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| our tools: cracker, plate, & "bubble of water" |
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| tectonic plates floating on molten rock |
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| when pushed together |
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| we create mountains |
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| we left part of a cracker for a "little taste" |
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| tasting our learning |
Just another day ... playing and learning with food.
Tuesday, September 25, 2012
Tectonic Plates
This week in Social Studies, we are studying tectonic plates. Students read about tectonic plates, how water always flows from high areas to low areas, the four types of mountains, and more. To "see" tectonic plates in action, we used graham crackers to simulate our learning.
2nd Step
Second Step is a program we use at Milaca Elementary to help students identify their feelings, develop problem solving strategies, and teach about empathy. We have been using the program for five years in fourth grade. It is one of the many layers in our bully prevention plan.
In fourth grade, we meet each week, usually on Tuesday afternoons, to talk about the weekly skill. Skills include:
* Introduction to Empathy Training
- Preferences and Conflicting Feelings
- Identifying Others' Feelings
- Similarities and Differences
- Perceptions
- Intentions
- Expressing Concern
* Impulse Control and Problem Solving
- Introduction to Impulse Control and Problem Solving
- Giving and Receiving Compliments
- Identifying a Problem and Choosing a Solution
- Carrying Out and Evaluating a Solution
- Making Conversation
- Keeping a Promise
- Dealing with Fear
* Anger Management
- Introduction to Anger Management
- Getting the Facts Straight
- Reflection
- Dealing with Put-Downs
- Dealing with Criticism
- Dealing with Being Left Out
- Keeping Second Step Skills Going
Here are some pictures from our work this week. We put on skits to practice understanding people have different preferences and how we can manage our conflicting feelings.
In fourth grade, we meet each week, usually on Tuesday afternoons, to talk about the weekly skill. Skills include:
* Introduction to Empathy Training
- Preferences and Conflicting Feelings
- Identifying Others' Feelings
- Similarities and Differences
- Perceptions
- Intentions
- Expressing Concern
* Impulse Control and Problem Solving
- Introduction to Impulse Control and Problem Solving
- Giving and Receiving Compliments
- Identifying a Problem and Choosing a Solution
- Carrying Out and Evaluating a Solution
- Making Conversation
- Keeping a Promise
- Dealing with Fear
* Anger Management
- Introduction to Anger Management
- Getting the Facts Straight
- Reflection
- Dealing with Put-Downs
- Dealing with Criticism
- Dealing with Being Left Out
- Keeping Second Step Skills Going
Here are some pictures from our work this week. We put on skits to practice understanding people have different preferences and how we can manage our conflicting feelings.
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Thursday, September 20, 2012
Helpful Hints
These are some of the 'hints", "suggestions", and "rules" we have in fourth grade ...
* write your own work (mom and dad are not my student)
* write in pencil (so you can erase and try again) (ink is only allowed in journaling)
* write your name in the TOP, RIGHT corner
a.) when Ms. Leom has to search for a paper, she can peel back just the top right-hand corner, it is
quick and effective
b.) someday you will have Mr. Leom (or one of his friends), and you might as well start begin the habit now
* writing IS communication; make sure your "e" isn't shaped like a "c", your "u" doesn't resemble an
"a", your "s" is different from a "g"... Oh! The letters that have "twins"?! Who knew? If there is a question, it is an error.
* if you make a mistake, erase, THEN rewrite, writing over what is already written is messy and
difficult to read
* spelling counts! If the word is ON the page, is a spelling word, a vocabulary word, or the main idea / topic of the lesson, the SPELLING matters!! You can only improve, if you practice and use it.
* avoid "not" ... This is important when we are comparing or contrasting and when we are listing antonyms (opposites). It uses "deeper thinking" to tell what something IS ... the antonym for "sad" is more specific to say, "happy" (versus, "not sad). Fourth graders are quick to say, "not sad", but it doesn't show they understand what "not sad" MEANS
* when defining a word, you need to use synonyms, or other words, to define it. If you use the root word or other forms of the word, students miss out on the opportunity to "paint a picture" and they do not clearly demonstrate their understanding of the word.
