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Learning Every Day In Burlington Public Schools
Monday, February 11, 2013
Day 77 - Karen Ferullo, Memorial School First Grade
Musical Instruments: The kids did a fabulous job with their instruments. They worked hard and it showed. They were able to share what made the vibration on the instrument and we even discussed how the pitch would change if we made some changes to any of the instruments.
Thursday, February 7, 2013
Day 76 - Alison Varrell - Pine Glen Elementary School
Classroom Summary for February 4 - 8:
Here's what we did this week...
In Fundations we continued learning about the sounds /er/, /ir/, and /ur/. We played the game 'That's Nonsense' to try and earn points as we read and spelled nonsense words correctly. We practiced using the spelling option rule by using our Student Notebook dictionaries. We are getting really quick at looking words up!
In math this week we practiced counting by groups: 2s, 5s and 10s. We used our bodies to show how we can count items multiple ways and still come up with the same answer (How many legs? How many fingers? How many toes? How many children? etc). We also spent a lot of time identifying, trading and counting coins. We know that when you count coins, you begin counting your change with the greatest value coin first. Miss Varrell hooked up the TouchIt board and we played a piggybank game to practice applying our greater than (>), less than (<) and equal signs (=) to money equations. We used that same idea of greater than, less than and equal to as it related to the amount of red used in flags from around the world. We used our calendar markers point out how we could manipulate the 'red parts' of the flags to prove whether more than half of the flag was red, less than half of the flag was red or whether exactly half of each flag was red.
In Miss Varrell's reading group we began listening to a different genre of book called nonfiction narrative. A nonfiction narrative is a story that is nonfiction but is told in a narrative form, or storybook style. We read the book Manfish: A Story of Jacques Cousteau by Jennifer Berne. We focused on the story elements within the narrative to highlight what a summary of the story would sound like.
Below are some videos that highlight how special Jacques Cousteau was...
Miss Varrell's reading groups also finished reading their assigned books and used context clues and text-to-text connections to better understand the author's message. We will write summaries of our stories next week to keep our skills fresh! Also, this week we wrote in our Kidblogs. Many of us were very enthusiastic about sharing what we love about reading and reading class. Next week we will reflect on our classmates' posts by posting comments on their blogs.
In writing we got more practice writing paragraphs by using the 'four square' graphic organizer. In this organizer a person writing his/her paragraph is very limited with the number of details that can be included about a topic. What makes the four square more challenging is the inclusion of leader/follower detail sentences. A leader detail sentence does exactly what it says: it gives a leading detail about the topic being written about. However, a follower detail sentence gives more detail about the detail sentence! It sounds crazy but here is an example to help you understand:
Topic Sentence: People have all kinds of fun in the snow.
Leader Detail Sentence #1: Some people like to go sledding when it snows.
Follower Detail Sentence for #1: Sledding down steep hills can be very exciting!
Leader Detail Sentence #2: Other people love to build giant snowmen and snow women.
Follower Detail Sentence for #2: Some snowmen look like giant monsters with vegetables growing out of their faces.
Closing Sentence: Snow makes playing outside in the winter extra fun!
In science we began our evaporation experiment using clear plastic cups, water and a sharpie marker for labeling water levels. We planned on finishing our observations on Friday but due to the projected snowstorm we will finish on Monday. If you have time over the weekend you can try to replicate the experiment at home!
Weekend Challenge: Part of being a good citizen is helping our communities stay safe. Find out where the closest storm drain or fire hydrant is on your street. Ask your Mom or Dad if you can help dig it out when the snow storm is over. When you have finished ask if Mom or Dad can take your picture in front of the good work you did and bring it in to show the class!
F.Y.I.
(Satellite image of Projected February 2013 Blizzard)
Here's what we did this week...
In Fundations we continued learning about the sounds /er/, /ir/, and /ur/. We played the game 'That's Nonsense' to try and earn points as we read and spelled nonsense words correctly. We practiced using the spelling option rule by using our Student Notebook dictionaries. We are getting really quick at looking words up!
