Happy Holidays to ALL of our students and families!
Tuesday, December 20, 2016
A Little Something
Every year, Mr. Greninger and Ms. Leom share a little something with students. Mr. Greninger has coupons for initials and a free assignment. Ms. Leom, the reading teacher, gives every student a new book. There are over 100 books to chose from, and she holds back some of the titles and copies, so they are available for the students selecting later. Students also received a little "care package" of the essentials (two pencils, an eraser, and a candy cane).
Happy Holidays to ALL of our students and families!
Happy Holidays to ALL of our students and families!
SHhh!
Students are working on projects in Mr. Greninger and Ms. Leom's classrooms. They are super top secret.
It also has a learning component. Students need to follow directions for their project. They receive a package. It contains parts and instructions. Students need to use the instructions, diagrams, and their best problem solving skills to complete their project. All those years of "some assembly required" for toys, furniture, and more ... parents, you can appreciate the experience. It is also a Minnesota learning standard, that students can read a variety of texts, with different complexities, and comprehend what they read. We talked about the possibility of frustration. It was the healthy kind. Soon, many students were able to look at their neighbors and use their skills to figure it out. We can't wait for you to see their finished efforts!
This is the only image we are able to reveal. It is our "wrapping station", and students were hard at work.
It also has a learning component. Students need to follow directions for their project. They receive a package. It contains parts and instructions. Students need to use the instructions, diagrams, and their best problem solving skills to complete their project. All those years of "some assembly required" for toys, furniture, and more ... parents, you can appreciate the experience. It is also a Minnesota learning standard, that students can read a variety of texts, with different complexities, and comprehend what they read. We talked about the possibility of frustration. It was the healthy kind. Soon, many students were able to look at their neighbors and use their skills to figure it out. We can't wait for you to see their finished efforts!
This is the only image we are able to reveal. It is our "wrapping station", and students were hard at work.
Cause and Effect
Ms. Leom was SO ExCiTeD to come to school on Monday December 19th! It was going to be a GLORIOUS day of learning!! Ms. Leom was teaching Cause and Effect, and she had epic plans.
First, she introduced the skill. Students recorded it in their flex journals.
Then, we watched a short video (less than 3 minutes) about the squirrel, Scrat, from Ice Age
Students watched the entire video for entertainment. Then together, we rewetted the video, and Ms. Leom stopped it several times to point out the many examples of cause and effect. This was mostly, Ms. Leom doing the work. She modeled how she determined cause and effect. She used a variety of cause and effect key words: because, when, due to, since, as a result ...
Our next learning adventure was with Wile E. Coyote and Roadrunner. Here Ms. Leom began to "release the learning". She started modeling the cause and effect, then she would give the cause or the effect, and the students would complete the partnering event. At the end, students were working independently, completing their own cause and effect examples. Students were successful on this step, so Ms. Leom was confident they were ready for the next step.
Finally, we took our cause and effect notes in our flex journals, as a reference, and we returned to watching the next installment of our G week movies: How the Grinch Stole Christmas for Ms. Leom's class and Despicable Me for Mr. Greninger's class.
Here Ms. Leom was able to see the areas where students needed more support. For some students, watching the video was a step backwards. They got so caught up in the movie, they rushed or missed key details in the learning. For other students, they really stepped up and demonstrated the next level of cause and effect.
This is just the beginning of our cause and effect learning. It was very thought out, with many opportunities for students to learn and develop their skills.
First, she introduced the skill. Students recorded it in their flex journals.
Then, we watched a short video (less than 3 minutes) about the squirrel, Scrat, from Ice Age
Students watched the entire video for entertainment. Then together, we rewetted the video, and Ms. Leom stopped it several times to point out the many examples of cause and effect. This was mostly, Ms. Leom doing the work. She modeled how she determined cause and effect. She used a variety of cause and effect key words: because, when, due to, since, as a result ...
Our next learning adventure was with Wile E. Coyote and Roadrunner. Here Ms. Leom began to "release the learning". She started modeling the cause and effect, then she would give the cause or the effect, and the students would complete the partnering event. At the end, students were working independently, completing their own cause and effect examples. Students were successful on this step, so Ms. Leom was confident they were ready for the next step.
Finally, we took our cause and effect notes in our flex journals, as a reference, and we returned to watching the next installment of our G week movies: How the Grinch Stole Christmas for Ms. Leom's class and Despicable Me for Mr. Greninger's class.Here Ms. Leom was able to see the areas where students needed more support. For some students, watching the video was a step backwards. They got so caught up in the movie, they rushed or missed key details in the learning. For other students, they really stepped up and demonstrated the next level of cause and effect.
This is just the beginning of our cause and effect learning. It was very thought out, with many opportunities for students to learn and develop their skills.
