Friday, February 17, 2017

A week in Review 2/14

News and Announcements:

What a short week it has been! Between the snow day, Valentine's Day and our Field Trip I feel like we have barely been in the classroom at all!

Our Valentine's Day Celebration was lovely. We read a story called Valentine Express by Nancy Elizabeth Wallace. The story is about two bunnies who realize, after their party at school, that some people may not get Valentines. The bunnies make Valentines for their neighbors and pull a wagon down the streets and call themselves "The Valentine Express" We then spent a little time making our own Valentines to share with people outside of our classroom. I hope some made it safely to your houses!

After, we looked through our mailboxes and had some hot cocoa. My favorite part was watching the kids thank each other for the cards and sweet treats! It was a great morning.

The Field Trip to the Flynn Theater was another exciting part of our week. The show was a musical interpretation of Frog and Toad. It was so wonderful to get out of the classroom and soak in the charm of the Flynn Theater. For many, it was their first time watching a live show. I enjoyed watching our students as much as I did the show!

The class Jump Count is at 422 jumps! We have two more P.E. classes to try and get the record! Keep on jumping!


Assessments...assessments...assessments! This was my last week to finish up assessing students on phonological awareness, letter and sound identification, snap words, and the Fountas and Pinell Reading Inventory. I truly enjoy assessing, as I mentioned a bit in my update last week. It gives me great perspective of how much our students are achieving and definitely gets me invigorated for the work of the third trimester!

We had a chance to partner read with Mrs. Belaski's class today. Each partnership was reading a Frog and Toad  book. Mrs. B and I were circulating the room listening to lively retellings of our favorite parts.


Our project this week was to make a finger puppet show of our favorite chapter of Frog and Toad. We made our finger puppets out of green and brown construction paper. We also used graphic organizers to tell the beginning, middle and end of the chapter. Then, we paired up and decided what props we needed to make for the play. Our final step was deciding who would say what parts. We are in the midst of filming our finger puppet plays this morning! Hopefully, we can get them posted to Seesaw this afternoon!


Guilty! Math has been overtaken this week by our projects pertaining to Frog and Toad.
On Tuesday, we got to play some very fun Valentine's Day themed addition and subtraction games. We spun numbers using a heart shaped spinner, then represented the two numbers we spun in either an addition or subtraction sentence. Then, we wrote these number stories down on our worksheet.
We also played a graphing game. Students made a dice with different colored hearts on each face. Then, they rolled the dice 10 times to see which heart they rolled the most. We made a graph of our results. It was interesting to see how the results changed with each trial!

That is all for this week!


Friday, February 10, 2017

A week in review

News and Announcements:
Good morning and happy Friday!

The 100th Day was a successful and celebratory day! I am in disbelief that we have come this far into the school year! The pace of our learning is really accelerating, you should be very proud of your students!

Jump Rope for Heart kicked off in P.E. this week. To raise awareness about heart health, Mr. Pecor hosts a school-wide jump rope competition. For the next three P.E. classes each child has a chance to jump. Mr. Pecor and Ms. Lawrence turn the rope as classmates cheer each other on and keep count. There is a winning class at each grade level with the grand prize being a Popsicle party! It really is a ton of fun! The key to victory is remembering your sneakers on Tuesdays and Thursdays!


Assessments going well. Each child has made tremendous progress! We are assessing letter/sound identification, snap words, phonological awareness and an Fountas and Pinell reading assessment. Fountas and Pinell is a benchmark assessment we use district-wide in Colchester. It allows me to determine a child's independent reading level. This trimester, the assessment is not reported out on the report card because, developmentally, it is a bit too early for our children to perform independently. Kindergarten teachers are given the option to give the assessment. I value this assessment more-so because it informs my instruction. I really watch closely to see reading behaviors and make decisions about next steps. I really look forward to sharing the results with each of you at conferences. There is really great stuff happening!

New Snap word lists will go home next week based upon the assessments we are wrapping up this week. This is the first year that kindergartners are assessed on 40 words. In the past we only required recognition of 20 words. I am impressed with how students are attacking this list. I know a lot of that has to do with your practice at home. Thank you!

Mrs. B's class is on their way down this morning to partner read with us. Our focus this week is honing our ability to retell a story. We are really excited to continue this routine every Friday. It is a great way to meet new readers and bond over a love of books!


