Reading Genres

Every month I assign a different reading genre.  My intention is that I will expand my students' ideas of what they love to read.  In the beginning of the year I always get a little grumping from parents and students.  By October or November I usually get feedback that the students have found another type of genre that they love to read.  I started in September with realistic fiction.  October was mystery, and November is historical fiction.

In the beginning of October I brought a bunch of Nancy Drew, Hardy Boys, Scooby Doo, A to Z Mysteries, Calendar Club, etc. books to our circle.  I did  a book talk on the different types of books.  Then I allowed them to select a book of mine, or one of their own.  I provided time in class to read that mystery book.  I was very happy to see that most loved the books!

Now that it is November, I went to the library and got about 60 Dear America books.  I went through all of the titles and did the same selection procedure.  One of my boys read his book 2 times this weekend.  He was starting for the third time yesterday, so I dug through the pile and we found another.  There are so many different subjects.  He is reading the war books.

It's very fun to motivate them to read.  In fact today I gave them the choice of iPad time or their realistic fiction books.  Many chose the books!

Grouping Strategies

I have been trying to use different grouping strategies this year.  In the years past I have used a few grouping strategies and repeated them over the year.  It feels a little boring when I do pairings that the students have done before.

I have found that different grouping strategies take very little time to prepare and are motivating for the students.  I also notice that the students are less likely to respond negatively when they find their partner when using these fun strategies.

One strategy that I used was an idea I found on Pinterest.  I picked up 30 paint chip samples from a local paint store.  I picked 2 each of 15 different colors.  When I needed the students to form into working groups I had them draw a paint chip from a basket.  Then along with their reading book, they traveled around the room until they found the matching color paint chip.  Then they read together with their partner!

Another grouping strategy I used was the same process, but different items on the cards.  I googled monster images and then printed 2 of each kind of monster.  The students found their moster alike card to begin working in groups.

I continue to keep finding more ways to group students.  The possibilities are endless!

Triumphs and Challenges - Entry 1

My challenge this week is a small number of kids who don't hand in their work on time or at all.  I have homework charts, involve Special Ed. teachers, and use a planner.  The problem is that even with me or another teacher handwriting a note home and attaching homework each night, this does not mean that the completed work will get into the basket the next morning. 

I came up with a homework book for those that need a little more monitoring.  I use a word document that I have saved on my computer for students who miss work.  I just fill it out and print it for as many as are missing.  I decided to also use this for a daily record of work completion. 

I made a book using a three ring binder and I print off assignments that are due.  Then I have the students who need the help hand all of their work in on  my desk in their own basket.  At the beginning and end of the day, we go through this basket and check off in the book that all assignments are in.  It is easier for me than to go through all of my other papers or work looking for just a couple. 

I just started this week, so we will see in a couple weeks how this is working.  Here is what it looks like...

Since I referenced my homework sheet, I'll use that for my other positive thing.  I type in the assignments given and then print them off for each absent student.  Then I staple the homework on the sheet and write the date on the front.  This is a very clean and tidy way for the students to come back to their missing work.  It helps me because I don't have to hand write a note for several that are absent.  It also helps focus them on where to start with the work.  Here is what it looks like...

Another thing that is going well is a way I have motivated my students to read chapter books.  I gave each student a piece of paper and had them decorate it with their name.  Then I put the names inside my cupboard doors.  Each time they finish a book, the student and I have a really short book chat so I know they read it. Then they place a post it note by their name.  They are so excited to use post it notes!  At first I was worrying myself with how long the book was, or other things.  Then I realized... who cares - they are reading!!!!    Here is a picture of one of the cupboards.  These are the chapter books read by two students.  Remember it's only October!  

 

 

 

 

 

 

 

Writing Idea

Earlier in the year I wrote a letter to my students introducing myself in detail.  I typed the letter, but addressed them individually to each student.  I told them things that I thought they could relate to, such as a story about my dog and what I like to do in my free time.

Then I gave my students time to reply.  I was pleasantly surprised when they kept asking for more time.  The letters that I received back far exceeded my expectations.  One of the letters is 4 notebook pages long!  In reading the letters I got a good look into what is important to each student.  I also realized that I found a very motivating writing assignment.  With this success, I will be adding these letters to their writing folders.

I am now thinking of times where I could extend this idea.  Maybe I will try it again after winter break or other times where I know everyone would have a sizable amount of time to write about.

Action Research Abstract

I began my research looking for a way to better assess where my fourth graders are at daily with math performance.  I was finding that waiting for the end of unit summative assessment was too late in reaching my learners.  I started researching ways to monitor progress more often, and ways to change my instruction to meet individual student needs. 

My review of literature brought me to many ideas that I can implement in my classroom.  A list of these ideas are as follows:  1) using assessments as a tool for improving teaching and learning, 2) assigning meaningful work, 3) using formative assessments, and 4) improving teacher feedback.   These ideas will help me greatly in knowing daily where my students are performing. They will also help in changing my instruction to guide them to the next level in learning. 

My question is, “How will using target-based instruction as formative assessment impact my fourth grade math students’ performance?”  My plan is to write learning targets for each math unit and use a self-rating scale of understanding to monitor progress toward the targets.  I will also use exit slips daily for current math topics and also previously taught math topics.  My students will then self-rate their understanding on a scale of 0 – 4 on a data sheet that I will provide.  I will use daily exit slips, bi-weekly data sheets, and observation of students to provide extra support and useful feedback.  This will help me know where my students are at daily and it will shape my instruction daily.

Questions

1.    Are formative assessments more valuable than summative assessments?

2.    Can learning targets and formative assessments be useful in all subject areas?

3.    Can students accurately rate their own understanding or  proficiency?

Backwards Design

My first backwards design unit of the year is my Earth Materials unit.  The beginning of the year has been a tough adjustment.  I have been trying really hard to get my class organized with curriculum, behavior, and into the routine of a typical schedule.  This process has been more difficult than it has been in other years.

Some of my curriculum has been hard to get to because of the time spent working on the classroom routine.  The best work that I have done with my students so far has been my Earth Materials unit.  I knew before I started where I needed to be at the end of this unit.  I also knew exactly how I was going to get there.  I am very focused and it makes my teaching of the BDU very easy, even with the hustle and bustle of the beginning of the year.      I would love to take the time to put many more of my teaching into this format.

Growth Mindset

I try to always have a growth mindset, both at work and in my personal life.  Currently I am beginning my 7th year of teaching fourth grade.  Each year I take in a new group of about 26 - 28 kids.  A teacher with a growth mindset helps to figure out what each particular group needs.  I know that I cannot expect each group, or even each student to function or behave in the same way.

As I am trying new ideas for teaching and behavior management, I always include myself as a part of the problem or solution.  I wonder what I am doing to contribute to the successes or failures of the group.  I find that when I look at my own role, I can identify things that I may be doing to make a situation difficult.  For example, if I make it a requirement that my students sit still, I may be creating unnecessary problems.  Instead I look at a problem and think about what I need the students to do, and what are ways to get there.