Our Class Flag

We completed our Class Flag today!!

The heart represents the unique and special individuals that make up our caring classroom community. The inside of the heart is our classroom mission statement, developed the first week of school, "We will follow the school expectations, because they keep us safe, keep our school together, help us be ourselves, help us feel respected, and help us learn. Ms. Leom's Fourth Grade Class 2013-2014".

iPad

The Milaca Schools Technology Initiative started last a couple of years ago. Last year, every student in grades 9-12 had an iPad available for their daily learning. This year, the school board approved iPads for students in grades 7 and 8. The iPads for those grades are currently on order and will be arriving soon. In the future, grades 4-6 will also be considered.

To prepare, teachers working in these grades were given an iPad to use. There was a training at the end of the school year, and the summer was available for our technology development. I spent several hours each week researching and making plans to implement using the iPad in my fourth grade class.

Last week, we started using the iPad to learn about idioms. A daily idiom didn't work out quite as I planned when we ran out of time every day. I am still brainstorming how to make this work better.

Today, we started another iPad idea. We started by using the Dictionary AP.

In the past ten years, the focus on vocabulary and the use of synonyms and antonyms has evolved significantly. Ten years ago, we purchased student dictionaries to use in the classroom. These dictionaries met our learning needs. The vocabulary words we expect students to learn now, many aren't in a student dictionary (often filled with pictures and diagrams). So I purchased "adult" dictionaries and thesauruses. They haven't stood up to the weekly student use. They also are limited in what they offer. An AP is subject to regular updates. New words, definitions, synonyms, and antonyms are added as they become accepted.

We only have one iPad for a classroom of students. We are developing our rules to be "fair" and "available" (Today, literally, by the minute!). Students who used the iPad today, signed their names. The next time we need to use the iPad dictionary, these students will not be able to use it, until everyone has had at least one iPad-use. We also had the rule that only one student could use the iPad at a time, a long line of students waiting their turn was not the best use of their class time when other tools (paper dictionaries and thesauruses, student notes ...) were available.

The amount of ways we can use the iPad is inspiring, and I am excited to begin the journey with this group of students!

Stay tuned!

Comparing and Contrasting

Today we started our second focus skill ("comprehension strategy"), Comparing and Contrasting. We watched a short video clip about the Miser Brothers:

Then we used a Venn Diagram to compare and contrast them.

Next, we took notes:

Comparing and Contrasting is an important reading skill. It helps us connect to the text we are reading, and it helps us gain a deeper understanding.

More learning fun and activities to develop this skill to come!

School-View

School-View is the on-line "everything" communication tool.  Here is an image of what you can access using School-View.

 

In addition, families can track students meal accounts. As a parent, I love how I can check in on my time. It gives me an opportunity to ask specific questions to my children about the details.

To get hooked up, first contact Mrs. Roehl in the Elementary Office at 982-7301. She makes sure the adults requesting access are connected to the right student.

Mrs. Roehl

Next, visit the Milaca Public Schools website. There is a "Parents" option on the top of the school page. Select "School-View" and sign in.

 

School-View is an amazing communication tool between school and families, because it allows parents to track their students' learning. As soon as I submit the grading information ...

my grading options

... families can access the information!

In this system, parents will recognize trends and concerns more quickly than the teacher. Mr. Greninger and I share 50 students. I enter grades in fourteen areas. Yesterday alone, I entered eleven new assignments (x 25 students) and another 20-30 scores of missing work from absences, reworked lessons ... about 300 scores.

When I am entering scores, my brain is having conversations like, "... Student XYZ scored lower than I thought ... mmm what can I do to reteach this skill ... Oh! Look, Student LMN! Wow! I was really impressed by how they worded their thinking, I wonder, how can I extend and enrich his/her learning ... Oh, Student PQR really struggled too ... maybe I should put him/her with Student XYZ and reteach ... when would be a good time to ... Oh! Student HIJ looked like his/her cold was bothersome today ..."

