This week in RtI Math, we finished the first unit of Strategies for Success; Math Problem Solving.
The worked with four problem solving strategies: Logical reasoning, Guess, Check, and Revise, Write an Equation, and Make a Table. They learned that they can use more than one strategy to solve a problem. So if a strategy does not seem to be working, try a different one.
We also have started using Math vocabulary in our problems of the day. Below are the problems for today.
1.What is the difference of 45 and 5.
2.Evaluate an equation to find the product of two numbers.
3.Write an expression for the sum of a number and a variable.
4.How much more is 32 than 6?
Thursday, October 20, 2011
Tuesday, October 18, 2011
Elements of a Personal Narrative
Introduction
Who, What, Where, When and Why of the story.
Introduce your main character.
Set the scene, time and place.
Create the world of your particular story.
Set up the initial incident. (transition)
Body/Climax
EVENTS: in order (at least five with details)
Outline the events that led to the problem.
Develop the conflict.
Develop the tension.
Climax: the height of the tension.
Climax: an exciting development that gets the reader stirred up.
Resolution/ Conclusion
Provide solution or an outcome to the problem.
Your lesson, moral, or wisdom learned about the event.
Bring a satisfactory ending to the story.
Who, What, Where, When and Why of the story.
Introduce your main character.
Set the scene, time and place.
Create the world of your particular story.
Set up the initial incident. (transition)
Body/Climax
EVENTS: in order (at least five with details)
Outline the events that led to the problem.
Develop the conflict.
Develop the tension.
Climax: the height of the tension.
Climax: an exciting development that gets the reader stirred up.
Resolution/ Conclusion
Provide solution or an outcome to the problem.
Your lesson, moral, or wisdom learned about the event.
Bring a satisfactory ending to the story.
Tuesday, October 4, 2011
RtI Math
We have been working on solving word problems and will continue throughout the next coming weeks. Here are some strategies from the workbook we are using, "Strategies for Success: Math Problem Solving".
How to solve word problems.
1. Read the problem
Read carefully to be sure you understand the problem and what it is asking. Try to get a picture in your mind of what is going on and what is being asked. Underline the question. Circle the important information.
2. Search for information
Look through all the words and all the numbers to see what information is given. Study any charts, graphs, and pictures. Anything that might help you solve the problem is important.
3. Decide what to do
Think about the problem. If you are not sure how to solve it right away, ask yourself if you have solved a problem like this before. Think about all the problem-solving strategies you know. Choose one that you think will work.
4. Use your ideas
Start to carry out your plan. Try your strategy. Think about what you are doing. Once in a while, ask yourself, "Am I on the right track?" If not, change what you are doing. there is always something else you can try.
5. Review your work
Keep thinking about the problem. Finding an answer does not mean you are done. You need to keep going until you are sure you solved the problem correctly.
How to solve word problems.
1. Read the problem
Read carefully to be sure you understand the problem and what it is asking. Try to get a picture in your mind of what is going on and what is being asked. Underline the question. Circle the important information.
2. Search for information
Look through all the words and all the numbers to see what information is given. Study any charts, graphs, and pictures. Anything that might help you solve the problem is important.
3. Decide what to do
Think about the problem. If you are not sure how to solve it right away, ask yourself if you have solved a problem like this before. Think about all the problem-solving strategies you know. Choose one that you think will work.
4. Use your ideas
Start to carry out your plan. Try your strategy. Think about what you are doing. Once in a while, ask yourself, "Am I on the right track?" If not, change what you are doing. there is always something else you can try.
5. Review your work
Keep thinking about the problem. Finding an answer does not mean you are done. You need to keep going until you are sure you solved the problem correctly.
Thursday, September 29, 2011
REWARDS in RtI Reading
This week the Tier 2 RtI reading class began a new program called REWARDS. Here is a quick overview of the program from the Teacher's Manual.
REWARDS is a specialized reading program designed to teach secondary students a flexible strategy for decoding long words and to increase their oral and silent reading fluency. the letters in teh acronym stand for:
R-reading
E-excellence
W-word
A-Attack and
R-Rate
D-Development
S-Strategies
REWARDS is a specialized reading program designed to teach secondary students a flexible strategy for decoding long words and to increase their oral and silent reading fluency. the letters in teh acronym stand for:
R-reading
E-excellence
W-word
A-Attack and
R-Rate
D-Development
S-Strategies
Monday, September 19, 2011
Smiley Face Tricks in LA
The following tricks will make your writing come alive with your personal VOICE...
Hyphenated Modifiers – describing a noun, pronoun, verb, or adjective with a series of words “glued” together with hyphens
Example: The teacher shot the class a I-know-this-test-is-going-to-stump-you-all look, as she passed out the quiz.
Magic Three – three groups of words, separated by commas. Each group has its own modifiers. Make sure ALL verbs are in the same tense!
Example: I was scared! My palms became sticky and wet, my back tingled with fear, and my body began to feel weak and cold.
