LEAP-Important Note

## LEAP-Important Note

Dear parent,

As a part of our ongoing unit wherein our students are exploring what games can teach us about ourselves, we’ve arranged for an indoor play time in upcoming LEAP slot. Kindly send any board game which your child can play independently like- Ludo, Snakes & Ladders, Chess, Monopoly, etc. by 12th January. Please label the game and do not buy a new one as students will be sharing the game with their peers.
Regards,
Vaishali Desai.
(Gr-2 Resource Teacher).
Let’s design a symbol

## Let’s design a symbol

The previous LEAP slot was integrated with the current unit of ‘Signs and symbols’. Students created a symbol which represented them and later, did a presentation of their work. Teacher recorded each of the presentation.

Regards,

Vaishali Desai.

Let’s decode the secret message

## Let’s decode the secret message

In the current LEAP  cycle, students solved a  worksheet on “Decode the sentence” which  was integrated with their  UOI on Sign and Symbols.

Regards,

Vaishali Desai.

Resource Teacher ( Gr-2)

Who captures the most squares?

## Who captures the most squares?

In the last two cycles LEAP sessions focussed on reinforcing multiplication concept.

Cycle 28 : Students played two board games; Ã‚Â Ã¢â‚¬Å“ Time TilesÃ¢â‚¬Â and Ã¢â‚¬Å“Covers multiplicationsÃ¢â‚¬Â.

Details: In both the games students pick up Ã‚Â number cards and cover 2 numbers on the game board .The product of these Ã‚Â two numbers has to be equal to the number on the card. Student Ã‚Â who covers most of the numbers on the board is the winner of the game.

Students Ã‚Â enthusiastically revised multiplication facts in playful way.

Cycle 29 : Students played a multiplication based dice game in pairs.

Details: Each player Ã‚Â rolls Ã‚Â two dice and multiplies the numbers .The player Ã‚Â spots Ã‚Â the product of the two numbers on a game sheet provided. He/she Ã‚Â has to then Ã‚Â to connect two dots around that number. The player has to Ã‚Â aim at forming square boxes gradually. Each student keeps colouring the completed boxes. If a player rolls the dice and the product of the two numbers has no more dots to connect on the game sheet ,the playerÃ¢â‚¬â„¢s turn is over and play continues with the next player. The game ends when all the dots on the sheets have been connected. The player who captures most of the squares is the winner.

#### Please refer the pictures given below.

Regards,

Vaishali Desai

Unlock the thinking Through Thinkers Keys

## Unlock the thinking Through Thinkers Keys

Thinkers’ Keys. First developed by Tony Ryan, Thinker’s Keys are a set of twenty different activities designed to engage and motivate learners in a range of thinking tasks. A range of question or task starters are presented as keys to unlocking the analytical, critical and creative thinking abilities of learners.

What if… Thinkers key was introduced during space unit. Students had learnt the condition on the Earth that support Ã‚Â life and make it an unique planet. The teacher explained the use of Ã¢â‚¬Å“What ifÃ¢â‚¬Â Ã‚Â key. Teacher provided a worksheet in which few questions were written Ã¢â‚¬Å“What if there is no Sun Ã¢â‚¬Â¦Ã¢â‚¬Â, Ã¢â‚¬Å“What if the Earth is much smaller Ã¢â‚¬Â¦Ã¢â‚¬Â, Ã¢â‚¬Å“What if the Earth is closer to the SunÃ¢â‚¬Â¦Ã¢â‚¬Â¦Ã¢â‚¬Â etc. These questions provoked students thinking and they imagined the consequences .They also used their prior knowledge Ã‚Â and understanding to reflect. Most of all the students wrote Ã‚Â their answers citing reasons.

In next session, teacher introduced two more thinker keys Ã¢â‚¬Å“Alphabet keyÃ¢â‚¬Â and Ã¢â‚¬Å“ Reverse KeyÃ¢â‚¬Â.

Alphabet key: Students wrote down all the words related to the unit Ã‚Â which they learnt in space unit . Ã¢â‚¬Å“Hot potato gameÃ¢â‚¬Â was used for this activity.

Reverse Key: Students were asked to list any five outer space objects we cannot see in the day. Students wrote their responses on sticky notes which were later pasted on a chart paper.

The three thinker keys were done in integration with the UOI and students enjoyed a lot.

References:

https://d1uvxqwmcz8fl1.cloudfront.net/tes/resources/11246491/d9518d04-a8dc-49a2-8f00-be6df2d19350/image?width=500&height=500&version=1458751733765

Regards,

Vaishali Desai

Little learners learning language with story writing

## Little learners learning language with story writing

Many a times students struggle to express their thoughts Ã‚Â in writing. Sometimes they struggle due to lack of vocabulary but many a times they may have words but cannot put them in order. So, it is important for students to recognize sentence structure in order to express their ideas.

