Character

Throughout the school year, we talk about character. Our students hear the word regularly: "character traits postcards", "Kid of Character", "characters in the book" ... Today we started our year-long journey is developing our understanding about character.

We created "Character Traits T-shirts". Students each selected a different trait from a classroom poster. Every student added a copy of this poster into our Communication folder to reference throughout the year.

Students defined their chosen character trait, illustrated it, and wrote two synonyms (words that mean the same) for their trait.

Character Traits. The unique attributes or features that describe people and characters. 

Fourth grade wants to now, Can you find one that fits?

One of our common core standards is to "comprehend using a variety of strategies". One strategy that helps students understand what they read is by looking at what the character says, does, and thinks. By determining the various character traits of a character and how a character changes during a story (or even movie), it helps us understand the story better.

When students learn to read, the author tells the students what they need to know: "Curious George", "Sarah, Plain and Tall", "Five Naughty Little Monkeys", and more. As students progress into more complex text, the authors "tell" about the characters' traits by using dialogue, describing their actions, and sharing their thoughts. Readers need to develop their making judgements (also called making an inference skills) to be successful at understanding what they read. When students make a judgement, they take a clue from the book, plus what they know, and form a conclusion. For example, "George gets into a lot of mischief when he tries to figure out what is going on, I know when I try to figure out what is going on when the adults in my house are talking, my parent says, I am being curious. George is curious." (This is a more complex example, because we already know that "Curious George" is curious, but it takes a familiar character and illustrates the making a judgement thinking process).

In primary grades (K-2 and 3), students learn to read. In intermediate grades (4-6), students begin reading to learn. To help them be successful, we look at individual reading strategies, "pull apart" or "break down" the skills, using modeling, graphic organizers, repetitive practice, large group instruction, small group instruction, one-on-one, and more to help students achieve success. Our curriculum calls these strategies, "focus skills".

Our first focus skill this year is Character Traits and Motivations. We will focus on it for two weeks. We will reference and use it throughout the year. Students achieve success when they apply this skill independently as they are reading, enjoying a movie, or describing a character from school that helps you understand their excitement, disappointment, worry, or impressions.

MUCH MORE character learning to come!

Social Studies

Ms.  Leom's class started Social Studies today. We read about Geography. What is it? (Geography is the study of people and places of Earth.) We learning about environment (includes all the surrounding and conditions that affect living things; including, water, land, plants, animals, and weather). We also talked about hemispheres (one half of the Earth's surface) and regions (an area that is defined by certain features). These are Social Studies vocabulary words.

Then, Ms. Leom developed the ideas of latitude (like a ladder)  and longitude (long up and down). She presented the concept four ways. First, we read about these terms in our text book and looked at the pictures and captions. Then, we made connections to what we know, to the game Battleship: Latitude is like the the letters and longitude is the numbers in the game. We also took an informal survey about using depth finders to find our favorite fishing spot, geo-caching, and using a Garmin or AP to locate a place. Next, we listened to a rap about latitude and longitude (also linked under "Videos" on the right). Finally, we watched an informational video (also linked on the right). As a class, we decided, when latitude and longitude is presented four ways in class, it is a indication of something we should remember.

We will take notes on our learning tomorrow, creating a "foldable".

Our learning begins!

Meet KIDee

This morning, we had guests. Mrs. Prose and Mrs. Arens joined our classroom learning community, along with their students. They were explaining fourth grade Responsibility Cards when a "new" student showed up and joined the class ...


She had a backpack falling off her shoulders, wore a hat, obnoxiously and rudely chewed bubble gum, was singing (off-key), and well, her behavior was even more concerning (ask your fourth grader to tell you about "this one")!!!

"K.I.Dee"

We aren't sure who was more unprepared for her shenanigans, the students or Mrs. Prose and Mrs. Arens ...

It didn't take long for students and teachers to help KIDee make some better choices, before one eye roll and huff too many, she was sent to visit the Planning Room. Luckily for us, Ms. Leom passed her in the hallway and returned to our discussion!

What we learned, Responsibility Cards are a strategy used throughout fourth grade to reward students or give reminders for their choices. Students can earn initials from staff throughout the building for making responsible choices. Students can also punch their responsibility cards when they make a choice they need to rethink. At the end of a reward period, students can earn a reward. Swimming, hiking, visiting a local park, extra Recess, (electronic) game day, and more are previous rewards.

We continue to use the school wide behavior program of Stop and Think 10s and Behavior Referrals. Most of the time, Stop and Think 10s are for repeated poor choices already recorded on the Responsibility Cards. Behavioral Referrals are for serious concerns.