Figurative Language – using comparisons can “spice up” our writing
1. Simile: a comparison using like or as
2. Metaphor: a comparison of two seemly unlike things (not using like or as)
3. Personification: giving human qualities to something inhuman
4. Hyperbole: using an exaggeration that is not totally true, but exaggerates the truth
Example: She was as embarrassed as a kid tripping on the first day of school. She nearly died when the the desk walked right in front of her.
Specific Details – instead of vague descriptions, use sensory details to help the reader visualize the topic
Example: The crowd chanted “Mary” loudly as she walked hesitantly towards the table of pies. She regretted buying a ticket to pie Mrs. Mixon, but it was too late now! She was surprised by how cold the pie tin felt on her trembling hands...
Repetition for Effect – repeat specifically chosen words or phrases to make a point, or to stress certain ideas for readers.
Example: I hate writer's block! I can't think of anything to write. I can't come up with words for this stupid assignment. I can't create anything new. I can't, and so I won't!
Humor – making your writing funny can turn a boring paper into something colorful.
Example: Talking to my kid brother is like talking to a wall. It's pointless! No matter how hard I try, he still looks like I'm speaking a foreign language. He sits there, picking his nose, as if I'm not even there.
Hyphenated Modifiers – describing a noun, pronoun, verb, or adjective with a series of words “glued” together with hyphens
Example: The teacher shot the class a I-know-this-test-is-going-to-stump-you-all look, as she passed out the quiz.
Magic Three – three groups of words, separated by commas. Each group has its own modifiers. Make sure ALL verbs are in the same tense!
Example: I was scared! My palms became sticky and wet, my back tingled with fear, and my body began to feel weak and cold.
Figurative Language – using comparisons can “spice up” our writing
1. Simile: a comparison using like or as
2. Metaphor: a comparison of two seemly unlike things (not using like or as)
3. Personification: giving human qualities to something inhuman
4. Hyperbole: using an exaggeration that is not totally true, but exaggerates the truth
Example: She was as embarrassed as a kid tripping on the first day of school. She nearly died when the the desk walked right in front of her.
Specific Details – instead of vague descriptions, use sensory details to help the reader visualize the topic
Example: The crowd chanted “Mary” loudly as she walked hesitantly towards the table of pies. She regretted buying a ticket to pie Mrs. Mixon, but it was too late now! She was surprised by how cold the pie tin felt on her trembling hands...
Repetition for Effect – repeat specifically chosen words or phrases to make a point, or to stress certain ideas for readers.
Example: I hate writer's block! I can't think of anything to write. I can't come up with words for this stupid assignment. I can't create anything new. I can't, and so I won't!
Humor – making your writing funny can turn a boring paper into something colorful.
Example: Talking to my kid brother is like talking to a wall. It's pointless! No matter how hard I try, he still looks like I'm speaking a foreign language. He sits there, picking his nose, as if I'm not even there.
Monday, September 12, 2011
Complex Sentences
Complex Sentences
Rules:
1.Combine simple sentences with a subordinating conjunction.
2.When a conjunction is in front of sentence, use comma to separate the two sentences.
3.No comma is needed when the conjunction separates two sentences.
Subordinating Conjunctions
after
because
since
when
while
as
although
before
unless
whenever
if
until
Directions: Join each pair of simple sentences to form ONE complex sentence. Use the subordinating conjunction in parentheses.
EX. I spotted the snake. It slid away. (before, because)
I spotted the snake before it slid away
OR
After I spotted the snake, it slid away.
Rules:
1.Combine simple sentences with a subordinating conjunction.
2.When a conjunction is in front of sentence, use comma to separate the two sentences.
3.No comma is needed when the conjunction separates two sentences.
Subordinating Conjunctions
after
because
since
when
while
as
although
before
unless
whenever
if
until
Directions: Join each pair of simple sentences to form ONE complex sentence. Use the subordinating conjunction in parentheses.
EX. I spotted the snake. It slid away. (before, because)
I spotted the snake before it slid away
OR
After I spotted the snake, it slid away.
Wednesday, September 7, 2011
6th Grade Reading Project
The sixth graders have started their first independent reading project. Last Friday, the students went to the IMC to check out a fiction novel. On Monday, we explained the project with some examples. The students will be completing a Plot and Response Journal while reading thier novel. The Journal is due on Friday, September 30th.
Directions: As you read your novel, write a one-two sentence summary and a response statement for each chapter/section you read. Make sure to include the date and page number for each entry.
Plot Summary: actual events from the book
Response:a prediction of what will happen next
a question about something you don't understand
a reaction to something a character did or said
an opinion about what you liked, disliked, or found interesting
Directions: As you read your novel, write a one-two sentence summary and a response statement for each chapter/section you read. Make sure to include the date and page number for each entry.
Plot Summary: actual events from the book
Response:a prediction of what will happen next
a question about something you don't understand
a reaction to something a character did or said
an opinion about what you liked, disliked, or found interesting
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