If you have gathered, the theme of this week has been assessments! We administered the on-demand writing prompt Tuesday-Thursday this week in writing class.
Our focus this trimester was opinion writing. As students move through grade levels their opinion writing will morph into persuasive writing. We read a short passage called "The Best Pet" and then re-read to find information in the writer's argument that supported our own opinion. The prompt students were answering was "Which pet is best- a cat or a dog? What is your opinion?" I was looking for students to name their opinion, give reasons for that opinion, and finally to write an ending.
Each trimester we give a writing assessment in order to see a student's ability to communicate effectively and to see what students have internalized about my writing instruction. I really enjoy reading student work to rework my instruction based on their performance. Additionally, it helps us as teacher collaborate across classrooms. After the assessment window closes, the kindergarten team always meets to have a conversation about our instruction and reflect on what worked well and advise each other on how to improve student performance.
Again, I look forward to the opportunity to showcase these pieces to you at conferences. I am very confident you will be pleased and proud with what you read!
Next trimester we will move into a new genre of writing- informational writing. Students will research and write about their research. It is incredible what these kids are capable of!


The number 100 was the star of our week! We had lots of fun with our 100th day projects! I hope all of their hats and necklaces made it home safely!
"Precision" was the theme Ms. Millham noticed in our 100th day work, and I couldn't agree more. To keep ourselves organized as we were stringing 100 beads or making 10 ways to add to 10 on the 10 frame, we had to be conscious of our strategies.
To make our necklaces we decided to string our beads in groups of 10 and put a star spacer. Then, we also decided to make a visual reminder of 10 being made up of two fives, by using two different color beads. This way each child could monitor how many beads they have already put on their necklace and how many they had to go. The focus on this project was unbelievable! Over two days, each child was busy at work counting and checking themselves to ensure their necklaces were complete. After my initial instruction I was really able to sit back and watch the students create on their own.
Ms. Lawrence was working with students to write a 100 day book. Those books will be in their folders tonight. You will notice the precision in their drawings. They really used their math brains to break down the number 100 into pieces they could count, then step back and admire the whole group. This flexible thinking is something we encourage in kindergarten as it leads to multiplication and division.

Social Studies:
With Valentine's Day coming up next week the theme of friendship has been the topic of our class discussions. I always enjoy the way the 100th day and Valentine's day coincide on our school calendar. I have been impressed with the reflective observations I have heard in our conversations. Students are saying things like, "When I first got here I was scared, and now I can do...."
We have also started each morning this week setting a goal for our day. Students have been setting daily goals like "Help a friend" or "Spread kind wishes" or "Focus in word work". Students have been sharing these goals at our morning meeting. The feeling of being part of a community and your own place in that community is something I recognize in this class.
The idea of being together is also a prevalent theme in the Frog and Toad books we have been reading in preparation for our field trip next week. This morning, students posted to Seesaw about one way they are a friend like Frog and Toad. Check out their Seesaw!

That's all for this week!



Friday, February 3, 2017

A week in Review

News and Announcements:

Can you believe it? Our 100th Day of school is next Wednesday, that is if there are no snow days between now and then! Next week our focus in math will be celebrating the number 100! The class has really been a buzz every morning when we count the days of school. We are so close! 

Valentine's Day notes went home in folders yesterday. Check there for information about how our class will be celebrating. Of course, contact me if you have any questions. 

Another "can you believe it"- report card season and conference sign-ups  are happening this month. Next week, I will begin assessments in literacy and math to gather final information for report cards. Conference sign-ups will be done like they were last trimester through the Porters Point Website. The sign-up portal opens on February 13th. 