My brain focuses on the skills and larger lesson planning. The details about lower grades, excessive missing assignments, late work trends, or even "no name paper" trends are not available to me. I rarely see the grades listed for one individual student. The grades are listed by assignment strands for me. I try to make regular comments, so those details are recorded. Regularly, I set up my access to record the missing homework. My daily hours are limited to 24 hours, and I am not able to peek at the 50 individual students and their specific trends on a regular basis. I am also using testing data to determine student progress.

This is where teaming with parents becomes valuable. If you see a trend that concerns you, or a dip in a subject level that is a concern, you can start with your fourth grader. You can ask questions, share your values and goals. You can contact Mr. Greninger for Math, Science, and Health grades if the answers from your fourth grader need more details. You can contact me for Grammar, Reading, Spelling, Vocabulary, and Writing concerns. You no longer have to wait for the schedule report cards available four times a year that communicate your child's learning. It is available to you on your time.

Communication with families is important to me. I use the daily planners, both classroom blogs (this one and one that copies the daily planner), weekly newsletters, School-View, e-mail, and the phone. Parents are also welcome to stop into school. I actively look for ways to welcome parents to various events during the year. I want my students to be successful. Parents and families provide another valuable tool to accomplish this goal.

Please consider accessing School-View!

Book Orders

Today, our book orders arrived! I sincerely don't know who is more excited, my students or me!! As a parent, I placed an order for a few books for my own kids, and I was anticipating the excitement and quiet reading that was waiting for me when I unveiled the new books at home (and I wasn't disappointed)!

I really love the book order experience!

Today, the order arrived with ten new books from Scholastic as a thank you for the parent orders! I am SO excited to share the titles with my students tomorrow and already added them to our classroom library to be read, checked out, and enjoyed!

I completely respect students and families who are not interested in purchasing books. My family didn't participate when I was growing up. For interested families, in my opinion, it is one of the best deals for purchasing books. Some of the best titles are priced at a $1 or under $4. Series are also priced for group rates. Living in Milaca, I appreciate the reasonable shipping (free) to my school door within a week. Often books arrive in 5-6 days! I try to place an order once a month. Families can go on-line at any time. If you let me know with an email or note, I can access the order and easily place it between the monthly dates I schedule.

A newer option with the Scholastic Book Orders is the Storia ap. When I started, I received five free books when I downloaded their free ap. Then about every month, when I log into Scholastic books, they've been offering a free book. I have to "dig" a little more this year to locate the free books (three free titles this fall). Many of the free books are engaging and popular titles. I have about fourteen books in my Storia library from checking in once a month. If it is a title that I am not too thrilled about, I don't download it. There are things I don't like about the ap. For instance, I can assign books to my individual children. I have three children, including twins. My children like to read the same books, and I don't want to limit their access. So all the books I download, I place under one child's name (I'm not buying additional copies of the same title!!) There are parent options. You can see how long your child read, what they read, and there are comprehension options for each book. I included a picture of our partial home AP library, so you can see the free books they have offered in the past.

Our classroom library, school library, our community library, and even the RATS (Reading Around Town books available at many local businesses) continue to be incredible resources for books. For families looking for specific titles or looking to build their own collections, the book orders are an option.

Happy reading!!

Thank you!

Last Spring, the administration and school board discussed class sizes in fourth grade. There were five sections of third grade. The conversation included a discussion about students being placed into four sections of fourth grade. In the past, as students progress in school, smaller class sizes are applied to primary (K-3) grades, where students are more dependent for help with learning to read, tying shoes, and other basic skills.

At Milaca Schools, our building space is also limited. For example, one of our Speech teachers, Mrs. Gerrard, who works with fourth grade students, works in a room that was built to be used as a closet. This year, our school board and administration even gave up the district board room, so it could be used as a classroom. Some of our fourth grade reading and math flex students, who work with Mrs. Neely and Mr. Johnson, attend class in the former district board room. Every area of our school is used, and often in these types of creative ways.

