Vocabulary Maps

Ms. Leom has been developing our vocabulary language with students. We are using Vocabulary Word Maps to help students expand their words.

We do not just hand students a piece of paper and say, "complete". We model together, showing the steps and thinking to be successful, often more than once. These were two of the examples Ms. Leom used in class this week. Please forgive her drawing and writing, she was using a mouse.

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 Vocabulary Word Maps are worth nine points for each side. As students become more fluent in using a dictionary (or the dictionary app on their iPad), we will expect two words (front and back).

The points:
- correctly spelling the vocabulary word
- identifying the part of speech
- yes/no I've heard this word before
- writing a definition (without using any form of the word in it)
- using the word IN a sentence with a capital letter, punctuation mark, correct spelling, and it makes sense
- drawing a picture (beyond a "stick figure") with color, adding a caption if needed
- writing two synonyms (note: not other forms of the same word); sometimes there may not be synonyms of the word (Ms. Leom will look these up to double check)
- finally rating yourself on your learning.

We can use words from reading we are doing in class, from books we are reading independently, or our weekly spelling lists.

Olweus Kick-Off

On Monday September 28th, we had our Olweus Kick-Off. It was postponed from Wednesday when we were expecting an 80% chance of rain ... that turned out to be in favor of the 20% chance of dry. :)

First we walked to the Milaca Football Field as the Milaca High School band played and the Milaca High School Color Guard welcomed us.

Locally inspired super heroes were available to greet us ...

Next, Mr. Voshell welcomed us. He introduced our local graduate, and Milaca High School Principal, Mr. Patnode. Mr. Patnode told us about growing up on a dairy farm. He served for three years in the military and traveled around world. Then he went to school in Mankato and earned his teaching degree. He moved home to Milaca and taught Math. He earned his Master's Degree from St. Mary's University, and his Administration License from St. Cloud State. He was an assistant principal in Milaca High School, before his current position. Explaining his history, he wanted us to know he was just like us. He is from here. Then he talked about bullying, including others.

our High School Principal Mr. Patnode

Mrs. Stupar talked about the four rules of Olweus. She had some helpers:
1.) We will not bully others.
2.) We will try to help students who are bullied.
3. We will try to include students who are left out.
4.) If we know that somebody is being bullied, we will tell an adult at school and an adult at home.

a Phy-Ed teacher, Mr. Talbert

Next, one of our favorite part, Captain Olweus arrived. Last year, he flew in on Wolf 1, his helicopter. It is having some technical difficulties, so this year, he brought his trusty motorcycle. He also brought a friend, Friendship Girl.

Then our super heroes had a race ... they KNOW about Olweus ... included EVERYONE ...

This may be one of the BEST places to work in the world! To have so many people who go the extra mile to engage students and make the time to develop a safe community and place to learn and work ... is magical. SO PROUD to be a part of this community and school!!!

We may not be perfect, and there are times when we need to get involved and problem solve ... but so thankful that there are steps, plans, and a dialogue in place for students.

Spelling Tests

Our Spelling Tests follow a two page pattern.

Our first page has three words from the previous week's list and three words from the current spelling pattern list. Each word is worth one point.

Then there is a dictation sentence. For now, it is read as many times as any student NEEDS it read. Ms. Leom walks around the room, making sure she isn't rushing any students, and monitoring their progress. It is worth four points:
- a clear capital letter in the beginning of the sentence
- a clear punctuation mark at the end of the sentence
- correctly spell any word FROM THE WEEKLY LIST correctly (basic words such as "the", "is", etc. should also be spelled correctly)
- correctly including all the words in the sentence

The first page is worth a total of ten points.

On the second page, there is one point per word. There are four sections.

The first section is usually a practice related to the homework assignment.

The second section requires students to write examples of the spelling pattern. Students are encouraged to use words FROM the test itself for ideas. Often there are words with the pattern on the page, and students only need to write it correctly.

The third section is a sorting section. The words are always provided. The students sort the words according to the pattern, and when they rewrite the words, they spell them correctly.

Finally, the fourth section wants to know WHY learning the spelling pattern is important to reading, writing, and spelling. Often students want to say, "it will help me when I grow up." Our reason why we learn spelling patterns in fourth grade is related to the idea, "Learning spelling patterns helps me read, spell, and write words correctly NOW." We don't have time to learn all the words and patterns as adults!!

All these sections are completed together. Ms. Leom reads the directions. If it is "new" to the class, she will even write other examples on the board.

If your child is struggling with the spelling tests, please look at previous tests being sent home and develop a plan for success. If you need help or ideas, please connect with Ms. Leom. Practice matters.