In math this week we practiced counting by groups: 2s, 5s and 10s. We used our bodies to show how we can count items multiple ways and still come up with the same answer (How many legs? How many fingers? How many toes? How many children? etc). We also spent a lot of time identifying, trading and counting coins. We know that when you count coins, you begin counting your change with the greatest value coin first. Miss Varrell hooked up the TouchIt board and we played a piggybank game to practice applying our greater than (>), less than (<) and equal signs (=) to money equations. We used that same idea of greater than, less than and equal to as it related to the amount of red used in flags from around the world. We used our calendar markers point out how we could manipulate the 'red parts' of the flags to prove whether more than half of the flag was red, less than half of the flag was red or whether exactly half of each flag was red.
In Miss Varrell's reading group we began listening to a different genre of book called nonfiction narrative. A nonfiction narrative is a story that is nonfiction but is told in a narrative form, or storybook style. We read the book Manfish: A Story of Jacques Cousteau by Jennifer Berne. We focused on the story elements within the narrative to highlight what a summary of the story would sound like.
Miss Varrell's reading groups also finished reading their assigned books and used context clues and text-to-text connections to better understand the author's message. We will write summaries of our stories next week to keep our skills fresh! Also, this week we wrote in our Kidblogs. Many of us were very enthusiastic about sharing what we love about reading and reading class. Next week we will reflect on our classmates' posts by posting comments on their blogs.
In writing we got more practice writing paragraphs by using the 'four square' graphic organizer. In this organizer a person writing his/her paragraph is very limited with the number of details that can be included about a topic. What makes the four square more challenging is the inclusion of leader/follower detail sentences. A leader detail sentence does exactly what it says: it gives a leading detail about the topic being written about. However, a follower detail sentence gives more detail about the detail sentence! It sounds crazy but here is an example to help you understand:
Topic Sentence: People have all kinds of fun in the snow.
Leader Detail Sentence #1: Some people like to go sledding when it snows.
Follower Detail Sentence for #1: Sledding down steep hills can be very exciting!
Leader Detail Sentence #2: Other people love to build giant snowmen and snow women.
Follower Detail Sentence for #2: Some snowmen look like giant monsters with vegetables growing out of their faces.
Closing Sentence: Snow makes playing outside in the winter extra fun!
In science we began our evaporation experiment using clear plastic cups, water and a sharpie marker for labeling water levels. We planned on finishing our observations on Friday but due to the projected snowstorm we will finish on Monday. If you have time over the weekend you can try to replicate the experiment at home!
Weekend Challenge: Part of being a good citizen is helping our communities stay safe. Find out where the closest storm drain or fire hydrant is on your street. Ask your Mom or Dad if you can help dig it out when the snow storm is over. When you have finished ask if Mom or Dad can take your picture in front of the good work you did and bring it in to show the class!
F.Y.I.
- If your family is interested in taking the gerbils over the February vacation, please send in a note/email by Wednesday. Gerbils will need to be taken to their 'foster home' by Friday of next week. Food, cardboard, and 'play equipment' is provided. :)
- Book order forms were sent home this week. Money and order slips (including online orders) are due Friday, February 15.
- Please be safe this weekend as you and your family deal with our February Nor'easter!
Wednesday, February 6, 2013
Day 75, Marshall Simonds 8th Grade Health
The following image will help you remember that all standard alcoholic beverages contain the same amount of alcohol.
Tuesday, February 5, 2013
Day 74 - Principal John Lyons, Pine Glen Elementary
3rd Grade Math and Written Expression:
Today in Mrs. Lynch 3rd grade classroom I stopped by and saw students graphing weather data during math class and then using expository writing to explain the data. The lesson was addressing Common Core Curriculum for Math and English Language Arts. Students told me they were having a lot of fun and they were learning a great deal about data and charts.
Today in Mrs. Lynch 3rd grade classroom I stopped by and saw students graphing weather data during math class and then using expository writing to explain the data. The lesson was addressing Common Core Curriculum for Math and English Language Arts. Students told me they were having a lot of fun and they were learning a great deal about data and charts.
