# Critical thinking

## Pursuing our questions

By reading nonfiction texts, students confirmed much of what they thought they knew about plants and have also added new learning. They still had a question, though: how does photosynthesis work? So we read another nonfiction text focused on this phenomenon.

Students identified important information as we read and added that to our thinking chart.

Finally, students demonstrated their growing understanding by creating diagrams that show the process.

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## Learning from heroes

Readers in Room 123 concluded their study of heroes by summarizing and analyzing a biography of Ruby Bridges.

They gathered to share their thinking about the challenges Ruby faced, how she responded to them, and words that describe those actions.

## Thinking like mathematicians

Mathematicians in Room 123 had earlier worked in teams to solve this problem. Then they took their thinking deeper!

The next day, they again worked in their teams to analyze how Puzzled Penguin solved the same problem. They compared their work with Puzzled Penguin’s work to determine if he was correct and then to identify the error Puzzled Penguin made.

Finally, students gathered to share their thinking. Take a closer look at their work!

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## Making our writing even better

Writers in Room 123 are learning to make their writing even better by revising with partners. Partners help by asking questions or suggesting details that will help the reader visualize more clearly.

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## Let it snow!

When the day starts like this, you take advantage of the circumstances! Mathematicians in Room 123 began their day by making predictions about how many inches of snow would fall by the end of the storm.

They discussed the results, as well as the fact that they will need to wait until Tuesday to find out how accurate their predictions were.

Then I told students about the year we got about 100 inches of snow and asked if they could show what that would look like. The extra challenge? Students couldn’t use rulers; they could only use 15-inch strips of paper! Why use only 15-inch strips? To use these strips, students applied their learning about 5- and 10-groups as well as place value. Further, they had to figure out how to show the final 10 inches of snow using the 15-inch strip. Take a look at their work:

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## Using nonfiction text features

Readers in Room 123 are continuing their study of biographies. They are using nonfiction text features as well as the text itself to learn more about Clara Barton. These text features include chapter titles, bold words, and a glossary.

As I read the biography aloud, students work in pairs to take notes on the important information.

## What’s the difference?

After determining the winners in the first round of the Tournament of Books, mathematicians in Room 123 considered a new challenge: how many more votes did the winning books get?

This challenge served as the introduction to a new type of math problem: comparison problems. Students worked in small groups to find the answer, using different math tools and strategies. Take a look!

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## We need how many?

Who wouldn’t like a spirit bracelet like this? But how many beads would we have to order so every student could make one?

Mathematicians from Room 123 and Mrs. Bornheimer’s room worked together to find the answer to that challenge! As they worked, they applied what they have been learning about both place value and cooperative work.

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Later in the week, students made their bracelets, which they can proudly wear on Spirit Mondays!

## Marble Run Challenge Part 3

Design teams demonstrated their completed marble runs for their classmates!