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| Principal, Mr. Voshell welcomes us and introduces our special guest. |
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| Victor RUNS in and up OUR aisle!! |
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| Looking Good! |
Go VIKINGS!! - And even more important, eat healthy and excerise 60 or more minutes EACH DAY!
Friday, November 7, 2014
Victor
Victor Viking visited Milaca Elementary School today to talk about their Fuel Up Play 60 program.
He had some help from his friends in the Vikings. We learned about eating healthy (half a plate of fruits and vegetables, half a plate of grains and proteins, with a portion of dairy). We did some stretches too.
There were opportunities for student volunteers to participate in questions.
A local dairy farmer, Ron Winkler was available to speak. He farms in the area with 80 in his herd.
Phy-Ed teacher Mrs. Beckman and Second Grade teacher Ms. Tellinghuisen have worked hard to bring this program to Milaca Elementary. Students will bring home bracelets with the program website to access and learn more. The program encourages students to eat healthy and participate in 60 minutes of physical activity EACH day.
Mr. Voshell was able to talk with Victor Viking and shared the answers to questions many students and staff were wondering ... There is only ONE mascot for the Vikings. Our Victor that visited is the same Victor that you would see on the field on game days. Victor's job includes home games, visits to schools, and helping out in the home office when his schedule allows.
Go VIKINGS!! - And even more important, eat healthy and excerise 60 or more minutes EACH DAY!
Go VIKINGS!! - And even more important, eat healthy and excerise 60 or more minutes EACH DAY!
Thursday, November 6, 2014
Think Aloud
One research strategy we use in class to teach and learn is the think aloud (think we have talked about it before).
Today I pulled a June B. Jones page (from Amazon's "peek" feature) to model reading a page with students.
Our lesson was to notice that each time a new speaker talks in a dialogue, the speaker starts on a new line and indents. We will be looking for this as we read our historical fiction books and USE IT when we are editing our personal narratives we wrote.
The lesson allowed us to review our skills of "finding evidence" in our text and using it to find the point of view of the story and to make some inferences.
This story is told in the first person point of view. The person telling the story is IN the story. "she showe me", "we", "where we sit", "I told her", "I said" are all evidence that the story is being told in the first person point of view.
I could make an inference that the mom feels annoyed and embarrassed, because the book says, "Mother rolled her eyes and looked up at the ceiling". The author didn't tell me what the mother was feeling, but I can make an inference by reading about her actions and what I know when people in my life use these same actions.
Or when Junie B. says, "I looked up there too. But I didn't see anything." tells me that Junie B. does not catch her mother's cue or know what her mother is feeling, because she thinks her mother would only look up at the ceiling if there was something to see there. It could tell me that Junie B. is young, because young kids do not always understand the cues and feelings of adults.
Often, students help us develop these ideas, and student input creates the inference. With another class, different students may have another connection and we could make an inference, but have a different result.
What to know, lessons are not taught one day, or one week, then forgotten. We continue to build and add, and review in every daily opportunity that we can build connections and knowledge. Being in class is important to be a part of all of these opportunities!
Today I pulled a June B. Jones page (from Amazon's "peek" feature) to model reading a page with students.
Our lesson was to notice that each time a new speaker talks in a dialogue, the speaker starts on a new line and indents. We will be looking for this as we read our historical fiction books and USE IT when we are editing our personal narratives we wrote.
The lesson allowed us to review our skills of "finding evidence" in our text and using it to find the point of view of the story and to make some inferences.
This story is told in the first person point of view. The person telling the story is IN the story. "she showe me", "we", "where we sit", "I told her", "I said" are all evidence that the story is being told in the first person point of view.
I could make an inference that the mom feels annoyed and embarrassed, because the book says, "Mother rolled her eyes and looked up at the ceiling". The author didn't tell me what the mother was feeling, but I can make an inference by reading about her actions and what I know when people in my life use these same actions.
Or when Junie B. says, "I looked up there too. But I didn't see anything." tells me that Junie B. does not catch her mother's cue or know what her mother is feeling, because she thinks her mother would only look up at the ceiling if there was something to see there. It could tell me that Junie B. is young, because young kids do not always understand the cues and feelings of adults.
Often, students help us develop these ideas, and student input creates the inference. With another class, different students may have another connection and we could make an inference, but have a different result.
What to know, lessons are not taught one day, or one week, then forgotten. We continue to build and add, and review in every daily opportunity that we can build connections and knowledge. Being in class is important to be a part of all of these opportunities!
Wednesday, November 5, 2014
Smart
We are spending some time in our classroom community developing our own definition of "smart".
Often "smart" means students who score well on tests or who "know".. A "funny" detail about our current tests, they only measure the areas of reading and math. Tests also don't know (or care) if you were sick or worried about something when you took the test.
In our learning communities, "smart" means students who are engaged, who ask questions, and who move forward ... students who keep trying ... students who make connections and are thinking about our learning ... students who look for new opportunities and stretch ... students who aren't afraid to try, get stuck, then have a better idea of a specific question they can ask to move forward ...
