## The One with the Stewie Reading Guide

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Starting similarity. It’s crazy what we remember from years prior. For me, it’s this reading guide with Stewie where we talk about realism and how we can make things bigger or smaller. At least one kiddo a year refers to Stewie’s head as a football.

We were able to condense the reading guide a bit. Always good to see some progress from years past.What do you notice? What do you wonder?

## Day 49: The One with General Sherman

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October is a wonky month. I vaguely recall one planning period 2 years ago where I spent a lot of time googling General Sherman, a giant tree. We wrote a reading guide about it to illustrate the idea of the y-intercept. As it turns out, I rather enjoy it 2 years later, especially the part where I got to draw trees on everyone’s paper and underline and annotate answers.

What do you notice? What do you wonder?

## Day 44: The One With Slope Triangles

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Fresh off the college trip, we come back to a reading guide on slope and slope triangles. It really hits me this time that slope triangles are a more visual way to see slope, a way to break down what growth means, and to look at unit slope in order to compare slopes.

Photo: the reading guide on slope and slope triangles.

What do you notice? What do you wonder?

## Day 32: The One with the Who Can Vote? Reading Guide

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We’re still building schema about what it means to vote in the United States. So many of our kiddos come from countries where voting is mandatory that the idea that people can’t vote or choose not to vote can be tricky. This also helps us push at the idea that, if not all people vote, some groups may be underrepresented.

There’s a video of this group reading and I wish I could post it here (silly free account). Working in the middle, reading aloud, pointing to the words, referencing group roles. Pretty cool.What do you notice? What do you wonder?

## Day 19: The One with the Windows

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I keep forgetting (or just denying) that Afternoon Me is the Worst Me (as the cool kids say).

We did a reading guide, which went slowly in some classes, just right in some classes/groups, and was a struggle in others. Now wishing I had been harsher and a bit more vocal with the participation quiz aspect.

Student work (from the afternoon, but still some solid work)

At any rate, I liked the opening. We showed them a bunch of windows and asked them how many there were. Almost every kiddo was talking or writing:

Teacher confession: after 1 class, a colleague pointed out that there were different numbers of small windows in each cluster, so my initial calculation of 900 was far greater than what many students calculated as about 768 windows.

Also, we cleaned almost all of the papers (except notes) out of the math section of our binders. Maybe this is the organized year. (Dinna hold yer breath.)