Monday, February 4, 2013
Day 73 - Dennis Villano, BPS Director of Instructional Technology
MSMS is now 1:1 iPads:
Marshall Simonds Middle School is now 1:1 with iPads! The BPS EdTech Team and MSMS staff have completed the 1:1 iPad distribution. All MSMS students now have their own iPads to use at school each day. MSMS has almost 850 students in grades 6-8.
Students received their iPads last week during special brunches. The best part of the deployment was how excited students were to receive their iPads. Several students mentioned that they couldn’t wait to get to school for the distribution days.
MSMS classrooms quickly featured lessons and activities using Evernote, Explain Everything, Notability, Haiku Deck, and DoodleCast Pro. Students clearly needed little explanation about how to use the device. I was very impressed at how engaged students were and how much they looked forward to using the devices for academic work.
Thank you to the BPS EdTech Team and BHS Student HelpDesk for their assistance. Thank you as well to the MSMS staff. MSMS teachers have been getting ready for the 1:1 environment for over a year and their students are already benefiting from their preparation. A special thanks goes to MSMS Library Media Specialist Andy Dexter for his support for the 1:1 initiative. Andy has developed a Student HelpDesk Activity Block and is working closely with all Homeroom Tech Leaders.
I am confident that MSMS will continue to develop an outstanding 1:1 environment for students and teachers. I am looking forward to helping the MSMS community during this new experience.
Please continue to follow this blog for details about the 1:1 program at MSMS. We will feature some the experiences, projects, lessons, and activities of students and the 1:1 environment at MSMS.
Dennis Villano, Director of Technology Integration
For more information about the 1:1 program at MSMS check out:
Preparing for 1:1 at MSMS
MSMS 1:1 Program Details
MSMS Blog
MSMS Learning Commons Blog
BPS EdTech Apps – Middle School Apps
Marshall Simonds Middle School is now 1:1 with iPads! The BPS EdTech Team and MSMS staff have completed the 1:1 iPad distribution. All MSMS students now have their own iPads to use at school each day. MSMS has almost 850 students in grades 6-8.
Students received their iPads last week during special brunches. The best part of the deployment was how excited students were to receive their iPads. Several students mentioned that they couldn’t wait to get to school for the distribution days.
MSMS classrooms quickly featured lessons and activities using Evernote, Explain Everything, Notability, Haiku Deck, and DoodleCast Pro. Students clearly needed little explanation about how to use the device. I was very impressed at how engaged students were and how much they looked forward to using the devices for academic work.
Thank you to the BPS EdTech Team and BHS Student HelpDesk for their assistance. Thank you as well to the MSMS staff. MSMS teachers have been getting ready for the 1:1 environment for over a year and their students are already benefiting from their preparation. A special thanks goes to MSMS Library Media Specialist Andy Dexter for his support for the 1:1 initiative. Andy has developed a Student HelpDesk Activity Block and is working closely with all Homeroom Tech Leaders.
I am confident that MSMS will continue to develop an outstanding 1:1 environment for students and teachers. I am looking forward to helping the MSMS community during this new experience.
Please continue to follow this blog for details about the 1:1 program at MSMS. We will feature some the experiences, projects, lessons, and activities of students and the 1:1 environment at MSMS.
Dennis Villano, Director of Technology Integration
For more information about the 1:1 program at MSMS check out:
Preparing for 1:1 at MSMS
MSMS 1:1 Program Details
MSMS Blog
MSMS Learning Commons Blog
BPS EdTech Apps – Middle School Apps
Friday, February 1, 2013
Day 72 - Mrs. Parnell and Mrs. Hoyt, Pine Glen Elementary School
Fish: We spent the month of January exploring fish and creatures the live in the sea. Our studies were topped off with special presentations today and last Friday.