This week we worked hard to bolster our ability to read with a partner. For young readers, they not only need to work on building their ability to sound out words, but also build meaning in texts. The "down and dirty" phonics work, so to speak, is done more individually in guided reading groups. As a class, we balance out our foundational skills with oral language skills. This week, we learned that readers not only read books, but they talk about them too! Super Readers were introduced to "Book Talk Power" this week. 
Book Talk Power is centered around three steps. When you read with a partner, you need to introduce your book, read, and then retell the book. We spent time this week rehearsing and understanding each of those steps.
To introduce a book you must say the title of your book and explain what the book is mostly about. It was great to listen in to partnerships this week as they introduced books to partners. It gave me an understanding of how much students remember as they read. We talked about how a good introduction does not give away the ending of a book, but still gets someone interested in listening to your story. I heard a lot of students finish their introductions by saying something like, "and then something really funny happens at the end!" to hook their listener. 
The second step of "read" is done in a specific way here in Room 14. When you read with a partner you do something called "Echo, Echo, Read Read." This means that after you read a page, your partner echos you. This supports partner engagement and active listening. A lot of partners this week were able to remind their partners to use reading strategies or catch each other if they were skipping words, reading incorrectly, or forgetting to read with fluency. 
The final step, retell the book, was also a skill we learned this week. In guided group, we practice retelling often. However, it is different to do it without a teacher! We practiced telling what happened on every page and then summarizing the ending.
This morning, we had the opportunity to partner read with another kindergarten class! Mrs. Belaski's students came down to our room and we were each partnered with a student from her class. Each of our classrooms learned Book Talk power this week and it was great to watch the two rooms come together and exchange ideas and their learning. Mrs. B and I were smiling ear to ear watching our classes not only be excited about reading, but make new friends! 


This week we continued our work with opinion writing. We learned how to read informational text and find evidence that supports our opinions. We read a short passage about the seasons. Then, we read through and highlighted information we learned about each season. After each student decided which season was their favorite, they then wrote their own piece explaining their reasoning. 
Some students made interesting connection with reading and writing this week! I was pleased to see writers making decisions about punctuation. Kids were adding exclamation marks, question marks, and periods! 
Writers also carried over much of their learning about making detailed illustrations. Students included labels and speech bubbles to really convince readers that their season was the best! 


Our focus in math this week was to practice reading and solving number stories. I want students to understand what the equations mean when presented with a written number story. We used manipulatives such as eggs in a nest and airplanes at the airport to act out equations. The standard we are working on is "understand addition as putting together and adding to, and understand subtraction as taking apart and taking from" (Common Core). We practiced using problem sets that had mixed equations, addition and subtraction on the same sheet. This demonstrated if a student could accurately solve by discerning between the symbol in the middle. We talked a lot about "not getting tricked" by the symbol. As the week progressed there was a gradual release from using maipulatives to using mental strategies. 
One thing most students need more practice on is equations that involve 0. In a subtraction problem like 4-4 many students would say "8". The other tricky problem were when 0 was the addend or the minuend. (0+9 or 8-0 for example)


We are continuing our study of the seasons with an emphasis on winter! We read books this week about Groundhog's Day to begin our conversation around animal behaviors in the winter. On Thursday morning we watched a news clip of Punxsutawney Phil. He saw his shadow! That means six more weeks of winter! 
Today, we experimented with ice. I froze water inside balloons and had cups of hot water, salt, and baking soda. We made predictions about what we thought would melt the ice the fastest. We also used food coloring to see some details in the ice. We were listening closely to hear the ice crack when we poured hot water on it. Check out your child's Seesaw for their observations! 

That's all for this week!


Friday, January 27, 2017

A Week in Review 1/23

News and announcements:

Our field trip to the Flynn Theater is coming up soon! Please make sure your permission slip and payment are returned to school by January 31st.

Snow gear is very hard for our kinders to keep track of! If you have a chance, I encourage you to label your child's mittens, hats, and snowpants. I let the kids put their gloves on the heater to dry after recess and often times they get left there. If there is a label in them I can return the items to their cubby, rather than have them get scooped up by the wrong student. 


The new learning we tackled this week was centered around bringing our books to life. Fluency is a skill that emergent readers need to practice. As adult readers, we can read a passage and understand what we read because we can read automatically and often do not need to think about decoding words. Each time a student reads a familiar book, they begin to build their fluency which then leads to comprehension. Fluency is not something we practice with new books. New books we focus of using strategies (or powers) to read unfamiliar words. 

We started the week off with a read aloud from me where I read like a robot! A chorus of laughter broke out at my unexpected voice. This started a discussion about how our class can read their books like grown-ups. Their reading powers are getting so strong that they can read books with smooth voices. 

