Welcome to Welcome to 44ththGrade!Grade!

Mrs. DionesotesMrs. Dionesotes

Mrs. GorgesMrs. Gorges

Mrs. MuliganoMrs. Muligano

2013-20142013-2014

What will Reading look like What will Reading look like in 4in 4thth grade? grade?

Reader’s WorkshopReader’s Workshop Whole group instruction: mini-lessons on Whole group instruction: mini-lessons on

reading skills and strategiesreading skills and strategies Small flexible groups: individualized Small flexible groups: individualized

instruction based on student needs, instruction based on student needs, conferringconferring

One-on-one conferencesOne-on-one conferences DAILY 3- Read to Self, Work on Writing DAILY 3- Read to Self, Work on Writing

(writing about reading), Word Work (writing about reading), Word Work (vocabulary, grammar, word study)(vocabulary, grammar, word study)

Word study-vocabulary, word sorts Word study-vocabulary, word sorts (spelling patterns), Greek and Latin roots(spelling patterns), Greek and Latin roots

Reading Comprehension Reading Comprehension StrategiesStrategies

Questioning, determining important ideas Questioning, determining important ideas and summarizing, making inferences, and summarizing, making inferences, synthesizing, recognizing text features, and synthesizing, recognizing text features, and analyzing text featuresanalyzing text features

Strategies are taught through teacher Strategies are taught through teacher modeling using mentor textsmodeling using mentor texts

Students will practices strategies during Students will practices strategies during Independent Daily Reading (Read to Self)Independent Daily Reading (Read to Self)

Whole Group Whole Group InstructionInstruction

Teacher led mini-lessons on reading skills Teacher led mini-lessons on reading skills and strategies using mentor textsand strategies using mentor texts

(10-20 minutes) (10-20 minutes)

Gradual release of responsibilityGradual release of responsibility: teacher : teacher models, students and teachers do together, models, students and teachers do together, student does independentlystudent does independently

Turn and TalkTurn and Talk

Anchor ChartsAnchor Charts

Small Group Small Group InstructionInstruction

Groups are flexibleGroups are flexible based on…based on…

individual student needsindividual student needs teacher observationsteacher observations student workstudent work various assessments various assessments

ConferringConferring

One-on-one One-on-one for 5-10 minutesfor 5-10 minutes Teaching point: teach or re-teach a skill or Teaching point: teach or re-teach a skill or

strategy (teacher modeling)strategy (teacher modeling) Set individual reading goalsSet individual reading goals Listen to student readListen to student read Compliments and constructive feedback Compliments and constructive feedback

are providedare provided

Small group conferringSmall group conferring--students will similar needsstudents will similar needs

What is the rest What is the rest of the class doing of the class doing

during small during small group instruction group instruction

and student-and student-teacher teacher

conferences? conferences?

DAILY 3DAILY 3

Read to SelfRead to Self

Anchor charts of Anchor charts of expectations are postedexpectations are posted

Students will be reading Students will be reading self-selected “just self-selected “just right” books right” books from their individual book bags. from their individual book bags.

Students will be recording their minutes read on Students will be recording their minutes read on their their individual reading logsindividual reading logs

Students will be reading between Students will be reading between 30-50 minutes 30-50 minutes independently each day.independently each day.

Students should be bringing their Students should be bringing their book bags book bags home and reading the same book for nightly home and reading the same book for nightly reading. reading.

Students should have at least two “just right” Students should have at least two “just right” available at all times.available at all times.

Word Work Word Work

Independent activities that reinforce Independent activities that reinforce concepts taught concepts taught vocabularyvocabulary word sortsword sorts Greek and Latin RootsGreek and Latin Roots

Work on WritingWork on Writing

Responding to reading through writingResponding to reading through writing Journal prompt about what students are Journal prompt about what students are

reading (“just right” books)reading (“just right” books) Journal Writing Journal Writing showing evidence of showing evidence of

comprehension strategiescomprehension strategies Responding to various types of literatureResponding to various types of literature

Word StudyWord Study

Word study word lists will be Word study word lists will be individualized based individualized based on your child’s developmental spelling on your child’s developmental spelling assessment.assessment.