Dimes for December
On Thursday December 15th, some responsible sixth graders collected our Dimes for December.
Thursday, December 15, 2016
G Week Start
G Week (Grinch or Gru) is all about adding a fun twist to the learning we need to do. Our assessments indicate some of our students are struggling in different areas. We are working on these skills in our reading flex groups. We work on it in Social Studies and Reading. It is time for another dose.
To start G Week, our first learning was all about character traits. We need some practice developing the character traits terms. Our data also shows we have students who need to work on finding supporting details (evidence).
Ms. Leom modeled on the board, using her favorite story, Tacky the Penguin. That little odd bird just keeps appearing over and over again, all year long, for whatever learning purpose Ms. Leom needs an example. It is a memorable story, so Tacky is our go-to penguin.
Then, one class watched the 1970's animated version of the How the Grinch Stole Christmas. The other class watched the start of Despicable Me. Students used the following graphic organizers to write four traits of our character, and the evidence (supporting details) using what the character said, did, or thought.
Our second day of G Week is all about Comparing and Contrasting. For one class, we watched a short clip of the Snow Miser and Heat Miser sing their song. Then together, we modeled how to use the venn diagram graphic organizer. We went over the rules for filling out a graphic organizer (needs to be more than one word, avoid telling what it isn't, include at least three details in each section, and the contrasting should be connected, if you are able).
In the other class, we will use the book, Miss. Nelson is Missing. (Over two hours of research did not come up with a non-holiday related video example. I am sure there is something out there ... I just haven't found it ... yet.)
After teaching and modeling how to use a venn diagram to develop comparing and contrasting, we are comparing and contrasting our characters from early in the story and how they change to the end of the story. This will be developed over time.
Comparing and Contrasting is a skill that are tested on at the end of every Unit Assessment. It isn't formally taught until Unit 5 of our learning (early January). It is a skill that our data indicates we need to work on more.
These learning pages will be added to our Grinch/Gru portfolios when they are returned.
On deck, we will be learning about Cause and Effect (taught in Unit 6, toward the end of January). This is a skill that is difficult for fourth graders, so having an early introduction to it, preloading our learning, has shown in past data to boost our learning of the tough skill.
To start G Week, our first learning was all about character traits. We need some practice developing the character traits terms. Our data also shows we have students who need to work on finding supporting details (evidence).
Ms. Leom modeled on the board, using her favorite story, Tacky the Penguin. That little odd bird just keeps appearing over and over again, all year long, for whatever learning purpose Ms. Leom needs an example. It is a memorable story, so Tacky is our go-to penguin.
Then, one class watched the 1970's animated version of the How the Grinch Stole Christmas. The other class watched the start of Despicable Me. Students used the following graphic organizers to write four traits of our character, and the evidence (supporting details) using what the character said, did, or thought.
Our second day of G Week is all about Comparing and Contrasting. For one class, we watched a short clip of the Snow Miser and Heat Miser sing their song. Then together, we modeled how to use the venn diagram graphic organizer. We went over the rules for filling out a graphic organizer (needs to be more than one word, avoid telling what it isn't, include at least three details in each section, and the contrasting should be connected, if you are able).
In the other class, we will use the book, Miss. Nelson is Missing. (Over two hours of research did not come up with a non-holiday related video example. I am sure there is something out there ... I just haven't found it ... yet.)
After teaching and modeling how to use a venn diagram to develop comparing and contrasting, we are comparing and contrasting our characters from early in the story and how they change to the end of the story. This will be developed over time.
Comparing and Contrasting is a skill that are tested on at the end of every Unit Assessment. It isn't formally taught until Unit 5 of our learning (early January). It is a skill that our data indicates we need to work on more.
These learning pages will be added to our Grinch/Gru portfolios when they are returned.
On deck, we will be learning about Cause and Effect (taught in Unit 6, toward the end of January). This is a skill that is difficult for fourth graders, so having an early introduction to it, preloading our learning, has shown in past data to boost our learning of the tough skill.
Grinch & Gru Folders
Ms. Leom's Reading students are doing important work this week. It is disguised under "G Week" learning of Grinch or Gru. We are making learning portfolios to showcase our "actual learning".
As we develop our learning, and our work is returned, we will keep it in our Grinch folders to organize and demonstrate our learning. With the extra cold weather, that means indoor recess, having some time to craft and create is welcome too!
(Return later to see the folders the other class makes for Gru Week ... Ms. Leom is making them on-the-spot WITH the students, and there isn't even a sample yet, except the vision in her head!)
 |
| our best GRINCH facial expression |
As we develop our learning, and our work is returned, we will keep it in our Grinch folders to organize and demonstrate our learning. With the extra cold weather, that means indoor recess, having some time to craft and create is welcome too!
