, Valparaiso, IN, USA
Phone: 219-983-3680