Students need to have three things to be eligible to attend a reward. First, they need their Responsibility Cards with the necessary credit (circles) and initials (combined).  Second, they need to have all of their learning completed and turned into their teacher(s). Third, if they had a Stop and Think 10, it was signed and returned the next school day and there wasn't any referrals. Students who are not able to attend a reward work in a classroom with a fourth grade teacher. If they are working on missing work, support is available to help them complete the work. If students have completed their work, they often read.

At the end of a reward period, students have their missing work turned to zeroes, everyone receives new responsibility cards, and a new opportunity to succeed.

We emphasize that ALL of our students are GOOD kids. We know that. We know that students will receive punches. A punch does not mean "BAD", it means, a reminder to change. The punch can be subtly indicated to that student only, without bringing the whole class's attention to the concern. There are days when students have activities and families have plans that prevent completing all homework. It happens to everyone. There are times, when you might forget your name on your paper, or you may have something interesting to share with a friend, while a teacher is talking. We are working with students, and we expect they will make a decision or two that results with a punch as they find their way.

Today, September 5th, Ms. Leom gave verbal cues as to what might earn initials or punches. Tomorrow, Friday September 6th, students will receive their cards. More verbal cues will be shared with many reminders. On Monday September 9th, we will begin using the Responsibility Cards regularly. Reminders will be given in circumstances that are new to students. For example, after practicing for several days and receiving a list of materials needed for Mr. Greninger's classroom, kept in the back of a student planner, he might say to a student, "You didn't know that you should have all your materials when you come to Math, today go back to your room and get your Math notebook, next time, it will be a punch." Or the first two times a student forgets their planner in a locker, they may go get it, with a warning, "From now on, it will cost you a punch."

We are a classroom learning community in process ... Letters were also sent home at Open House explaining the program.

Our First Morning

Ever wish you could peek into the classroom and see what we are doing? I have your exclusive right here!!!

Our morning started with announcements on our Smart Board. Mrs. Vickers, our media specialist ("librarian") tapes each daily broadcast.

watching announcements

the opening of announcements

Next, we had "Passport Training". We had staff members from our school come into our classroom and talk to us about the expectations of the main areas of our school.

Mrs. Mickelson, computer lab, talked about Hallway Expectations

These posters will be posted throughout our hallways

Mrs. Jensen, planning room, talked to us about the Bathrooms

these posters will be posted outside of our bathrooms

In between our speakers, Ms. Leom had a specific movement or brain break activity for us. Fourth graders (and adults) are better listeners when the get a chance to move!

Mrs. Stupar, Social Worker, talked about the playground

These will be posted near the playgroun

From Title One, Mrs. Winkler talked to us about Lunch and Breakfast

these posters will be in the lunchroom

Then, Mr. Meyer talked about his two pet peeves (being disrespectful and throwing food) and overall expectations. He explained our classroom "passport", our contract that we will sign. When we sign, we understand the school expectations and will follow them.

Assistant Principal Mr. Meyer

Ms. Leom thought we needed more movement, so we practiced a fire drill and what we will do in our room during a school lock down.

leaving the room for our fire drill

Next, she wanted to learn more about us. She also knew the new crayons, pencils, and markers were "on fire" to be used, and we were ready to get to know our classmates. So we made posters about our families. She pulled groups of students to work in small groups to label and organize our cubbies, while other groups signed the class passport. It was a smooth operation as students moved to the different areas to successfully complete all three tasks.

working on family posters

labeling & organizing cubbies

signing our class passsport

labeling and organizing our cubbies

family posters

family posters

We enjoyed a "working snack break" while Ms. Leom talked about our Oscars (home folders) and planners. We talked about reading calendars, the 10,000 Minute Club, the class rules, and she reassured us that making mistakes is ok (apparently, she makes a LOT of them all the time)!

We took a quick break outside some class pictures ...

...  before returning for our next learning project ("something" for Parents Night on Monday September 30 from 5:00-6:00 PM) while Ms. Leom read to us ...

That was just the morning of our first day of fourth grade! Hope you will check back often to keep up with our other learning adventures!!!

The Team

One of my favorite parts about teaching fourth grade (after working with students), is the fourth grade team of teachers! We work together daily. We value our different strengths, talents, and gifts. We want our students to succeed, and we work together to meet this on-going goal.

Mr. Lundeen, Mr. Greninger, Ms. Prose, Ms. Leom, Mrs. Arens

We are also part of a larger teaching team including other teachers, paraprofessionals, custodians, our lunchroom staff, social workers, and more. This truly is a special place to work each day!

Welcome!

Welcome to fourth grade!! It is going to be a FABULOUS year of learning! Just take a peek at our classroom. Our learning adventure is ready to begin!

our lockers

our classroom entrance

our standards and weekly learning goals

our classroom library

our cubbies

Summer

So what does a teacher do over the summer? I'll admit, I take the first two to three weeks "off".