Challenging Plurals

Our Spelling patterns this week is all about Challenging Plurals. Basically, we are studying the words that do not follow the rules of "just add -s" when there is more than one. This was our notes.

 We want students to be successful. We want students to be independent. So we started the assignment together. We did four examples. Our steps:
1.) Read the word and identify the base word or start of the word
2.) Look at the second column. Find the word that has a similar base.
3.) Rewrite the word neatly and cross out the word in the second column
4.) Compare the base word and the plural. Find out the rule.
5.) Record it in the chart below. Spell it correctly.

 Then we did the backside together. Our steps:
1.) Look at the note sheet for an example.
2.) Look at the front side, is the example there?
3.) Use a dictionary.

Students had SEVEN examples on the front side to complete for homework. It was fun to see students working on it in class. They looked confident.

Students are encouraged to STUDY extra hard this week. Our words are:
pianos, vertebrae, videos, formulas, tomatoes, indexes, algae, octopuses

Vacation Pictures

It was an exciting lesson in Social Studies on Wednesday (or maybe Ms. Leom was crazy excited, and we were just curious about the next adventure and where she was taking us next).

We were reading about tectonic plates, erosion (glaciers, wind, and water cause erosion), how lakes are forms (glaciers scope out basins and when they melt, fill in the space to form lakes), and how rivers flow.

The lesson included her summer vacation pictures ... (Seriously. She went to the Grand Canyon and saw layers of rock and examples of erosion ...)

(Ms. Leom takes her teaching seriously! Even on vacation, she is planning her next lesson!!)

Then we learned about rivers. She pulled out her water bottle and a chair.

Rivers ALWAYS flow downhill (from a high area to a low area). She kept flipping the chair around, showing us that rivers can flow in ANY direction - north, south, east, west, or a combination. Water always flows from a high area to a low area. (Picture water hitting the chair, splashing into the crowd, Ms. Leom declaring it was raining ... She really gets excited, and we can't help but be pulled into the learning!)

While Ms. Sherri, our para, quietly wiped up the chair, Ms. Leom was hopping over student legs and pulling down her Minnesota map. We live only an hour and a half away from Lake Superior - the largest fresh water lake IN THE WORLD (created by glaciers). She was also excited about Lake Itasca and the Mississippi River - second largest river in North America and only a half hour away from us.

We decided the textbook itself appears dull, and with the right reader, visuals, and excitement, a half hour just isn't enough time to contain our enthusiasm or our interest in learning. (Watch out Mr. Greninger's class, your day reading about Chapter 1 Lesson 2 is dawning as we speak!)

Check out the links to the right: erosion experiment, erosion, and tectonic plates. These short videos were used in class to add to our understanding. 

Oreo

Today we started our Oreo writing. Students were handed an Oreo cookie as soon as they had their notebook open and a pencil ready. They wrote down the steps they take when they eat an Oreo cookie ...

Then we learned about transition words  ... and how to develop our prewriting into a rough draft paragraph. 

A tasty way to learn!

Not Just a Worksheet

We like students to be kids, to move, talk, AND learn. One weekly learning activity is our Spelling "game". We called a game and there is a "game board" ... and often students can choose the location to "play", which is usually the floor ... It is our "Spelling Sort". You read words and sort them various ways according to the pattern. You are encouraged to talk sound it out, talk about the word, and why you sort it where you do. Once in awhile, as the teacher is actively engaged, walking around, monitoring, listening, there might need to redirect, but usually it was the discussion of the word, a connection to a real-life experience that pulls us "off track" ... Making connections, talking, reading and discussing words ... Learning.

Both classes participated, but it didn't occur to me to take pictures for one of the rounds. 

Complete

Today, Ms. Leom's class completed their Social Studies notes (Mr. Greninger's class will finish up tomorrow).

Here is a peek:

There are vocabulary flaps, colors, and shapes for our visual and kinesthetic learners. Complete.

Fire.

We had our first fire drill today's first we see the strobe light near the click on the front of the room, then we head outside. It was a beautiful day to practice!

Safe and sound.

Got Character?

Today's lesson was all about Character Traits. Readers need to use the clues provided when a character thinks, talks, and says to determine their character traits.

Then we began our learning to practice and apply what we know ... 

Ok ... I admit, tracing your shoes doesn't look like much at this point ... We are a work in progress! Check back to see all our character!

Homecoming Pepfest

We had the Homecoming Pepfest this morning at 10:00.

the high school band played

the Homecoming Court was introduced

Mr. Greninger was celebrating his 40th birthday, so the whole school sang to him 

Varsity Football Coach Mr. Anderson addressed the crowd and recognized all the athletes in the elementary

The football captains spoke

Go Milaca Wolves!!