Last year, there were five sections of fourth grade. We had 28-29 students in each room. As fourth grade teachers, it is our job to teach fourth grade students. We are capable and able to make any configuration work. We care about each of our students and can't imagine having even one student removed from our learning communities. Yet, when we compare the classroom dynamics of 24 student this year (2013-2014) versus 29 students (2012-2013), the differences of smaller class sizes are significant to us.

A smaller class size means ...

* I can develop more meaningful relationships with my students and families quicker (five extra students, five more collections of stories and connections adds up in just one week).

* I have more space in the classroom. I have an entire table I can pull students to reteach, enrich, or separate students. Last year, I pulled students to a corner on the floor or into the hallway to meet learning goals.

* I can use more hands-on learning projects, because I can get around the room and connect with students in a proactive matter and reteach as the learning progresses.

* I can be more proactive in meeting with students who need help with organization and writing more detailed notes in planners to communicate with parents.

* I spend less time organizing, preparing, assessing for five less (ten less, including the students I team with from Mr. Greninger's classroom) for each lesson, for each day, for each week ... it adds up to more time for kids.

* the classroom is quieter with five less voices

* more

So my point of this blog post, if you see a Milaca School Board Member or an administrator, please thank him or her. Their decision to lower class sizes directly impacts YOUR child and your family in a positive way. Our board often makes difficult decisions based on the financial, space, and other resources and information available to them, and your feedback is important and valued.

Milaca Schools Adminstrators:
Mr. Voshell, principal
Mr. Meyer, assistant principal
Mr. Hanson, superintendent

Milaca School Board Members:
Jeff Larson
Mark Herzing
Jody Chambers
Bryan Rensenbrink
Judy Pearson
Aimee Struffert
Todd Quaintance

Reward

So, we planned our first reward. The fourth grade teachers were SO EXCITED! We have so many students who are working hard, making responsible choices, and being successful. We had our plan in place, we were walking to Trimble Park in Milaca.

We checked the weather, and rain was forecasted for the afternoon. We looked at our schedule, shifted around some details, and contacted the staff involved.

It was a foggy, humid day, when we arrived at school. Ms. Leom was hopeful. She brought her walking shoes ...

Then there was a rumble, a flash, and ...

rain.

We needed a back up plan.

Ms. Prose showed the movie, Brave. Mr. Lundeen showed the movie, Wreck it Ralph. Mr. Greninger showed the movie, G-Force. Students who had their Responsibility Cards, had all their learning completed, and had no Stop and Think 10s or Referrals were invited to choose a movie.

Students who were unable to attend a movie, were invited into Mrs. Arens or Mrs. Leom's classrooms. We helped students find copies of the necessary materials, provided a quiet place to work, and reteaching or other academic support so students would be on track to participate in the new reward opportunity. Missing a reward to work with Ms. Leom or Mrs. Arens is not a punishment. We are aware all of our fourth graders are "good kids". The students working in our rooms were unable to complete the work at home or during the school day for various reasons. They need time and support, and this is an opportunity to provide the tools of time and help they need to be successful.

Our next reward period begins immediately. New Responsibility Cards were handed out to students. All students have "clean slates" and a new opportunity to earn the next reward. Missing work that was not completed during this time, was changed to a zero, so they don't continue to fall behind (the students in Ms. Leom's room all finished their work during the time today).

Congratulations to the success of all of our fourth grade learners!!

Red Rope Writing

This week for Fun Spelling, students used peel and pull licorice to practice spelling their Lesson 2 spelling words.

At the very end, we ran short on time, so we pulled out the baggies that were on our school supply list, so students could continue their practice if they had any extra time for the rest of the school day. They could also take their licorice with them and eat it when they spelled all the letters. Using baggies is a better alternative to licorice stuck to books, notebooks, tables, and other germ-covered surfaces.

using our baggies

Types of Sentences

This week, we started our Grammar learning. Fourth graders are learning about the four types of sentences: declarative, imperative, interrogative, and exclamatory.

