The Task: Students worked in their book groups to create a How to..writing piece explaining how to send a message using an assigned form of communication technology. Then, groups presented their information to the class.

Quality Criteria: All members shared the work equally, include some sort of visual to help the audience understand what you are talking about.

The communication devices that were presented were the telegraph, the internet/e-mail, telephone, post office, and the Pony Express.

Today we created 3-dimensional shapes using toothpicks and marshmallows.  Oh, what FUN! Students worked with a partner to create different types of pyramids; triangular pyramid, rectangular pyramid, pentagonal pyramid, and hexagonal pyramid. Ask you child what the difference is (he/should be able to tell you that it has to do with the shape of the base. While creating the shapes, students were also identifying the different parts of the pyramid; base, faces, edges, and the apex or vertex.  We came together as a group to discuss the connection between the number of each of these and look for patterns. Discuss with your child what he/she discovered.

This afternoon we did a challenge to learn about counting large numbers efficiently.  Students had to work together to collaborate and problem solve in small groups of 3 and 4.  The task was to build a structure using Base-10 blocks that must fit on an 8 1/2 X11″ piece of paper.  All students in the group needed to discuss the problem and the task before beginning to build.  All students were also responsible  participating in building and for knowing the value of their structure at any time during the building time.  They thought this would be SO easy!

In the end, only one group was able to agree on the value of their structure and be correct!  During the debrief of this challenge, students agreed that having time to talk and plan before attacking the problem was very helpful.  Students discovered that they needed to take turns and listen to each other during the building process.

Ask your child about the process.  What would he or she do differently if he/she was to do this challenge again?

Essential Question: Who are the members that make up our learning community?

Problem/task: To inform the class about another member of our learning community.

Purpose: To work together as a learning community this year, we need to find out more about each other and what we do and do not have in common so that we may better understand one another.

How it went:

Last weekend, students had a small bag to decorate and fill with items that represent important and interesting things about themselves.  This week, students shared their bag of items with a partner while working on quality conversations. There was so much excitement in the room as girls and boys shared their interests and hobbies with others.  It was really fun for me to see the interest that partners had in each others lives.

Partners took notes of the items and what they learned new about their partner. Then, created a 12×12 poster about their classmate to present and introduce to the rest of the class.  Quality criteria included, title with student’s name, graphics (drawn or from a magazine) for each item they shared, and captions or labels for each item.  Other suggestions were colorful, neat, and correct spelling.

Students share their All About Me bags and take notes on the new things that they learn about each other.

Creating posters about each other.

Quality conversations.

Our Learning Community Challenge