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I wonder how I could have better prepared for kids who made shapes that were like letter shapes or open shapes.

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I wonder how I could have better prepared for kids who made shapes that were like letter shapes or open shapes.

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I wonder how turn and talk structure helps with language development 

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I wonder how turn and talk structure helps with language development 

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I'm wondering if every kid were given the chance and recorded would they all be able to speak in complete sentences.

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I'm wondering if every kid were given the chance and recorded would they all be able to speak in complete sentences.

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I wonder if we could have made some look fors (for specific learning targets)

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I wonder if we could have made some look fors (for specific learning targets)

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I wonder if we all had the same big goal

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I wonder if we all had the same big goal

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Are we investigating what the children know and how to scaffold their thinking? or giving them information about shapes?

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Are we investigating what the children know and how to scaffold their thinking? or giving them information about shapes?

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Students made open figures with their sticks.

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Made connections between the four kinds of triangles (but had a hard time verbalizing those connections without support)

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Made connections between the four kinds of triangles (but had a hard time verbalizing those connections without support)

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Almost all the students used complete sentences when they shared.

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Almost all the students used complete sentences when they shared.

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Students liked to talk about what the shape looked like in everyday things.

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In K1 & K4 students commented that there was an empty space in the middle of the shape. How should we approach? It this a good noticing?

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Wondering... What role did how the task was launched play?

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Wondering... What role did how the task was launched play?

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I noticed that students repeated eachother's thinking instead of adding onto their thinking or coming up with new noticing

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I noticed that students repeated eachother's thinking instead of adding onto their thinking or coming up with new noticing

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They made connections to real world objects "It's a missile volcano." 

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They made connections to real world objects "It's a missile volcano." 

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In K1 & K4 students mentioned horizontal/diagnonal lines

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To describe vertices students used "pointy ends", "corners", no consistent language yet

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To describe vertices students used "pointy ends", "corners", no consistent language yet

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Almost no students mentioned closed/open shape

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Students pointed out the horizontal/vertical lines vs diagonal lines.

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I noticed that some students used comparative language 

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I noticed that some students used comparative language 

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Very few kids mentioned the shape having straight lines

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Some students using word "point" or "pointy" when referring to corners

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Some students using word "point" or "pointy" when referring to corners

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A lot of students had access to "it looks like a...."

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A lot of students had access to "it looks like a...."