- For example: "slipper - something you slip on" uses the root word "slip" in the definition; when a student writes, "slipper - a type of shoe or footwear for your feet", there is a better opportunity to "paint a picture" or make a visual of the word and meaning
* when answering a question, reword your question in your answer, it gives your brain time to develop your words, it is more formal and polite, it helps your brain connect the ideas and learn. For example: "What book are you reading?" Typical answer: "Frindle." In fourth grade, the answer would be, "I am reading the book, Frindle." Students are encouraged to practice at the dinner table, in the car, and in the "real world".
* all papers (notes, envelopes, assignments, tests ...) for Ms. Leom are placed in the IN Basket. This
makes sure that she is paying attention and focused on keeping track of your papers, and your
learning will be seen
* if you don't know what to do / don't "get it" / don't want to do it / are nearing a meltdown of
toddler-like porportions ...
1.) stay calm
2.) pretend (like you know what to do) - Seriously.
"If someone knew what to do ... what would they do first ... hmmm ... "
a.) write name on the paper
b.) read the directions
c.) start with something you do know or understand ... or write notes to help label & understand
d.) Just start, write SOMETHING, ANYTHING down. You can change it later. Just Start.
e.) keep trying. don't give up.
* act like a responsible fourth grader - if you have homework, do it. It isn't mom and dad's
responsibility to remind you to do it. The teachers and your parents aren't punishing you when we
ask you to practice. We CARE, and we want you to be successful.
* Ms. Leom communicates "missing work", because your paper could ...
- you (sincerely) forgot (to do it and hand it in)
- still be in your folder (... another folder ... or cubby ... or backpack ... or home ...)
- you turned it in to Mr. G
- your brother/sister grabbed it with their materials
- a no name paper (there is usually one for each assignment and sometimes as many as 6 or 8! is
impossible to claim its owner by itself)
- you may have been at the bathroom, getting a drink, sharpening a pencil, talking to a neighbor,
getting something in Mr. Greninger's room, visiting your locker, at the nurse, pulled out for academic support, meeting with another staff member, at the doctor/the dentist/the eye doctor ... and at that minute when Ms. Leom was giving the direction, she was redirecting three other
students, and momentarily ... missed giving you the direction ...
- she made a mistake - it happens (and when it does, she appreciates all the help available in
fixing her mistake!)
* your paper sticks to another paper
* you share a name with another student
* she checked your paper and was distracted at the moment of recording it; thought she recorded it ... or recorded it under another name ...
* someone being sincerely "helpful" moves papers
* (something she hasn't discovered yet ...)
Be your own advocate. Ask questions. Ask Ms. Leom. Ask Mr. Greninger. Ask your flex teacher. Talk to your mom and dad (they KNOW a LOT. Seriously.)
(Sorry for any "funky" breaks in this post ... three times Ms. Leom tried to fix it ... nothing shows on the "posting screen".)
* write your own work (mom and dad are not my student)
* write in pencil (so you can erase and try again) (ink is only allowed in journaling)
* write your name in the TOP, RIGHT corner
a.) when Ms. Leom has to search for a paper, she can peel back just the top right-hand corner, it is
quick and effective
b.) someday you will have Mr. Leom (or one of his friends), and you might as well start begin the habit now
* writing IS communication; make sure your "e" isn't shaped like a "c", your "u" doesn't resemble an
"a", your "s" is different from a "g"... Oh! The letters that have "twins"?! Who knew? If there is a question, it is an error.
* if you make a mistake, erase, THEN rewrite, writing over what is already written is messy and
difficult to read
* spelling counts! If the word is ON the page, is a spelling word, a vocabulary word, or the main idea / topic of the lesson, the SPELLING matters!! You can only improve, if you practice and use it.