(Return later to see the folders the other class makes for Gru Week ... Ms. Leom is making them on-the-spot WITH the students, and there isn't even a sample yet, except the vision in her head!)
Wednesday, December 14, 2016
Balloons
Ally's family asked if the fourth grade would be part of a balloon releasing experience. On Wednesday, the family came to school. We met in the gym.
First Mr. Voshell introduced the family and told us about the balloon releasing plan.
Watched Allison's favorite colors of pink and purple against the clear, blue sky warmed our hearts as we remembered our friend.
Our social workers, counselors, additional staff, and administrators were on hand to help any student who needed a little extra today. We move forward, like our balloons, remembering Ally, her family, and close friends.
First Mr. Voshell introduced the family and told us about the balloon releasing plan.
Mr. Meyer spoke next.
As we exited the school doors, students were handed a balloon. We waited outside for everyone to have their balloons.
Allison's mom spoke. We had a moment of silence. We counted, then released our balloons.
Watched Allison's favorite colors of pink and purple against the clear, blue sky warmed our hearts as we remembered our friend.
Our social workers, counselors, additional staff, and administrators were on hand to help any student who needed a little extra today. We move forward, like our balloons, remembering Ally, her family, and close friends.
Remembering
On Monday, we learned that our classmate and friend, Allison, had passed away over the weekend. It helped that many families had already shared the news with students. Our social workers and counselors, as well as additional staff and administration were available to support our students.
Each fourth grade classroom started the day with a morning meeting. In Ms. Leom's classroom, students had the opportunity to share a memory.
Each fourth grade classroom started the day with a morning meeting. In Ms. Leom's classroom, students had the opportunity to share a memory.
Traveling Band
Mr. Garber has started his yearly tradition of bringing his fifth grade band students around to the elementary classrooms to share their developing music playing skills. Next year, it will be our fourth graders who travel and play for students.
Thursday, December 8, 2016
Swimming
On Wednesday, Mr. Greninger and Ms. Leom's fourth grade students went swimming in the high school. That is one of the benefits of being one building, we can share in the facilities of a high school. Another benefit of a swimming reward, all of our students were eligible. This hasn't happened in over ten years of Responsibility Cards.
I was working my way around the pool, trying to get pictures of every swimmer ... when I had a lot of "Watch me!" and "Look at this!" and "Ms. Leom, Ms. Leom, Ms. Leom!", and I got distracted, put my camera away to watch in the moment.
I was working my way around the pool, trying to get pictures of every swimmer ... when I had a lot of "Watch me!" and "Look at this!" and "Ms. Leom, Ms. Leom, Ms. Leom!", and I got distracted, put my camera away to watch in the moment.
Realistic Fiction
In Unit 4, Realistic Fiction is our genre study. We read about a "Bike Trip to Comanche", "Waterslide", and the last two days, we have been working on our longer selection, "Slow and Steady Wins the Race".
Again, we have goals for our learning. Our first day focused on the features of Realistic Fiction:
- authentic setting
- realistic characters
- conflict (a problem)
- point of view (first or third person)
The goals were developed together as a class. Another skill we have been working on is summarizing. Ms. Leom wanted us to summarize our reading using the five finger summary strategy. We worked together, summarizing a read aloud from earlier in the year before we started.
You can see the goals for the classes, the examples vary. The learning is developed within the classroom. Student participation and questions drive the learning, with Ms. Leom making sure we hit the key points.
On the second day, students reread the text. Today, our learning focused on finding sensory details in the text.
The last step of our learning, on Friday, students will select characters from the three texts to create an email conversation between two of the characters. We have to know the texts well to apply our reading into a new format, writing our own realistic fiction.
Again, we have goals for our learning. Our first day focused on the features of Realistic Fiction:
- authentic setting
- realistic characters
- conflict (a problem)
- point of view (first or third person)
The goals were developed together as a class. Another skill we have been working on is summarizing. Ms. Leom wanted us to summarize our reading using the five finger summary strategy. We worked together, summarizing a read aloud from earlier in the year before we started.
Students worked with partners. The partners were determined by pulling sticks from our class cup. The rules continue, if it is someone you sit by, or you worked with last time, you ask for a new partner. Students are able to work around the room. The only rule, you have to be on the same level (one partner can't be at at table, with a partner on the floor, for example).
You can see the goals for the classes, the examples vary. The learning is developed within the classroom. Student participation and questions drive the learning, with Ms. Leom making sure we hit the key points.
On the second day, students reread the text. Today, our learning focused on finding sensory details in the text.
The last step of our learning, on Friday, students will select characters from the three texts to create an email conversation between two of the characters. We have to know the texts well to apply our reading into a new format, writing our own realistic fiction.
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