September


 * Attendees to the September meeting:**

Deb Birch Kim Clinite Margie Popkes

Deb suggested the following method for monitoring the "ongoing assessment" pieces in Investigations

Take 2x4 inch labels. Choose an assessment. Put the "benchmarks" on the labels with a YES/NO as appropriate. Check or circle as you observe. Slap the label on a sheet of paper until full, place sheet into student's file.

Here is a template for assessment labels Deb made for Unit 1, session 1.6: [|Math Label U 1-1.6-1.doc]

Request labels from supply!


 * On pacing:**

Kim: It seems like 7 units is pretty easy to accomplish. But... teaching games to the kids takes a lot more time than the curriculum allots for. My centers had activities for both independent work, and areas where I needed to give much closer facilitation. So that is one reason the curriculum may take longer than it appears.


 * On the notion that Unit 1 is "a waste of time... we need to be "doing math."**

Play is not a dirty word! We've been conditioned to substitute the word "explore." Let's bring "play" back to the classroom! (thank you, Creative Curriculum!)

Deb Birch: **This is not a waste of time!!!!!** (nearly falls out of chair) This unit establishes what students will be doing the rest of the year.

Chris: And quite possibly, habits they may count on for the rest of their lives.


 * On boredom: (is it the students who are bored, or the teacher?)**

Deb: Here's what I did. MI manipulatives are NOT the only manipulatives we'll be using in my classroom. I've added stations with caterpillars, dolls, dinosaurs, etc. If you change ONE thing everyday, your kids will not become bored. Also use some of Kathy Richardson's activities to keep things fresh. It helps a lot if you sit with them and explore at their sides.


 * Introduce coins as part of manipulative exploration, and you can address standard K.M.1.3**!!!

Kim recommends Sue Kempton's "The Literate Kindergartner" for a great suggestion on money. Basically, you write your date on the board. Today is the second. How many pennies do we need? So we put up two pennies. The next day you can remove the pennies and start all over so that counting all is reinforced. Later in the year, you may (depending upon your students' development) move to counting on.


 * The Attendance Stick**

Question: I have a very small class. What should I do?

Suggestion: Rather than counting children who are hear, count hands that are here! This way, children are exposed to greater quantities in smaller classrooms.