Lamb Vindaloo

Happy Wednesday folks!

We continuing our freewrite/creative writing getdown in the morning!

We then had science class with Mrs. Daly, and discussed potential and kinetic energy

Click for a video on potential energy!

Click for a video on kinetic energy!

We also continued to work on our narrative writing inspired by Chocolate Fever. We again reiterated some "line items" that should be addressed in these narrative writing pieces:

1. Combine simple sentences into compound sentences using and, but, or, and so
2. Random characters should not pop out of nowhere in the story and minor characters should have some significance as to how the story unfolds.
3. Adding further details or reasoning to the story by asking why, what, when, where, how.
4. The word then is not necessary at the beginning of every sentence.

And in math, we discussed different methods to finding the product of an array:

And we worked in pairs to figure out which multiplication combinations we already know, and which multiplication combination we need to work on:

And while we are getting more in depth with multiplication as a concept, students should eventually know their basic multiplication facts by heart. Sad though true, sometimes there is a need for rote memorization, and that need is utilized when learning multiplication facts.

On the flip side of rote memorization, let's talk about spelling; I believe that knowledge of spelling patterns is a definite requirement for students of any age. I mean, how else are they going to know how to spell words? I just feel that going about it through spelling lists, through ABC+3, through pre-tests, etc. is an ineffective way of spelling pattern acquisition. Does all that really help a student know how to write the word beautiful in his/her story? I want to approach spelling in a different way. Why not have the students look for and write down words using a spelling pattern instead of giving them a list? Why not have a word wall with frequently misspelled words spelled the correct way? Why not have extensive exposure to print that helps children internalize not only the spellings of particular words, but spelling patterns? I feel that it's high time we empower the students to make their own meaning of these spelling patterns instead of just giving them a list at the beginning of the week and a test at the end of the week.  Check out this blurb to understand more about where I'm coming from in terms of spelling. And we did a "beta" version of what I want to do when it comes to spelling:

Students paired up and wrote down words with the ou pattern. Notice the words on the side that have the ou pattern, but don't make the "ow" sound. Yep, the students did this on their own.

Our class poster after we reconvened and had a discussion on this spelling pattern.

Near the end of the day, we did a first reading of the Scholastic Weekly Reader. Everyone really got into Crazy Horse, the leader of the Sioux nation, and the reasons that he is being honored with a giant sculpture.

Also, during recess today, a student wanted to show me her round off back handspring:

And that's the lowdown for Wednesday y'all! Cheers!