* avoid "not" ... This is important when we are comparing or contrasting and when we are listing antonyms (opposites). It uses "deeper thinking" to tell what something IS ... the antonym for "sad" is more specific to say, "happy" (versus, "not sad). Fourth graders are quick to say, "not sad", but it doesn't show they understand what "not sad" MEANS
* when defining a word, you need to use synonyms, or other words, to define it. If you use the root word or other forms of the word, students miss out on the opportunity to "paint a picture" and they do not clearly demonstrate their understanding of the word.
- For example: "slipper - something you slip on" uses the root word "slip" in the definition; when a student writes, "slipper - a type of shoe or footwear for your feet", there is a better opportunity to "paint a picture" or make a visual of the word and meaning
* when answering a question, reword your question in your answer, it gives your brain time to develop your words, it is more formal and polite, it helps your brain connect the ideas and learn. For example: "What book are you reading?" Typical answer: "Frindle." In fourth grade, the answer would be, "I am reading the book, Frindle." Students are encouraged to practice at the dinner table, in the car, and in the "real world".
* all papers (notes, envelopes, assignments, tests ...) for Ms. Leom are placed in the IN Basket. This
makes sure that she is paying attention and focused on keeping track of your papers, and your
learning will be seen
* if you don't know what to do / don't "get it" / don't want to do it / are nearing a meltdown of
toddler-like porportions ...
1.) stay calm
2.) pretend (like you know what to do) - Seriously.
"If someone knew what to do ... what would they do first ... hmmm ... "
a.) write name on the paper
b.) read the directions
c.) start with something you do know or understand ... or write notes to help label & understand
d.) Just start, write SOMETHING, ANYTHING down. You can change it later. Just Start.
e.) keep trying. don't give up.
* act like a responsible fourth grader - if you have homework, do it. It isn't mom and dad's
responsibility to remind you to do it. The teachers and your parents aren't punishing you when we
ask you to practice. We CARE, and we want you to be successful.
* Ms. Leom communicates "missing work", because your paper could ...
- you (sincerely) forgot (to do it and hand it in)
- still be in your folder (... another folder ... or cubby ... or backpack ... or home ...)
- you turned it in to Mr. G
- your brother/sister grabbed it with their materials
- a no name paper (there is usually one for each assignment and sometimes as many as 6 or 8! is
impossible to claim its owner by itself)
- you may have been at the bathroom, getting a drink, sharpening a pencil, talking to a neighbor,
getting something in Mr. Greninger's room, visiting your locker, at the nurse, pulled out for academic support, meeting with another staff member, at the doctor/the dentist/the eye doctor ... and at that minute when Ms. Leom was giving the direction, she was redirecting three other
students, and momentarily ... missed giving you the direction ...
- she made a mistake - it happens (and when it does, she appreciates all the help available in
fixing her mistake!)
* your paper sticks to another paper
* you share a name with another student
* she checked your paper and was distracted at the moment of recording it; thought she recorded it ... or recorded it under another name ...
* someone being sincerely "helpful" moves papers
* (something she hasn't discovered yet ...)
Be your own advocate. Ask questions. Ask Ms. Leom. Ask Mr. Greninger. Ask your flex teacher. Talk to your mom and dad (they KNOW a LOT. Seriously.)
(Sorry for any "funky" breaks in this post ... three times Ms. Leom tried to fix it ... nothing shows on the "posting screen".)
REWARD!
Today was our FIRST REWARD! At 11:40, students who:
* had all their work completed and turned in
* had their Responsibility Card with 15 circles (or initials to equal 15 circles)
* no Referrals and Stop and Think 10s turned in the very next school day ...
... were invited to walk to Trimble Park and participate. (Pictures are courtesy of Ms. Prose):
Students who were not able to attend this reward, remained at school with Ms. Leom. Ms. Leom provided a quiet area for students to work. As students finished their missing work, they were invited to read quietly. Students who needed help or support, were able to work with Ms. Leom.
