Using COPS and ARMS!

Prior to vacation the students learned about the rainforest.  This week we continued to read and learn more about this topic. Since the students were so interested, and they had a pool of knowledge, we decided to write an informational piece about the rainforest. Before we got started, I introduced the writing process so we could begin using the Writers' Workshop model.  Throughout the week, I introduced Prewriting, Rough Draft, Editing, and Revising. I am holding off to discuss the last step which is Publishing (this will be introduced next week). 
During the Prewriting step the students use a graphic organizer to "organize their thinking".

When they complete their Prewriting they move their clothes pin over to Rough Draft (first picture shown below). This is so I can see where they are in their writing process. They also have an individual writing process strip at their desk to keep them on track (pictured below in pink). The Rough Draft is when they take their prewriting and turn it into a sloppy copy.

Next they move onto Editing. They edit their writing using COPS! They have to look for capitals, organization, punctuation, and correct spelling. They grab an editing wheel (pictured below) to assist them in this process.

The last step I spoke about was Revising. When they revise, they use ARMS (pictured below in orange)! This step is probably the most difficult for second graders to apply. They look to add details, remove sentences or words that do not make sense, move words or sentences to make their writing more clear, and lastly substitute words for synonyms.

The writing process is a work in progress! We will continue working hard to become better writers and that are eager to write!

 

 

 

 

 

 

 

 

 



Happy at 100!

I thought this was a good looking group before this day, but now I really know how cute they all are!  Thanks for being supportive and joining in on our 100th day fun!  Have a safe and happy vacation!  For those who are going away, please bring back warm weather!

 

 

 

 

 

 

 

 

 

 

 

 

"I chose to use the standard algorithm as my strategy to solve the problem."

At the beginning of this year, I was in the copy room just copying away when one of my third grade colleagues sprinted into the room to share her astonishment!  She was so impressed that the students that entered her room for the 2014-2015 had a pocketful of strategies that they could successfully use and explain, when solving both addition and subtraction problems.  She said that when the student said, "I chose to use the standard algorithm as my strategy to solve the problem," she nearly fell over! 

I don't know about you, but when I was seven or eight years old, if I heard the word algorithm, I might have thought it was a horrible disease (and by the way my mom was a high school math teacher)! I would've had no clue what this word meant! Now a days, the students are not only exposed to the standard algorithm, but prior to, are taught several other strategies to help them solve problems. Out of the nine standards under Numbers and Operations in Base Ten, four of them are focused on teaching strategies. One of the approaches to solving problems, is the use of an open number line. 

When using an open number line, the students are asked to write the bigger number on the number line. They then have to look at the smaller number to see what to add or subtract.  Next, they have to make jumps on the number line to represent tens and hops on the line to represent ones.  Finally, they land on the sum or the difference. 
For example, if the problem was 62-17, they would write 62 on the number line (to the right of the line because they are subtracting).  They would draw one jump and 7 hops back (to represent 17).  The difference is 45.
Check out them practicing this strategy below.