We are also making our room a safe place to make mistakes. It is easier to make many mistakes on a rough draft, then edit and revise, and polish it up, then not even start so focused on trying to be "perfect" before we even start. It is exhausting trying to be "perfect".
Of course, using your tools, like spelling the word that is ON the PAGE is expected. That is just *smart* to do it the first time!
We just keep getting smarter by the day!
Often "smart" means students who score well on tests or who "know".. A "funny" detail about our current tests, they only measure the areas of reading and math. Tests also don't know (or care) if you were sick or worried about something when you took the test.
In our learning communities, "smart" means students who are engaged, who ask questions, and who move forward ... students who keep trying ... students who make connections and are thinking about our learning ... students who look for new opportunities and stretch ... students who aren't afraid to try, get stuck, then have a better idea of a specific question they can ask to move forward ...
Of course, using your tools, like spelling the word that is ON the PAGE is expected. That is just *smart* to do it the first time!
We just keep getting smarter by the day!
Opinion / Arugment
Today I challenged my students to a level of learning that wasn't previously reached in our previous curriculum. It was hinted at ... It is a standard for fourth graders ... but having the materials and really developing the information and details were a challenge.
We've been studying the features of historical fiction. We read about real-life Amelia Boynton and her "March to Freedom" to register African-Americans to vote in the 1960s. We read about real-life Richard Oakes and his "Bury My Heart at Alcatraz" and his swim to Alcatraz to bring awareness to the history of lies about Native American Treaties. This week, we are reading about two fictional characters, Jimmy and Doreen, and their experience at Pearl Harbor.
Today, fourth graders were invited to write an opinion / argument paragraph. Students selected one of the stories that best "approached" historical fiction to him/or her. They wrote a main idea (topic sentence). The picked three features and used EVIDENCE from the story to support their option (three detail sentences). Then students wrote a strong conclusion (closing sentence).
Some students benefited from a step-by-step directions. Some students benefited from racing to start, stuck at the first line, and individual support. It was an active and challenging reading response assignment. One that I am excited to see students work at, knowing we are preparing for the state standards and life skills.
Today, fourth graders were invited to write an opinion / argument paragraph. Students selected one of the stories that best "approached" historical fiction to him/or her. They wrote a main idea (topic sentence). The picked three features and used EVIDENCE from the story to support their option (three detail sentences). Then students wrote a strong conclusion (closing sentence).
Sensory Details
Another lesson we tackled this week was "sensory details". We were reading a historical fiction story about Pearl Harbor. The author included many sensory details, or things that the characters see, hear, smell, touch, or taste. We reread the scene about the attach on the USS Utah and collected examples of sensory details on the board.
Then students were asked to work in pairs to reread pages 38 and 39 and find their own individual example of writing that uses sensory detail and the sense used.
It was a quick check to see if (and who) might need more support in this learning skill.
Readers
This is a common site in our classroom ...
Students walking around, in a zombie-like trance, reading up until the last second ...
Then I also captured this expression today,
This student inspired me to write this post. She was reading her book all the way to the shelf where we are storing our books. I grabbed my camera to snap the picture, when she reached a breathtaking spot and was sharing it with a friend.
Best. Job. Ever. I am surrounded by readers!!
Then I also captured this expression today,
Best. Job. Ever. I am surrounded by readers!!
Spelling Sort
One activity we do to develop our Spelling skills each week is to sort the words in different ways.
On Mondays, we introduce the spelling pattern and examples. Students have notes. We go over the weekly homework assignments and complete examples together. Students have an opportunity to ask questions.
On Tuesdays and Wednesday we often sort our words. One day, we sort the words by their spelling pattern and the sounds. On the second day, we sort the words by where the spelling pattern falls in the accented syllables. Students works with partners and are encouraged (expected) to read the words and discuss the placement of the words.
On Thursdays we read a story that has multiple examples of the words and patterns or we complete another practice page.
We spent at least 15 minutes of spelling patterns and learning every day in class. I feel like students are more engaged and successful than with our new routine and skill development than previous years with the pretest and post test experience. As we write, we will expect students to USE the words in their writing.
Students who score more than one or two errors are STRONGLY encouraged to rework and fix the mistakes and return it to Ms. Leom's in-basket for an improved score. If students do not understand their errors, this would be an opportunity for students to advocate for their learning and ask questions.
On Mondays, we introduce the spelling pattern and examples. Students have notes. We go over the weekly homework assignments and complete examples together. Students have an opportunity to ask questions.
On Tuesdays and Wednesday we often sort our words. One day, we sort the words by their spelling pattern and the sounds. On the second day, we sort the words by where the spelling pattern falls in the accented syllables. Students works with partners and are encouraged (expected) to read the words and discuss the placement of the words.
We spent at least 15 minutes of spelling patterns and learning every day in class. I feel like students are more engaged and successful than with our new routine and skill development than previous years with the pretest and post test experience. As we write, we will expect students to USE the words in their writing.
Students who score more than one or two errors are STRONGLY encouraged to rework and fix the mistakes and return it to Ms. Leom's in-basket for an improved score. If students do not understand their errors, this would be an opportunity for students to advocate for their learning and ask questions.
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