There is a new reading power that goes along with encouraging fluency called "Pattern Power!" I often get questions about why we use repetitive readers with emergent readers. Many parents have asked why we use texts that, to us, do not seem engaging or very in-depth. Building accuracy has a lot to do with the books we choose and fluency plays an important role too. I really made a big deal this week when students figured out the pattern in their books. Patterns in books are more than just words that repeat, they help students understand what is happening in the book. I want students to know that once they know the pattern, they should expect to read those words again and again. They don't have to approach every page as if it is new. This frees up some of their attention to think about reading smoothly and focus on the words that change on each page. It also builds their self-monitoring skills. If they are attending to the pattern, hopefully, they will notice when the pattern changes, as it often does on the last page of the book.

Bringing our books to life also includes reading the punctuation. We talked about how punctuation is a "secret code" that gives us tips about how to read. To illustrate this, we used the poem "Where is Thumbkin?" We practiced changing our reading voice depending on what punctuation was at the end of each sentence. A question mark makes our voice go up, an exclamation point shows we are excited, and a period is a full stop. In our book clubs, we went on punctuation hunts and talked about how each line should sound. I urged readers to check the end of a sentence before they read to get themselves ready to change their voices. 

After all of this instruction, my favorite kid quote of the week was "Miss Donnelly, you should have a kids read aloud to teachers on the schedule! You don't have to do all the reading!" That is the ownership I love to see!


This weeks focus was all about fixing up our writing to make it easy to read. We have been learning revision strategies throughout the year, now it is time to put them together! The message this week was, "You are the boss of your writing!" So often, students look to teachers to tell them what to do in writing, how to spell words, what to add, ideas what to write about and things like that.

We started the week by rereading our writing to decide how to fix it up. We looked at a sample story that I had written and I proclaimed to the class, "This story is done!" They chuckled at me and said, "No, it is not!" We have a class mantra about writing, "When you are done you have just begun!" There is always something you can go back and add to. I got suggestions from our authors to add to my pictures by adding speech bubbles, labels, and more color. Students then went into their own folders and made a plan how to revise their writing.

Another necessity for an easy to read book is spelling. Kindergarten is all about inventive spelling. At this juncture, I expect students to record a beginning and ending sound for every word. We are starting to encourage adding a middle sound to each word. We learned the rule this week that every word has a vowel. Children will still record what they are hearing and often times they exaggerate when they are sounding out words. For example, many writers this week were writing the word "fun" and would record "fon" on their paper. If you over over-emphasis that middle sound your mouth will sometimes end up in the shape of an "o" and that is what the kids write down. We are continuing to practice those tricky vowel sounds.

The other spelling strategies we talked about are using the room and checking the word wall. Students should record snap words in their writing. They have access to their word lists during writer's workshop to copy the words down. They don't need to have the spelling memorized but rather be able to pick the correct word off of the list. Using the room is a similar strategy. Students are prompted to use environmental print to spell words they need. For example, if they were trying to write about art class they could check the schedule board to see how to spell the word art.

The last strategy we learned this week was to listen for little words inside bigger words. We practiced writing words like "fountain" because they have a snap word at the end of the word. I intentionally picked words that are challenging to spell to require students to problem solve. With this repertoire of strategies, students must decide when to select a strategy. The goal is not spelling the word correctly, but rather be an independent writer.

Our writers are very resourceful! You could hear a pin drop in the classroom this week. Every student was focused and had a clear vision for what they wanted to write.


Early in the week we finished up some of our teen number work from the previous week. These students are such a math focused bunch! They are interested in discovering  how numbers work and how they are related to each other. Kids are really fascinated with what happens after 100. To them, 100 is,conceptually, quite a large number. When presented with the numerals 116, for example, students might say "That number is sixty hundred!" or "It must be elevendy six" or another nonsense approximation. One of my math groups is very concentrated on "cracking this code" as they like to say. 

To explore their curiosity around place value, we were writing number scrolls this week. Number scrolls are the name our math curriculum gives to hundreds charts. We talked about different strategies you could use to fill in a hundreds chart. We did this by looking for patterns in an already completed number chart. Students noticed things like. in the last column "the number in the back is always a 0." or that each row has 10 boxes in it because numbers are grouped in 10s. We talked about why the number in the ones place stays the same as you travel down each row but increases by one as you move across. We also discussed why the number in the 10s place increases as you go down but stays the same as you go across. What was so neat was this was the first time I have done these lessons and then watched each student fill in their number scroll differently. Normally, kindergarteners will start at 1 and keep counting and writing all the way until they get to 100 with blind determination. Normally, kindergarteners write and write without noticing if they accidentally skip a number and all of a sudden they have written 100 but they still have 11 empty boxes. Not this crew! I saw students filling in their grids vertically, horizontally, and explaining why they were choosing to fill in their grid that way. Students were checking their work, noticing if they accidentally wrote 25 twice and then correcting it on their own! We were so very proud of this work, and we even got to show it off to our principal! 