First, we did some building. There are students who learn best when they have the opportunity to construct and build their learning. We created Types of Sentences posters. Students cuts out the terms, organized the information, created flaps, recorded notes about the meaning or each, then wrote a sample sentence of each under the related flap. This assignment also had a different color assigned to each type of sentence for students who are visual learners and color helps their memory.

Students who are extraverted (like to talk and interact with their peers) also benefit from these lessons, because it offers time for them to make connections as they are in the building and set up steps.

On the next day, we completed graphic organizers. We had a second direct lesson about the four types. Again, we defined each time, recorded the type of punctuation mark used, and wrote a meaning for each base word. At the end, we composed a learning statement about why this is important. Why do we take the time to learn about the Types of Sentences. We said, "We learn the types of sentences, because it expands our vocabulary and allows us to talk and learn about sentences." This page of notes will be checked for accuracy, then students will keep it in their Communications Folders all year long as a reference tool.

 Then, we began the year-long process of using this information. We practice daily on our Daily Language.

We practice proofreading and editing marks too (glued on the back cover of the planner).

We also applied our learning in our Practice Book. We completed two examples together as a class, then students practiced and demonstrated their learning independently. They showed their progress to Ms. Leom, and she retaught or redirected us if we forgot the VERY IMPORTANT punctuation - the point of the less or a detail from the directions. She likes us, and she wants us to be successful, so she had us rework it until we were successful.

This is one of our lessons we are developing this week in class.

MAP Testing

Another assessment to use to gather data on student learning is the MAP (Measures of Academic Progress) Test. We assess in the areas of Reading and Math. The test is about 50 questions long, and students take the test on the computer. The test constantly adapts the test for individual students. If a student answers a question correctly, a more challenging question will be offered. If a student makes an error, a simpler question is given. The test is aligned to the Common Core standards and gives scores that can be compared to students across the district and nationally.

I personally like this test, because many students who move to our school from other districts, even other states, arrive with MAP scores. It gives me immediate data about the students' learning. The data can be tracked over time to show progress.

Our students took the Reading test today. They will take the Math test on Friday. Here is what it looks like for Ms. Leom's class during testing.

My Kids

Every year, for the last several years, I take pictures of my students and their families at Open House and various events throughout the year.


These are MY kids. They reflect the very best of your families, and I am humbled by the gift of time I have to spend with them each day.


Every day, I enter this door, and the first thing I see when I enter is these images. Throughout the day, as the door opens and closes, these images are present. At the end of the day, when I leave, again, these are the images that I see when I head home.

It is a constant reminder of my responsibilities to keep them safe, to help them progress in their learning, and to appreciate and develop their many gifts they bring into our classroom - especially those not reflected on the various assessments they take throughout the school year.

I am proud to be a member of this learning community! Thank you for being involved and sharing in the BEST part of our room, our fourth graders!

Character Traits

When we work on fourth grade learning, we do not talk about a subject one time then move on. Our learning has several layers. We try to learn from various perspectives and in ways that appeal to a variety of learning styles. Take character traits for example.

First, we talked about character traits and made character trait t-shirts, each student selecting one trait to focus on, illustrate, and define in three different ways. We took notes on character traits and motivations. We read about character traits. This week, we looked at character traits and our ten best traits about ourselves. It is a work in progress, we are still working on our posters. Later this week, we will practice character traits as we read various texts. We will take a new style of notes in our Reading Response Journals during Flex group. We will work on this skill ALL YEAR LONG! It matters.

Here are some images from our Character Traits Posters. We can't wait for you to see them on our lockers!

Some of our finished posters:
We're FALLING for Good Characters!!

Fun Spelling

Each week, we try to set aside some time for Fun Spelling. Generally, every student is invited to participate. For the first week, there were students, for various reasons, who need extra time or support on other learning projects, so Fun Spelling this week for available for students who caught up and wanted to participate. Some students chose to read instead.

Our first week of Fun Spelling: