Good Books are Contagious!

I am always amazed how one good book can be contagious. When students read a great book and are given the opportunity to talk about it, other students quickly catch the bug and also want to read the book. This first began with our 1st read aloud in August with the book, Troublemaker, by Andrew Clements. I like to start the year off with one of Clement's books that most have not read before. Clement's books are such a great fit for most 4th graders. They are an easy read with lots of humor and 4th grade connections. Yet, they are full of examples of great writing strategies like flash backs, figures of speech, and colorful language. Many of my students gravitate to Clement's books for the remainder of the school year.
Our next read aloud was Poppy by Avi. This is actually one of my ultimate favorite read alouds. It is written exactly as you would expect talking animals to act. It is full of great learning experiences as the main character, Poppy, has to show great courage and save her mice family. I begin our Read Aloud notebooks with this text. Students create a map of the setting, Dimwood Forest, upon the initial reading of the book. During each read aloud experience students pull out their maps and follow along as Poppy journeys through the forest. They also draw their visualizations of Poppy, Mr. Ocax and Ereth, while also making predictions along the way. I love how it also ties in to our animal studys in Science. The students really latch on to this book series and there becomes a waiting list for the book in the class and our library.
For October, we began our first book clubs. Students were in groups with classmates who had similar interest and reading skills. They had assigned roles to complete each week and these roles helped lead the weekly book club meetings. This year one of my groups read the book, Closed for the Season by Mary Downing Hann. This book club was very vocal with the entire class about how they could not put this book down. It really motivated other students in the class (and other teachers) to check this book out. I was pleased to also see this book and Hann's other book, The Ghost of Crutchfield Hall, at our school Book Fair. My class could not wait to get their hands on their own copy and begged to read a bit longer that day. Check out the pictures of our Skeleton Projects the book clubs created in celebration of completing the books.

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I just love it when the reading bug spreads throughout the class!

Trick or Treat in our Multiplication Neighborhood!

Come trick or treat down our street! Students created Haunted Multiplication Houses. They chose a set of multiplication facts to use in their creations. They really enjoyed creating their Hauted Homes while also getting in some much needed multiplication practice.

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Creepy Spider Schema

Earlier this school year, I introduced my students to the concept of their schema. They really latched on to this concept and have consistently referenced their "schema files" throughout the year. I decided to incorporate some spooky spider fun into our schema learning. I gave students a few minutes to write down what information they already had in their schema file on spiders. Next, they worked in trio groups to read non-fiction texts about spiders and to find three additional facts to add to their schema files. The students were all more than enthusiastic about finding out more creepy details about these creatures. Students were asked to record their 3 new facts on the "New Schema" strips. After the research was complete, the students shared their old and new schema with the class. They celebrated their new learning with spider rings and could now easily tell one spider fact for all 8 spider leg! This was not only a great lesson on schema, but also on fact and opinion, researching, and the classification of insects. I just love triple-dipping!

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I found this lesson idea from my newest favorite teachers on TPT "Lesson Plan SOS Teachers"...
http://www.teacherspayteachers.com/Product/Spider-Schema

Use your senses!

One of my all-time favorite types of poems to teach my students is the five senses poem. A five senses poem has students describe a season, holiday, experience, or item, using the five senses.Our first poem usually starts with Fall or Halloween. We brainstorm experiences like crunching through the autumn leaves or spooky sounds of Halloween.  This collaborative brainstorming session really helps get the creativity flowing. It also gives me time to model for the students the importance of creating vivid and detailed poems. I really encourage the students to use descriptive words and details about their experience. These five senses poems give students the opportunity to play with language and build strong, supportive sentences.

I know it's __________________when...

• I feel…
• I taste…
• I hear…
• I smell…
• I taste…

After writing, the students publish their poems! My favorite way is to give them a blank sheet of white paper and have them decorate their page to match the details in their poem. We will write a five senses poems each season or holiday. For the Christmas holiday, I video each student reading their poem in front of the Christmas tree and then post them on our website. These poems also become a part of their writing portfolio that goes home at the end of the school year. Enjoy a few examples of our five senses poems and happy poetry writing!

FALL AND HALLOWEEN POEMS

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HOLIDAY POEMS FROM 2010

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Spook-sational Symmetry Masks

This is a long time tradition in my 4th grade classroom-Symmetry Masks. These masks are a bit complicated to do independently but great to do as a following directions lesson. In order for students to create this amazing symmetrical mask, they must follow each step precisely. Even with the lack of independency, the students love the freedom to be creative and are thrilled with the end result. Hopefully, this will become an October tradition in your classroom.

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Symmetric Faces

A Day in the Life of EnVision!

Our county adopted the EnVisions math program in the spring 2011. After attending a basic program overview in July, I was left with lots of questions, lots of resources, and only 2 weeks to figure it all out. Our county also instructed us to teach EnVision “with fidelity”. I once heard The 2 Sisters state, “If you teach in a district that tells you to teach a textbook with fidelity, you need to find a new district.” Well, for me that is not an option as I love my school and the students that I teach. Thus, I must find a way to teach with fidelity while still teaching effectively. Below is snapshot of my current math routine. It is still a work in progress but I am finding that my students are making progress and developing into strong math students. While I teach EnVision with fidelity, I still embed my 10 years of teaching expertise into each and every lesson. I have incorporated a math intervention time (Math Munchies...details coming soon). In addition I have a Mobi in the classroom and use the software to prepare my lessons. I have included more details in My Day in the Life of EnVisions Math routine.