I let my kids stay up late, so we can play games. One of my favorite games, Skip-Bo...

I went on a three day retreat and made some cards ...

As we are trying to sell our home, so I've been painting ...

a wall from a Leom child's bedroom ... yuck!!!

I am spending time with my grandparents, who I don't see often enough during the busy school year ...

out to lunch with my girls, my mom, our family friend, my grandma (and my son's arm)

I invited my family to my house for Father's Day. Please "meet" three of my favorite dads, my dad, my brother, my husband, and the six cousins ...

 I am enjoying the "moments" ...

my seven year olds capturing helicopter seeds with tennis rackets as they rain down

 I am appreciating the blue skies and warm sunshine ...

 I am enjoying the benefits of living in Milaca

(Hope I'll see some of you at the Milaca Parade! I'll be near the judging area.)

 I am taking in some golf lessons, T-ball, Tsunami, swimming lessons, and soon, basketball camp ...

 I am finding new projects in my house to prepare my house to sell ... like removing the border ...

before

after

 I am running. It started seriously, the summer my youngest kids were two. They were too old for morning naps, yet had a fussy period in the mid-morning, so Mr. Leom and I would take turns with the jogging stroller taking them for runs around town. Now, five summers later, my runs include a different set of wheels, their bikes.

Although, I am "taking time off" from school ... I am not really.

As I paint, clean, remove borders, pack, mow the lawn, weed ... run, I have a lot of time to think, reflect, and plan for the coming school year. A BIG part of teaching, is needing the time to reflect. This year, I had the privilege to teach over 60 fourth graders. Each child is unique, an individual, and has their own learning style, temperament, and needs. I often reflect about what worked well, what isn't working, and brainstorm what can be more effective. There were MANY successes this school year. There were also areas that could be improved. The parent surveys provide additional feedback and support, and I need some time to develop a better plan. Seventeen years of teaching, and I still have much to learn!

My retreat ... was spent with eight other educators from Sartell and Sauk Centre. I have a list of new ideas, programs, books, aps, and information to research and think about.

My time spent with my kids ... we are reading books I am investigating for fourth grade. I NEED to read student books over the summer, so I am prepared for suggestions, conversations, and planning for my students.

Last week, I spent over a day sorting pictures from the last weeks of school into envelopes and addressing them. I had to reorder a photo or two. Next, I spent another day and wrote out letters. Then this week, I mailed letters to over 60 students. When you teach reading and writing, and you want your students to experience reading and writing, modeling is important. That, and I really miss my kids.

Then as I rest my hands, sore from holding a paint brush, or raw from scrubbing the latest hidden corner, I am researching for the next school year. Pinterest is one way I organize the information I am gathering ...

One of my workshops on the last days of school, I received an iPad to use over the summer. I had two students who needed them during the school year. I need to spend time this summer becoming familiar with it. This is not like my iPad at home that I use for my Netflix and iBook addictions ... errr ... interests. This is the iPad that I need to begin using to research fourth grade applications and prepare for our future technology initiative that will eventually include fourth graders.

Meanwhile, I am thankful to live in Milaca, because I am running into my students and parents at Tball, swimming lessons, the park, Dairy Queen, while I am running, at the grocery store, church ... and I love how my "job" intersects with my daily life, even the just-got-out-of-bed, messy hair, lacking make up, paint splattered clothing, non-professional me.

I am regularly communicating with the fourth grade team members and other school staff. We are sharing experiences, ideas, and planning. We are an extended family. There isn't a day during the summer that I am not networking with a staff member (and Mr. Leom, who shares my house, doesn't count).

This is what "two-to-three weeks off" looks like. In July, I start "actual work time". There are locker tags to make, bulletin boards to plan, novel units to develop, so when August rolls around, I am IN my classroom. There are several curriculum days where I will be working with staff to plan and develop curriculum for next year (and beyond). The MCA data arrived last year in July. I will be in the office when it arrives, asking questions, and sorting through it to help determine any changes that need to be made.

I am thankful I love what I do. It is difficult to separate my job from my personal life.

So when you hear, "teachers, they have their summers off" ... I do. Instead of my 60-80 hour work week, I am only putting in about 20 hours a week this month ... about 30 hours a week next month ... and only 40 hours a week in August, because when the school year starts ... my time for projects is limited and will have to wait until next summer!

my current daydream - land in Milaca where we hope to call home soon

Encourage your fourth grader to write to me! I welcome emails, letters, and visits when we meet as we are out-and-about. I enjoy watching our kids grow up, and I enjoy sharing in the adventure! This is my summer.