00:16:58 Shoma Krishna: Hello! 00:18:12 Bonnie Schwartz: How long is this webinar 00:18:21 Rabbi Elisha Hus, Hidden Sparks: 8:30-9:30 00:18:36 Bonnie Schwartz: Thanks 00:21:00 Kateri Thunder: Charlottesville, VA 00:21:01 Bonnie Schwartz: NJ 00:21:06 Shoma Krishna: Chicago, IL 00:21:07 Marisa Dubofsky: Hi from Morris County NJ 00:21:08 Itzik Pollak: Queens, NY 00:21:08 Eileen Ginzburg: Miami 00:21:08 Chaya Censor: Wisconsin 00:21:12 Aliza Mayer: NJ 00:21:14 Chana Bauminger: Brooklyn, NY 00:21:15 Leah Schwimmer: Brooklyn ny 00:21:16 Mimi Blumenkrantz: Edison nj 00:21:17 Shoshana Rosenblum: new york 00:21:23 Susan Eimerman: Northbrook, Il 00:21:23 Jennifer Sinoway: NJ 00:21:28 karen simon: Karen Simon NY 00:21:36 Toby Abilevitz: Brooklyn, NY 00:21:39 sharon kessel: Elizabeth nj 00:21:42 Tova Frank: Queens NY 00:21:53 Michelle Litvintchouk: Brooklyn NY 00:22:08 Fireflies.ai Notetaker Linda: Linda invited Fireflies.ai here to record & take notes. View Security & Privacy info: https://fireflies.ai/policy Type: '/ff leave' - Remove Fireflies View Realtime notes here: https://app.fireflies.ai/live/01KGXKJQ7DS777R0GE6H61XDGE?ref=live_chat 00:22:14 Aharon Luchins: Highland Park NJ 00:23:44 Kateri Thunder: Virtual manipulatives: https://www.didax.com/math/virtual-manipulatives.html?srsltid=AfmBOorwwqpk0EO9XRdZFHPGSUDvymoiYFhPRfn3QOKmEHKSWm9s-gdz http://nlvm.usu.edu/ https://www.mathlearningcenter.org/apps 00:28:36 Kateri Thunder: Reading Comprehension: https://ies.ed.gov/ncee/WWC/PracticeGuide/14 00:32:31 Robin Fisher: Math 00:32:34 Chana Bauminger: both in literacy 00:32:38 Leah Schwimmer: Literacy 00:32:39 Nechama Schwartz: Both 🙂 00:32:41 Shoma Krishna: I use both in Math!! 00:32:43 Eileen Ginzburg: Both 00:32:48 Shiffy Kahan: Both 00:32:48 Naava Hess: I have them visualize and draw 00:32:51 Leora Moshen: both in literacy, just visualizing in math 00:32:52 Judith Whisler: Previously, in literacy but currently and always in Math 00:32:56 Jennifer Sinoway: I’ve used them in math 00:32:57 Shoshana Rosenblum: both in literacy 00:32:57 Yelena Gershkovich: I use it when I read myself 00:32:57 Michelle Litvintchouk: both 00:33:04 Toby Abilevitz: Literacy 00:33:07 Shoma Krishna: I have to make connections or else they are lost 00:33:16 P Grossman: All the time to help them figure out what is going on 00:33:26 Judith Whisler: Visual and kinesthetic in addition to verbal communication 00:33:56 Shoma Krishna: Yes, Judith!! Agreed 00:36:37 Judith Whisler: Always trying to make problem solving more visceral as a starting point. 00:38:00 Shoma Krishna: All three 00:38:04 Ann Wercberger: summarizing 00:38:09 Bonnie Schwartz: All 3 00:38:16 Robin Fisher: Yes. These are useful 00:38:16 Susan Eimerman: Estimation 00:38:18 Marisa Dubofsky: questioning 00:38:21 Judith Whisler: All 3 00:38:23 Yelena Gershkovich: I use summarizing 00:38:29 Itzik Pollak: Never used the word summarising so that would make it better. 00:39:35 Judith Whisler: Making estimates go hand in hand with the question - Will the actual solution be greater or less than the estimate… 00:41:26 Shoma Krishna: I was at the Bulls Nuggets game on Saturday...sidenote 00:45:46 Judith Whisler: When two players hi five each other, is that one high five or 2? 00:45:48 Aliza Mayer: Does each player high five each of the other players? 00:45:49 Shoma Krishna: how many players? 00:45:50 Shoshana Rosenblum: how many starting players are there? 00:46:04 Amy Mezrahi: How many hands is each player using? 00:46:16 Ann Wercberger: Does each player high five everyone, or only the ones already there? 00:46:33 Naava Hess: are they 9ne or two handing, does tha5 matter? 