New Odyssey

Odyssey is glitchy on the iPad. We try many strategies to make it successful. Ms. Leom discovered a new one this week, she puts students on her computer to get through that lesson. The computer is also wired to the internet, versus dependent on wi-fi. It isn't practical or possible for ALL fifty students to use the computer, but it can offer the opportunity to bi-pass a current glitch.

Then students appear to be able to return to the iPad and continue with the Odyssey learning. There is so much depth and individualized learning opportunities available through Odyssey. Ms. Leom and Mr. Greninger can continue to add and remove learning to support each student. Odyssey doesn't replace school, the classroom, or the teacher, but it does offer "more". The more is worth the glitches.

Appreciation

We have GREAT appreciation for our high school helper! She is amazing!! She saves Ms. Leom HOURS of time each week, taking care of details that matter and help our classroom run smoothly.

Ms. Leom's class took some time, while Ms. Leom was reading to the class, to share our appreciation.

She was THRILLED. It turns out in addition to our cards and the upcoming four day weekend, it is her BIRTHDAY this weekend! Thank you to our high school helper!! We appreciate ALL you do! 

The Pledge

This week, Mrs. Mickelson visited the fourth grade classroom and videotaped the Pledge of Allegiance for announcements.

We look forward to seeing our fourth grade friends on announcements in the coming weeks!

Deeper Comprehension

We want students to reread. This isn't practical or the purpose of reading for fun. When the texts are shorter or the information is important, we want students to learn how to dig deeper into the text. When students reread, they read with a variety of purposes. They have a better understanding and comprehension of the text. We are developing this skill on the historical fiction text, "Mere Moments: A Story of Pearl Harbor".

We introduced our first purpose. Students needed to read the text with a partner and look for the features of historical fiction in the text. Each feature was assigned a color. Students were given a sticky note of that color to record their notes.

Again, notice that students are invited to sit on the floor, chairs, sit, stand, kneel ... whatever position that allows them to learn. Ms. Leom monitors the room and encourages adjustments for students who may not be as successful in the position they are using ... The only rule, partners must be on the same level (one can't be on the floor and a partner working on the back counter).

When students were finished reading and taking notes, they posted their learning on the board.

Then we had the opportunity to discuss and share what students learned. It was amazing how many pairs had similar examples.

The following day, it was time to reread the text. This time, we had a different purpose in our reading. We are looking for examples of sensory details in the text. These can be "sneaky". We start the learning together, and Ms. Leom models with "sticky notes" on the board how to see past the hidden terms of the different sensory details. Luckily, the first paragraph if FILLED with examples.

Students are put together with new partners for the second day of reading. We know that each students in the classroom has strengths and areas to develop. Changing up partners allows us to support each other. Partners are chosen randomly, using sticks out of a cup. If students sit in elbow touching space from each other, or were partners the previous time, a new partner will be selected.

Here, students are posting their examples from the text:

When all the examples were posted, we were able to have a class discussion. Our class discussion had us discussing the details between the different types of "feel", like what you can physically touch, and "feelings", like your emotions.



We also were able to introduce the other ways you could reread this text with another purpose; like looking for story elements (setting, characters, conflict, events, solution), or identifying the main idea details, the sequence of events, or even making inferences. We could spend days developing this text. Students were even able to make connections to the text. It is exciting to watch students brains seeing the possibilities, if even abstract.






You will notice only Ms. Leom's homeroom is pictured above. The early release / snow day messed with the lesson plan. Mr. Greninger's homeroom experienced this learning on Monday afternoon.

Mr. Greninger's Homeroom

 Mr. Greninger's students post their learning for our class discussion.

Mr. Greninger's class results:

Then it was time to reread the text and look for the features of a historical fiction text. Students switched partners, and we changed our focus.

Although "sensory details" is still visible, the goal has changed to "features of historical fiction". As a class, we could observe trends. Students need to work to record both time and place for the setting. Students are very comfortable in finding the dialogue, all the groups had several examples. Characters was also another skill that students were successful "across the board"; although, spelling the characters names correctly needed work for two of the groups. There were no names on the sticky notes, and it made it a helpful opportunity for the entire class to SEE our learning.