Please note, Ms. Leom went OVER and BEYOND the usual routine of communicating missing work to students. After announcing to the class that there would be a reward "soon" and to remember your homework and responsibility card EACH DAY, three times in the last week, Ms. Leom printed individual lists of missing work for every student. She also recorded missing work in planners for students. If you were not aware of missing work, please check School-View (contact Mrs. Roehl in the Elementary Office at 982-7301 to set up your account) or ask your fourth grader about their printed list of missing work. This is in addition to student planners. STUDENTS are also responsible (expected) to check off the work they complete and circle or highlight the work they need to do each night. Ms. Leom reminds students EVERY day as we fill out planners to "check off work you finish and circle or highlight homework", and she reminds individual students everyday as she signs planners. If your student is not taking advantage of these reminders, please talk to him or her.
After today, all missing work turns to a "zero" in the grade book. We want all students to have a "clean start" for the next reward period. Ms. Leom will still accept missing Communications work until Friday (9/21) for a grade.
All students will be receiving a new responsibility card, a "clean slate", and a new opportunity to attend the next reward activity.
Congratulations to ALL our responsible students!!
* had all their work completed and turned in
* had their Responsibility Card with 15 circles (or initials to equal 15 circles)
* no Referrals and Stop and Think 10s turned in the very next school day ...
... were invited to walk to Trimble Park and participate. (Pictures are courtesy of Ms. Prose):
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| a little football |
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| Mr. Greninger and Mrs. Arens |
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| a little playground action |
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| some fun on the swings |
Please note, Ms. Leom went OVER and BEYOND the usual routine of communicating missing work to students. After announcing to the class that there would be a reward "soon" and to remember your homework and responsibility card EACH DAY, three times in the last week, Ms. Leom printed individual lists of missing work for every student. She also recorded missing work in planners for students. If you were not aware of missing work, please check School-View (contact Mrs. Roehl in the Elementary Office at 982-7301 to set up your account) or ask your fourth grader about their printed list of missing work. This is in addition to student planners. STUDENTS are also responsible (expected) to check off the work they complete and circle or highlight the work they need to do each night. Ms. Leom reminds students EVERY day as we fill out planners to "check off work you finish and circle or highlight homework", and she reminds individual students everyday as she signs planners. If your student is not taking advantage of these reminders, please talk to him or her.
After today, all missing work turns to a "zero" in the grade book. We want all students to have a "clean start" for the next reward period. Ms. Leom will still accept missing Communications work until Friday (9/21) for a grade.
All students will be receiving a new responsibility card, a "clean slate", and a new opportunity to attend the next reward activity.
Congratulations to ALL our responsible students!!
Wednesday, September 19, 2012
Reread
Last week, "Clara Clarifier" visited our room. Her favorite saying is, "Reread. Reread. And reread." Fourth graders are not always "amused" by the idea of rereading. It is an important reading skill, to go back and reread.
This week, we listened to the textbook story on CD and followed along in our books. Today, we sat with friends and reread the story. Students were able to choose their partners today.
(And what parent doesn't want a peek to see their child reading in class?! Here we are ...)
I'm SO PROUD of both classes of students! They are very respectful! They use their time wisely!
This week, we listened to the textbook story on CD and followed along in our books. Today, we sat with friends and reread the story. Students were able to choose their partners today.
(And what parent doesn't want a peek to see their child reading in class?! Here we are ...)
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Fun Spelling
Fun Spelling is a highlight for students. Each week we have a goal to practice our spelling words in a "different" way. That being said, some years, with how our scheduling works out, we are only able to fit it in twice a month. Here is a peek at our fun spelling for last week ...
This week ...
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| We wrote on white erase boards |
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| and worked with friends |
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| having fun! |
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| we practiced our words with |
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| peel and pull licorice |
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| which was "the MOST fun ever"! |
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| especially the part, where you get to eat your spelling words! |
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| More students are eating their own words! |
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| for both classes, of course! |
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