Students Ã‚Â played a language game .The objective of the game was vocabulary building Ã‚Â and develop sentence forming with proper sentence structure using random words made and inserting different parts of speech as required .

Students were given 5 to 6 Ã‚Â alphabets/letters and they Ã‚Â had to form Ã‚Â words from them. Then they had to make meaningful sentences using those words. They wrote the sentences in their notebook. Initially students found it difficult to form sentencesÃ‚Â using limited words but gradually they started enjoying and made 3 to 4 sentences.

After that , Students made sentences with the given strips of random words. Each strip had six random words. Each student had a strip of random words. Each child had to make two sentences using at least 3-4 words.

It was followed by writing short stories in next session .The teacher revised the elements of a story with them. After this story writing game was explained to them. Teacher displayed the laminated sheet of the story elements. A laminated sheet Ã‚Â with elements of a story Ã‚Â written on it was given to students. The sheet had Ã‚Â Ã‚Â Ã¢â‚¬Å“Roll a characterÃ¢â‚¬Â, Ã¢â‚¬Å“Roll a settingÃ¢â‚¬Âand Ã¢â‚¬Å“Roll a problemÃ¢â‚¬Â. Students had to roll a dice every time to choose a Ã‚Â setting, a character and a problem .They had to Ã‚Â then imagine and make their own story. Initially they struggled with the task but with their continuous efforts they made creative Ã‚Â stories which was appreciable.

Regards,

Vaishali Desai

Learning inference skill through Ã¢â‚¬Å“ Inference RiddlesÃ¢â‚¬Â

## Learning inference skill through Ã¢â‚¬Å“ Inference RiddlesÃ¢â‚¬Â

An inference is an idea or conclusion that’s drawn from evidence and reasoning. Being able to infer is a critical comprehension skill.We have been concentrating onÃ‚Â  developing thinking skillsÃ‚Â and language comprehension of our students .

Inference riddles are one of the ways to practice and enhance inference skills which in turn helps in comprehension . As readers, students must approach texts like detectives and find the meaning that lies behind the words that they read.

In LEAP cycle learners played Ã¢â‚¬Å“Inference RiddlesÃ¢â‚¬Â card game in pairs.They were given set of Inference riddles cards .The cards were placed face down in front of them. They took turns to pick up cards .

The activity made them to think Ã‚Â deeper and use their powerful brain to Ã‚Â make meaningful connections and inferences.

Ã¢â‚¬Å“ HeadlinesÃ¢â‚¬Â you all must be aware of this term. In News paper or in a television this word is used to give the crux/essence of the news. In the same manner, for revealing the essence of the whole topic we can use Ã¢â‚¬Å“HeadlinesÃ¢â‚¬Â visible thinking routine.

As it is given in the image itself that the students can communicate the essence of the topic/sentence which they learnt in the class using this routine.

For teacher modelling, the teacher had taken Ã‚Â Ã¢â‚¬Å“ Culture Fiesta Ã¢â‚¬Â as per topic for writing headlines. The teacher did the process of thinking aloud in front of the students like When and where did this event happen? She also emphasized on using present tense while writing. So, the teacher had written:

Culture Fiesta at Fountainhead on 1st September.

Culture Fiesta – Celebration of culture in Grade 2 on 1st sep, 2016.

For the You Do part, the teacher gave them the topic of Ã‚Â Ã¢â‚¬Å“Literary EventÃ¢â‚¬Â and asked each of them to write only one headline for the given event. Each and every student had written headlines for the same event and it was well tried by all the students!

Regards,

Vaishali Desai.

Decoding the secret message!

## Decoding the secret message!

The students learnt how to decode a secret message. The teacher had written a message with different symbols. The teacher asked the students to read the message given on the board to which the students replied that it had only symbols so could not read it. The teacher gave them few symbols which represented some particular alphabets. After that, the teacher wrote those alphabets under the symbols. So, the students got an idea about how to decode the secret message. The teacher provided a set of decoding worksheet to each child. The students had to solve it independently. The students enjoyed a lot and after they had decoded the secret message, the students were very excited to share with each-other. The students also reflected that police/cops ,government officers and the army people are using this kind of secret messages for security reasons.

Homework worksheet was given to the students.

Regards,

Vaishali Desai.

Pecking bird!

## Pecking bird!

Last cycle, the students learnt how to make a pecking bird. The purpose behind this activity was just to follow the multiple instructions and understand the importance of the listening instructions. Firstly, the teacher showed them the video of the process. After that, the teachers showed them all the steps to be followed with explicit instructions. Then, the teacher distributed the square colour sheets amongst children. The students enjoyed making the pecking bird.

To check the process, kindly click on the link given below.