Slow and Steady Wins The R.A.C.E.

It was nice to see some of you at Curriculum Night on Thursday evening. If you missed the presentation you can view the information here.

This week in literacy we learned about how strong writers use the acronym R.A.C.E. to write strong responses. First they Restate the question that was asked and provide a clear Answer. Then they Cite examples that back up their claim/opinion with detailed evidence. Lastly, writers Extend their thinking to make personal connections or inferences to draw a conclusion. We modeled and had students practice with questions that they can reflect on personally. Then they will move from personal responses to persuasive pieces through their Gum Inquiry unit. Over the next few months, we will take the R.A.C.E. format and expand on it to teach students how to develop their first five paragraph personal essay.

Scientists were also busy setting up their Gum Inquiry Task and getting ready for the first test. We worked as a group to establish criteria for what to test. The group decided on flavor over time, chewability (a word that we think we may have invented!), and the size of bubbles as measured in cm. Then we established our constants (gum weight, mouth condition, time chewed) and variable (type of gum)  to ensure a fair test. The room got very quiet as we embarked on our first test! Next week we will test two more types of gum brands. Then we will use our data to practice drawing strong conclusions using a R.A.C.E. response.

In math we are learning about strategies for division, multiplication, and have been working on developing strong mathematical habits of mind in our math forum.  The forum is a time for students to share their work, listen to understand, ask clarifying questions, and help to find multiple pathways for solving problems. We have developed a rubric for students to set goals for themselves in using these habits and have sent their first reflection home for you to see how your child has reflected upon them at the beginning of the year. This type of metacognition (thinking about our thinking) has been proven to be one of the most powerful tools for developing intrinsic motivation and authentic engagement in students.