00:48:50 Ann Wercberger: The handshake problem 00:48:56 Amy Mezrahi: Handshake peioblemn 00:52:01 Ann Wercberger: Find the actual question, usually at the end 00:52:37 Aliza Mayer: When students are struggling with decoding a word, I'll remind them of phonics rules we've learned. "I see this word starts with a blend, then there's a long vowel, and it ends with a digraph" 00:52:39 Ann Wercberger: The word "if..." gives more information, even if it's part of the question (that ends with the question mark) 00:52:53 Aliza Mayer: I can imagine that would be helpful with math rules/strategies, as well. 00:53:09 Shoma Krishna: I have been giving short quizzes on Math vocabulary only 3 words that we are using like a variable. very simple but ive seen more understanding as they give a Math example 00:53:27 Chaya Censor: For non-word problems, students find it helpful to visualize and then verbalize those as well. 00:55:13 Marisa Dubofsky: Similar to the KWL chart 00:55:20 Judith Whisler: Similar to a KWL 00:59:14 Ann Wercberger: My middle school boys tend to jump to their "reasonable solution" and stop there. Keeping them going past that is challenging. 00:59:24 P Grossman: How much the worm grows by looking at the colors 00:59:59 Nechama Schwartz: As a student, I would notice that the red is growing by one and the green by one each time 01:00:08 Michelle Litvintchouk: Yes my student just wants to get the work done that he just jumps to solving and I will ask him how he came up with his answer 01:00:31 Yelena Gershkovich: And blue doesn’t change 01:02:16 Shoma Krishna: Yes, I was thinking the blue stays the same 01:02:40 P Grossman: The red /body will have four squares. The green will have four squares. 01:02:48 Shiffy Kahan: You mentioned reading those books prior to doing this problem. If I'm missing that information can I still complete all extension problems? 01:03:30 Toby Abilevitz: The blue stays the same but the red and green keep growing.. 01:03:47 Robin Fisher: I can imagine the does your answer make sense, but I'm not sure about the connections prompts 01:04:14 Michelle Litvintchouk: blue will be one red four green four for day 4. yes blue is head and rest is body so growing 01:04:24 Ann Wercberger: There are other patterns that can be used besides the obvious ones. For the red and/or the green, you can say that the new day's segments will equal the sum of the two previous days' segments 01:04:25 Amy Mezrahi: Don’t forget to include the blue when tallying up the red and green totals 01:06:08 Shiffy Kahan: I can make a connection with day 4, day 10. But day 100? Day D? 01:06:28 Ann Wercberger: 2d+1 01:06:44 Kateri Thunder: D + D + 1 01:15:22 Ann Wercberger: This strategy is so much better than classic "key words"! 01:20:35 Kateri Thunder: Creating Semantic Networks: List Group Label: https://www.youtube.com/watch?v=K731qicwYcY&t=1s Mind Map: https://www.youtube.com/watch?v=D4NuF3CfSec&t=26s Semantic Gradient: https://www.youtube.com/watch?v=zTaYuYw8GNc&t=204s 01:20:36 Judith Whisler: A fantastic hour! Thank you! 01:20:50 Naava Hess: thank you! 01:21:01 Michelle Litvintchouk: thank you 01:21:09 Robin Fisher: This last section was especially useful. Thank you very much! 01:21:11 dvora weinberg: thank you! 01:21:12 Ann Wercberger: Fantastic session! Thanks so much! 01:21:15 Chana Bauminger: thank you 01:21:19 Marisa Dubofsky: thank you!! 01:21:22 rachel gandin: Thank you 01:21:22 Shiffy Kahan: Thanks so much! 01:21:23 Eileen Ginzburg: Thank you 01:21:25 Rebecca Sacks: This was so well presented and fantastic! 01:21:33 Shoma Krishna: Thank you!! 01:21:34 Chaya Censor: Wonderful! Thank you! 01:21:43 Amy Mezrahi: Thank you!! 01:21:43 Rebecca Sacks: Thank you for including early childhood! 01:21:44 karen simon: Thank you 01:22:23 Nechama Schwartz: Thank you for this insightful and informative presentation.