We continued our study of snow this week. We read one of my favorite books, The Story of Snow  by Mark Cassino. This book is fabulous for many reasons. It is a literary non-fiction text, meaning it gives us facts presented in a story format. We have been sorting books in reading based on their genre and discovered there is a middle category between fiction and non-fiction. Sometimes an author wants to teach readers but tells it through a beautiful story. The Story of Snow taught us taught us so much about snow! Our favorite part was the last page that teaches you how to catch snow crystals to observe them. We haven't had a chance to try it at school yet but check the Twitter feed for a picture of our favorite page! 
As I am typing this a few snowflakes have started falling from the sky! Hopefully, when the kids return from music class we can try to sneak outside and catch our own snow crystals! 

That is all for this week!
All the best,


Friday, January 20, 2017

A week in review

News and announcements:

I apologize that this blog has been silent! I am committed to posting every Friday to strengthen our home to school communication.

We have a new student in our class! His first day was on Tuesday. I have noticed so many students welcome their new classmate. Kids are saying hello, showing him around the room, and teaching him all the routines we have at school. We spread that warm and fuzzy feeling when we are kind :)

Our whole school earned a celebration this week for our safe, respectful, and ready to learn behavior. We got to have a rock, paper, scissors, shoot! tournament. We crowned a class champ, Olivia, who went on to the finals this morning. She battled two second graders at our whole school morning meeting! She only could beat one, and lost in the final round. We were cheering for her all the way!


This week we were focused on integrating multiple reading strategies to read unfamiliar texts. In reading class, we call reading strategies our reading powers! We have six reading strategies:
1, Pointer Power- a reader uses their finger to point under each word. This way they are monitoring their reading and checking for one to one correspondence. Each word should get one tap to ensure the letters on the page match our ideas.
2. Reread Power- a reader can go back and try again if something does not make sense. This builds a reader's ability to self-correct. We want to encourage new readers to make mistakes and be able to hear their mistakes without an adult telling them. This builds independent readers!
3. Snap Word Power- a reader can find known words on the page, even before they try and read the whole page! I often say, "read what you know." This way, a reader has anchors as they try and make meaning of what is on the page.
4. Picture Power: a reader can get clues from pictures to read an unfamiliar word. In our texts, readers encounter words that can not be sounded out (or tapped out). A picture holds the meaning of a story for emergent readers. Before reading, we will look for clues and make predictions about what words we expect to see written.
5. Sound Power: a reader can make the first sound in a word. Sound Power is strongest when used with Picture Power. When a reader makes the first sound in a word and looks to the picture for evidence, they can make a match.
6. Persistence Power: a reader never gives up! This was our new power this week. We have been building our strategies in isolation and Persistence Power teaches readers that if you get to a tricky word, try a strategy. If your first strategy does not work try another!
Above all, remember you are a super reader!


We kicked off our new unit of study last week. We are studying persuasive writing this trimester. We are moving our focus away from writing about our own lives to the idea that writing has the power to change the world! This week, we read The Lorax by Dr. Suess to illustrate how when you care a whole lot, you can try and convince others of your opinion.
Students notice a problem, think about how to fix it, then write! Many writers have written to others at our school about following safety rules. For example. one student tried to convince others to stay off the ice at recess because you could slip! Today, a few creative writers started to realize they could try and convince grown-ups to change. I read books and letters from students trying to convince me that we should be allowed to have food fights, go to extra art classes, and that grilled cheese should be served in the cafeteria every day! Aside from the food fights, I liked the world our kindergartners were envisioning!