A Day in the Life of EnVisions Math 

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1. Daily Spiral Review and Problem of the Day- I copy each DSR topic as a packet. Students complete one review page each morning as morning work. The students enter the classroom, unpack, and then begin on their DSR. Students work on DSR until after announcements which are about 12-15 minutes. Students also  complete the Problem of the Day in their math notebooks..

2. Check DSR and POD: After announcements, we check the DSR and POD assignment together using the Mobi. Students use a red pen to correct their errors.  

3. I Can…we chant our I Can statement prior to the lesson. In order to activate prior knowledge, students brainstorm important terms and strategies they will need to know and use during the lesson. Using the Mobi we add these “graffiti” style to our I Can statement.

4. (I DO) Let the lesson begin…I develop the concept using the activity specified in the EnVision lesson. However, I will many/most times adapt the lesson to involve movement, manipulatives, or group work. This is also when we add important words/terms/notes to our math notebook. I try and make it a point to add something to our notebook each and every day.

5. I, typically, do NOT use EnVisions Visual Learning Digital piece during the lesson. I have found that my students are bored and become frustrated with the slow pace. However, I do use the images and examples from the textbook in the lessons on the Mobi. I have used the Digital component during Math Munchies (our math intervention time) for students needing more instructional support.

       **Throughout the teaching components, the students are interacting by 
          using dry erase boards or manipulatives. This is KEY to their learning 
          and developing an understanding of the concepts. I follow closely the
          concept of I do, WE do, YOU do…

6. (WE DO) Guided Practice: I use the guided practice at the end of my instruction. I have added this to our Mobi slide and students work one problem at a time on their dry erase board. I do spot checks as students are working on their boards to see who needs further support and who is ready to move on.

7. (YOU DO) Independent Practice: Students complete the Independent Practice found in the textbook.

          * Teacher/Parapro Support Groups: I am lucky to have a wonderful
            paraprofessional that works with me for 30 minutes each day. I have
            arranged my schedule so that she is available during our independent
            practice. Prior to students beginning seatwork, some students are 
            handed a CD Disc. This disc tells them where to go and what
            materials to bring with them. Three to four students work closely with
            my parapro and three to four students work closely with me. This
            ensures they receive the necessary support during their independent
            practice.

          ** Students work independently on the assigned problems. Students
           who have a question  bring their work to either me or my
           paraprofessional. I always make sure I have the students verbalize
           their mis-understandings. They cannot just say, “I am stuck or I am

           confused”…students must verbalize what they are not understanding. 
           This is again, something that I find is KEY to developing that in depth
           math understanding.

* I will do a spot check mid-way through to see that students
   understand the concept. They typically have their page checked prior
   to beginning the Problem Solving part of the independent practice. Either me or my
   parapro will check their work and circle the problems missed. The students then correct 
   their errors and return to have them re-checked. Of course, students who are 

   not understanding how to correct their errors will receive further support from myself or
   my parapro.

8. End of the lesson: I have allotted 20-25 minutes in our schedule for independent practice. When our time has ended I ask students to rate their current level of understanding using their STAR Rating card.

1 Star = Need more teacher help

2 Stars = Need more practice

3 Stars = I Got it! Make it harder!

The rating is kept private. They draw their star/stars in the upper right hand corner and then "dog ear" the corner. This is such a valuable way of evaluating their understanding.

    We then re-visit our I Can statement and add other ideas or terms we discovered during our learning. We then connect the concept to how they would use it in their everyday life. This really sparks great topics and conversations and requires them to think about the concept more deeply.

10. Homefun: Students complete the front and back of their workbook page for homefun each night. I do a spot check of these and go over questions missed with students during Math Munchies (math intervention time). I find that many times the EnVision workbook pages are too easy for some of my students. Therefore, I will use the enrichment activity for their homefun assignment. Students who are not finished with independent practice do take their work home to finish for homefun. At times, I do modify the remaining questions on a student by student basis.

Other Pieces: Quick Checks, Math Stations, and Mindpoint Quiz Show

I use these three resources to help students practice and perfect their math understandings.

Quick Checks: The few days prior to our Topic Test, students complete the Quick Checks. I can then assess these and use them to re-address areas of need with students during Math Munchies.

Math Stations: The day prior to the test we rotate through the math station games that came with the program. I do find that sometimes I don’t even understand the directions! This is when I modify the game directions to fit our classroom needs. During math rotations, I am able to again meet with students who need extension or further support.

 

Quiz Show: This is actually a very fun review game that I have used many ways. I have taken the time to set up each student in my classroom on two of my classroom computers. Students play the games during their Math Munchies Rotations. On my laptop I have set up table groups and use the software to review prior to the test. The students work in table groups to determine the answers. It is also compatible with the CPS clickers. I have not yet used it with the clickers but plan to do so after Topic 5. I will post an update on how exactly that goes.

I have tried to explain this process as best I could but I am sure there are still many questions to be answered. I will be updating this page on a regular basis with tips and tricks I learn as we go. Please be sure to check back often and feel free to post questions.