Students will be studying particular Students will be studying particular spelling spelling patterns and not particular spelling words. patterns and not particular spelling words.

Students will be studying Students will be studying high frequency words, high frequency words, spelling patterns, content words, and words spelling patterns, content words, and words spelled incorrectly in their writing, and vocabulary spelled incorrectly in their writing, and vocabulary wordswords

Word study will also focus on Word study will also focus on Greek and Latin Greek and Latin Roots Roots (Word Wisdom) (Word Wisdom)

VocabularyVocabulary ( Word Wisdom) ( Word Wisdom)

Genre StudiesGenre Studies

Tall TalesTall Tales

Legends and PourquoiLegends and Pourquoi

MysteryMystery

MythologyMythology

PoetryPoetry

Book ClubsBook Clubs

Smalls groups of students reading the Smalls groups of students reading the same book same book (self-selected based on interest)(self-selected based on interest)

Students will participate in Students will participate in rich discussions rich discussions about what was readabout what was read

Book clubs are Book clubs are student led student led with the teacher with the teacher being an observer or active participant being an observer or active participant

Will begin once students have been taught Will begin once students have been taught how to think critically and had how to think critically and had opportunities to respond to higher-order opportunities to respond to higher-order level comprehension questionslevel comprehension questions

What will my child be What will my child be reading?reading?

Self-selected booksSelf-selected books

A variety of genresA variety of genres

Junior Great BooksJunior Great Books

Short stories (all genres)Short stories (all genres)

NovelsNovels

National GeographicNational Geographic

Storyworks MagazineStoryworks Magazine

RtIRtIResponse to InterventionResponse to Intervention

Students who Students who do not meet grade level do not meet grade level benchmarks in reading or math for fall, winter, benchmarks in reading or math for fall, winter, and spring will be receiving additional support and spring will be receiving additional support through means of reading/math interventions.through means of reading/math interventions.

Parents will be notified.Parents will be notified.

Interventions will be given by our classroom Interventions will be given by our classroom assistants, classroom teachers, speech assistants, classroom teachers, speech pathologists, reading resource, diagnostician, pathologists, reading resource, diagnostician, extended resource teacher, etc. extended resource teacher, etc.

Interventions will Interventions will take place during your take place during your child’s Science and Social Studies block.child’s Science and Social Studies block.

What will What will writing look writing look

like in the like in the classroom?classroom?

Writer’s Workshop ModelWriter’s Workshop Model

Writer’s WorkshopWriter’s Workshop

Whole Group instructionWhole Group instruction: mini-lesson on a : mini-lesson on a particular trait in writing (teacher particular trait in writing (teacher modeling)modeling)

Small Group instructionSmall Group instruction: based on : based on individual student needsindividual student needs

One-on-one writing conferencesOne-on-one writing conferences- setting - setting individual writing goalsindividual writing goals

Students will move through the Students will move through the writing writing processprocess-prewriting (ideas), drafting (rough -prewriting (ideas), drafting (rough draft), revising & editing (peer editing and draft), revising & editing (peer editing and teacher editing), publishing (final piece), teacher editing), publishing (final piece), and CELEBRATION author share! and CELEBRATION author share!

What will math What will math instruction instruction look like? look like?

Math in FocusMath in Focus

Math in FocusMath in Focus

Math instruction is driven by the Math instruction is driven by the Common Common Core StandardsCore Standards

We are teaching We are teaching Math for MeaningMath for Meaning Students will learn that there are Students will learn that there are several ways several ways

to solve to solve problems problems Students will learn that there are a Students will learn that there are a variety of variety of

math rulesmath rules Students will gain a Students will gain a deep understanding deep understanding of of

math concepts (Concrete, pictorial, math concepts (Concrete, pictorial, independent practice)independent practice)

-Students will be -Students will be taught strategies taught strategies not “tricks” not “tricks”

What will math look What will math look like?like?

