May+14,+2010

Determining Importance and Synthesizing
Pam, Isabel, Annie - //riddle me this// 2-column inferring poem on one side, guess on the other…

Shakera, Heidi, Rachelle – //prediction with an attitude// distinction between a prediction and inference

Rachelle - 3 column: using vocabulary words and figuring out their meaning introducing schema “what you come in knowing already” ex: what do you know about water? inferring: using scheme, text clues, picture clues, re-reading, guess, using all your resources to help infer ex: vocabulary word //mope//

Liana - introducing schema ‘in your mind’ some about math, some about your family some schema is rooted in your mind, other knowledge is new and needs to be anchored, all scheme needs to be attached to the new ‘stuff’ concrete applications - investigations has one concept and various games that are linked to and facilitated in order to support that skill children are practicing and applying skills in multiple ways

Merry, Mia - //repetition// math marble game, keeping both sides equal “both have the same” sharing equally 2+2+2, vs 3+3 discussed children’s ability to sometimes explain thinking, learning and understanding to each other better/different than by an adult

Merry – word problems in K and sharing their thinking, ideas and what they already know (p 160 in Hyde) Synthesizing – math connections Just because you can add single digi numbers doesn’t mean you can do the same with double digits Sum-it-up, when you’re finished explaining what you did and how it went What did I do, what did we learn and how did it feel (p 162 in Hyde) Synthesizing as you go as vs. waiting until the book is over
 * Connect-extend-challenge**

Thinking… growing like ripples, the splash is the initial reaction and the thought and ideas grows and linger like a ripple effect Thinking aloud, modeling, providing concrete examples and giving them a job can hold the children more accountable for their learning and keeps them more actively engaged

k-think aloud 1-think and tell 2-think and figure out


 * Inquiry Cycle Options and Possibilities**

thinking as a visual model focusing on a particular strategy, simultaneous strategies or one at a time questioning into a more rigorous framework in math sum it up creating a chart about asking questions what the problem, how did we solve it and what did we do? 15 minutes each week in order to help build meaning… children recording their thinking and being held accountable… talk, kids being to asked to actually listen and build of one another’s statements and comments -next week team should come with more organized ideas for our next inquiry cycle (Heidi will email Lynn’s initial Inquiry Cycle model)