Teen numbers are 10 and some more! That is a phrase we have really been exploring this week. Teen numbers are often referred to as "Tricky Teens." The number names don't follow a pattern as they do in other groups of ten. For example, twenty-two has a two in the tens place and a two in the ones place. But what about the number twelve? The number name does not provide clues to what the digits look like. We have been playing all sorts of games to build our teen number recognition and used many different types of manipulatives, like ten frames, blocks, and counters, to represent the quantity.
We had a major breakthrough in our place value understanding when Mrs. Gamache brought in a really interesting math tool. There were tiny green rectangles that if you grouped into 10 would fit perfectly inside a bigger rectangle, then, if you collected 10 bigger rectangles they would fit inside an even bigger rectangle, and if collected 10 of those even bigger rectangles they fit perfectly inside the biggest rectangle. In the end we realized that we had 1,000 of the tiny rectangles. Students are starting to grasp the understanding that the digits represent different quantities if they are in different positions. We talked about how numbers like 27 and 72 mean really different amounts, even if they both are made up of a 2 and a 7.


We have been studying snow and the science behind winter's wonder. Today, students will be finishing their snowflakes they are creating out of popsicle sticks. We have been reading texts that explain how a snowflake forms. We used the images of snowflakes to try and create our own snowflakes. Six is the magic number for a snow crystal because of the nature of water. Water molecules attach to each other in six-sided rings to form hexagonal crystals. We created our snowflake models to have six arms, just like a real snowflake.

That is all for this week!
All the best,


Wednesday, October 28, 2015

Halloween Parade-Friday 10/30

We will be hosting a Halloween Party and Parade on Friday October, 30. Students are allowed to bring a costume to school to wear during the parade. The parade starts at 1:50.
We will be having a class party before the parade. Please arrive at 1:30 to help get into costumes and enjoy some snacks! Heidi Igneri has been helping me organize the class party. Look for an e-mail from her about suggested snacks! If you are planning to contribute a snack you can drop it off in the morning or bring it along when you arrive.

Event Guidelines:

No masks for adults or students.
No costumes with violent themes or weapons.
Parents and guardians may take their child home after signing out their child with me.
Children may not wear costumes on the bus.
If you do not want your child to participate in the event, please let me know! Students who are not participating will be creating a shared snack to enjoy together.

Please remember, parking at PPS is limited!! Check for no parking signs on side streets to avoid being ticketed.

Wednesday, September 30, 2015


We have been focused on a very important acronym in Kindergarten...W.A.L.T. which stands for "We Are Learning To." At the start of every lesson, I frame our learning by stating a W.A.L.T. This helps students focus on exactly what I want them to know and what to do.
Here are a few examples from this past week:

We are learning to name our letters and the sounds they make.
You may have heard your child repeating something like "A, apple, aaaaaaaa" around the house. Every day our class recites the FUNdations cue for letter, sound and a word that begins with this sound. When we wrote our W.A.L.T. today we had a great conversation about why it is important to know your letters and the sounds that they make. Students volunteered ideas like, ""Because I want to learn how to read!" or "I want to write my own book."  You may have also heard of Baby Echo! He visits everyday to remind students to listen first, then echo back.

We are learning to write our letters.
Along with learning the names of letters and the sound a letter makes, we have been practicing our handwriting. There is a verbal path that guides children as they write. Having something to recite while they are writing helps form the letters correctly. We use special paper that has a hat line, belt line and foot line. Students are practicing pulling their pencils down form either the hat line or the belt line. If you would like to reinforce the verbal path at home, check back here weekly for the letters of the week! The more practice students get with handwriting, the easier it will be for them!

These three letters are hat line letters we have learned:

T "Pull down and cross"
t "Pull down and cross"

B "Pull down, up, around, in, back, and around"
b "Pull down, up, and around"

F "Pull down, across, across"
f  "Pull back, down and cross"

This week, we are starting two letters that start on the belt line. A lowercase m and a lowercase n.

W.A.L.T. say how we are feeling.

A big part of the kindergarten school day is learning how to be a friend and be a part of our group. The first part of this social curriculum is to understand how to identify emotions in yourself. From their we can learn strategies to help when things are tough or how to help someone else when they are feeling upset.

We have been working on two projects that help us recognize feelings. One, is the feelings mask. Students created a mask that has a happy, sad and angry face. We practiced saying something that makes us feel each emotion.

We also made our own version of the books No, David! and  David Goes to School by David Shannon. This is a story about a little boy who often forgets the expectations. Each student picked a time in the book when David was acting up, for example, David stayed outside after recess is over or David tried to put paint on a classmate. After illustrating what happened, we brainstormed a list of how David felt when he was acting that way. Then, we thought about how other people felt when David acted that way. The big idea of this project was when you feel a certain way, you act a certain way.