Whole Group instructionWhole Group instruction: Teacher-directed : Teacher-directed Three-Step Instructional Strategy (Learning Stage)Three-Step Instructional Strategy (Learning Stage)

Concrete level Concrete level (“doing” stage-manipulation of objects): (“doing” stage-manipulation of objects): very hands-on using manipulative and objects, interactive very hands-on using manipulative and objects, interactive through technologythrough technology

Pictorial/Representational level Pictorial/Representational level (“seeing” stage semi-(“seeing” stage semi-concrete): drawing pictures to problem-solve; uses concrete): drawing pictures to problem-solve; uses pictorial representation of the manipulative object to pictorial representation of the manipulative object to model conceptsmodel concepts

Abstract level Abstract level (symbolic stage): final step to complete (symbolic stage): final step to complete concept mastery; using solely mathematical symbols and concept mastery; using solely mathematical symbols and numbers to understand math concepts (basic operational numbers to understand math concepts (basic operational symbols: +, -, X, - )symbols: +, -, X, - )

Math Instruction continuedMath Instruction continued

Guided PracticeGuided Practice: whole class or small : whole class or small groups depending on student needs groups depending on student needs checking for understandingchecking for understanding

Let’s practice:Let’s practice: independent practice independent practice Teacher meets with small groups or one-on-Teacher meets with small groups or one-on-

one to re-teach, provide support, extra one to re-teach, provide support, extra practice, or enrichmentpractice, or enrichment

What’s Different?What’s Different?

Each lesson takes place over the course of Each lesson takes place over the course of several daysseveral days

Very Very hands-on and interactivehands-on and interactive Students have workbooks and textbooksStudents have workbooks and textbooks Students can login to “Students can login to “Thinkcentral.comThinkcentral.com” ”

and complete activities onlineand complete activities online There will There will not be assigned homework every not be assigned homework every

nightnight Lots of opportunities for Lots of opportunities for enrichment enrichment for for

those who show mastery and lots of those who show mastery and lots of support for those who need support for those who need extra practice extra practice and re-teachand re-teach

ScienceScience

Scientific MethodScientific Method

Very hands-on, Very hands-on, inquiry based inquiry based allows for allows for cooperative groups, problem solving and cooperative groups, problem solving and critical thinkingcritical thinking Prairie Field ExperiencePrairie Field Experience Land and WaterLand and Water ElectricityElectricity EcosystemsEcosystems

Social StudiesSocial Studies

GeographyGeography

First AmericansFirst Americans

ExplorersExplorers

The Thirteen Original ColoniesThe Thirteen Original Colonies

The American RevolutionThe American Revolution

Fourth Grade TestingFourth Grade Testing

MAP-reading and mathMAP-reading and math Aligned with Common Core Aligned with Common Core Computer basedComputer based Fall, Winter, and SpringFall, Winter, and Spring

CogAts CogAts (mid-September)(mid-September)

ISAT (Spring)ISAT (Spring) reading, math, science reading, math, science

Reading Levels Reading Levels (Fountas and Pinnell Benchmark (Fountas and Pinnell Benchmark Reading Assessment)Reading Assessment)

Social Emotional Social Emotional Learning/HealthLearning/Health

Second StepSecond Step Kids learn empathy, emotion-management, Kids learn empathy, emotion-management,

and problem-solving skills and problem-solving skills Learners take responsibility for their actionsLearners take responsibility for their actions

HealthHealth How Media influences our Health Related How Media influences our Health Related

ChoicesChoices

HabitudesHabitudes

PAWSPAWSPositive Behavior Intervention SystemPositive Behavior Intervention System

By following school and classroom rules and By following school and classroom rules and going above and beyond what is expected, going above and beyond what is expected, students can earn PAWSstudents can earn PAWS..

PAWS can be given by any member of the PAWS can be given by any member of the school staff. school staff.

Each month students can cash in their PAWS Each month students can cash in their PAWS to participate in a to participate in a PAWS celebration PAWS celebration “booster”“booster”. .

Students can use their PAWS in the Students can use their PAWS in the classroom to cash in for different rewards. classroom to cash in for different rewards.

Thank you!Thank you!

Please return Please return to your child’s to your child’s

classroomclassroom

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