We had a visit from the New England Aquarium last week. Presenter, Sam, shared some of the creatures we might find if we visited a tide pool at a beach. We learned about and touched crabs, sea stars, horseshoe crabs, mussels, clams and oysters of the bi-valve family and snails. Before we touched the animals, we need to put on our imagination hats and get to the beach!
The water was cold, but the touching was COOL! Today, Mr. Musselman of the Burlington Science Center shared the presentation, "Super Fish". He spoke about penguins, bi-valves, exoskeleton tide pool animals, fish and even brought an invertebrate (octopus)! He talked about the various parts We were given the opportunity to touch and feel the octopus.
We had a visit from the New England Aquarium last week. Presenter, Sam, shared some of the creatures we might find if we visited a tide pool at a beach. We learned about and touched crabs, sea stars, horseshoe crabs, mussels, clams and oysters of the bi-valve family and snails. Before we touched the animals, we need to put on our imagination hats and get to the beach!
The water was cold, but the touching was COOL! Today, Mr. Musselman of the Burlington Science Center shared the presentation, "Super Fish". He spoke about penguins, bi-valves, exoskeleton tide pool animals, fish and even brought an invertebrate (octopus)! He talked about the various parts We were given the opportunity to touch and feel the octopus.
Thursday, January 31, 2013
Day 71, Principal Ellen Johnson, Fox Hill Elementary
New Standards in Teaching and Learning:
Massachusetts is one of 43 states who have adopted the Common Core State Standards (CCSS) to guide and shape curriculum, teaching and learning. Our new report card was developed using the Common Core State Standards and reflect what we are teaching and children are expected to be learning in each grade. The CCSS were developed by the Council of Chief State School Officers and the National Governors Association of Best Practices in partnership with a wide variety of educators and parents. Massachusetts was a leader and a key participant in developing CCSS due to the fact that Massachusetts has some of the most rigorous learning standards in the United States since Educational Reform Act in 1990. Many of Massachusetts past educational learning standards are integrated into the CCSS, however, there are some key and important changes in the new CCSS. First, the CCSS has established higher reading expectations and benchmarks by expecting students to be more proficient in reading books with increased text complexity. Second, CCSS expect and require students to engage more with informational text (50% by Grade 4) and write about information obtained from non-fiction text with increased understanding and proficiency. Third, CCSS expect and require students to master fewer math concepts but expect students to manipulate numbers mentally to engage in math reasoning by explaining their understanding of numbers and math in writing. Writing about math and how to solve math problems requires deep understanding of math concepts and their relationship to each other.
Below is an excellent video created in New York City Public Schools that summarizes some of the important components in the CCSS along with how teachers are adjusting and adapting their teaching to meet the demands of the CCSS. New York is also an adopter of the CCSS.
Massachusetts is one of 43 states who have adopted the Common Core State Standards (CCSS) to guide and shape curriculum, teaching and learning. Our new report card was developed using the Common Core State Standards and reflect what we are teaching and children are expected to be learning in each grade. The CCSS were developed by the Council of Chief State School Officers and the National Governors Association of Best Practices in partnership with a wide variety of educators and parents. Massachusetts was a leader and a key participant in developing CCSS due to the fact that Massachusetts has some of the most rigorous learning standards in the United States since Educational Reform Act in 1990. Many of Massachusetts past educational learning standards are integrated into the CCSS, however, there are some key and important changes in the new CCSS. First, the CCSS has established higher reading expectations and benchmarks by expecting students to be more proficient in reading books with increased text complexity. Second, CCSS expect and require students to engage more with informational text (50% by Grade 4) and write about information obtained from non-fiction text with increased understanding and proficiency. Third, CCSS expect and require students to master fewer math concepts but expect students to manipulate numbers mentally to engage in math reasoning by explaining their understanding of numbers and math in writing. Writing about math and how to solve math problems requires deep understanding of math concepts and their relationship to each other.
Below is an excellent video created in New York City Public Schools that summarizes some of the important components in the CCSS along with how teachers are adjusting and adapting their teaching to meet the demands of the CCSS. New York is also an adopter of the CCSS.
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