March 1, 2016

This week, we're beginning to do inventive spelling in our small group language work. Now that we've spent time learning all the letters and their sounds, and building our understanding of initial and end sounds, the children are ready to apply this knowledge as they spell out their own words. The concept of inventive spelling was new to some children, who were worried about possibly spelling words incorrectly. We explained the purpose of inventive spelling--to think about letters and sounds and to write down the letters we hear--and that it's all right if words aren't spelled conventionally. One child liked this idea and said, "You know what the cool thing in this work? It doesn't need to be what grown ups spells it."

This week in our investigation, we're going to do a series of dissections to learn more about fish anatomy. This morning, we prepared for tomorrow's dissection by having a discussion. We had planned to make predictions, but were astounded with the number of questions children had. We can tell that they're becoming truly invested in this work, and are so excited to guide them through this process.

The tool children decided to use are:

Predictions of what we will see inside the fish:
Heart and blood lines
Blood veins
Food inside a tummy
Rib cage

Some questions children had about the dissection:
What color will the fish be?
How did it die?
Will we feel something hard?
It the fish going to feel if we open it up?
Did someone want to eat it at the market?
It is going to be broken?
Are his eyes going to be closed?
If the fish has bones how will he be inside?
It it going to be big or small?
If you put the fish back in the water would it be alive?