Perogies! We were very fortunate today to have two very special guests join us for the morning. Miss Evelyn and Mr. Vic came to show us how to make perogies. We certainly learned a lot and enjoyed the process, but we enjoyed eating them even more! Yum.
Stay tuned for further developments regarding fundraising for local needs. The students began talking about the possibilities as they were making their perogies.
Our kindergarten reading buddy program is well under way! There are a number of important literacy goals that such a program helps students, both younger and older, to meet. These include:
Making literacy enjoyable
• Increasing interest in reading and writing.
• Improving understanding of print awareness: • concept of book • directionality of reading • book title • use of pictures – pictures related to print • author, illustrator • concept of word, letter • beginning writing and copying and creating text (using invented spelling)
• Improving listening and communication skills.
• Improving confidence in self as a reader and writer
Here are some comments from our reading buddy partners from this week:
“I like reading with my buddy.”
“Reading poems are fun.”
“My buddy makes me feel good.”
“I like it when my buddy comes into the classroom.”
OLDER STUDENTS: “I am having fun learning with them.”
“They are the best to work with.”
“We should do this more often!”
“It is neat to see them learn their letters and sounds.”
“It is cool to “teach” them!”
Today in math, we began looking at the connection between multiplication and addition. When asked what some of these connections might be, students noted things like:
• “it’s a faster way to add”
• “multiplying puts things into groups”
• “multiplying is like skip counting which is like adding over and over again”
Multiplication is in fact, defined as meaning that you have a certain number of groups of the same size. The thinking behind it reveals that multiplication of integers can be solved by repeated addition… however, they are not equivalent operations. For parents who wish a deeper look into the current debate surrounding this issue, check out these two articles: It Ain’t No Repeated Addition and Is Multiplication Repeated Addition?
For our purposes at this stage of our conceptual understanding of multiplication, students will use the repeated addition strategy as a means of understanding equal groupings of numbers. We will stop short of saying they are equal operations however.
Here, students are filling in the missing parts in multiplication and addition sentences to match the given visual models (pictures). They also draw pictures to match given multiplications.