The Constructed Response, Take 2

Yes, there is a way to construct a better response. Last year, I discussed the constructed response in my December 24th post. One year later, I have some new insights.

Is one paragraph better than the other? Let's analyze them.

 The first paragraph focuses on the reader's impression of the Camel. It includes a reference to the story, great support, and a strong organizational structure. The second paragraph is shorter and uses a slightly weaker organizational pattern. But it's better. Why?

In the second paragraph, the reader addresses the attribute that affects the outcome of the story. In addition, she explains how the character's actions affected that outcome.

At the beginning of the year, I taught my fourth graders how to answer questions. It was the logical first step. Readers could focus on just one part of the text to find evidence. Next, I taught them to summarize. They learned to identify the character's goal, obstacles that got in the way, and main events that led to the outcome of the story. This broad understanding of the story became the key to finding and defending a theme, describing a character (or setting or event), and defending point of view.

Today, my students are contemplating elements of each story like never before. They're writing concise responses to express key details. It's powerful stuff. Thank you, Common Core.

Enjoy teaching today! I know I will.

Brenda

Bedtime Book Club

I've decided to capitalize on those 30 minutes before bedtime with Bedtime Book Club. It's geared for my reluctant readers, but the whole class is invited to join.

Click on student record sheet to download for your classroom.

Research shows that independent reading is essential to increasing students' reading levels. But getting kids to read is tough! Bedtime is the perfect time to snuggle up with a book. Bedtime Book Club challenges kids to spend 30 minutes a day reading before bed.

As an added incentive, each student in the class who meets his or her reading goal will be invited to our Readers Slumber Party.

Our slumber party will be held on the last day before winter break. As you can see, pajamas, blankets, pillows, flashlights, and snacks are encouraged. We'll be closing the blinds, lowering the lights, and reading by flashlight. What fun!

Excitement is high, and one student has already met her goal! We're celebrating with clapping and cheers each time a new student is invited. Then a new child in a sleeping bag (with the student's name) is added to our classroom display.

Enjoy!

Brenda

Halloween Fun in Your Classroom

Would you like to have some Halloween fun in your classroom? Me too! School seems so serious. It's time to lighten up!

Halloween Writing - Writing with a Halloween twist will really grab your students' attention. My students are currently writing descriptive narratives about the Best-Dressed Witch. After a week of brainstorming and planning, they cannot wait to write. I love the excitement! 

The planning steps of this project help kids understand the importance of prewriting, particularly the development of characters, setting, and plot.

Halloween Dialogue - Narrative writing needs lots of dialogue! Unfortunately, my students aren't all that great at writing direct quotes. This year, we'll be practicing with Halloween riddles. What fun!

Halloween Reading - What kind of literature is needed on Halloween? Spooky stories, of course! My students will read several versions of The Headless Horseman then compare and contrast.

Halloween is a great time for some serious fun!

Enjoy!

Brenda

First Week of ELA - Grade 4

This year, I'll make the most of the first week of school. My students will have some fun while addressing a few simple standards:

• RL.4.5 - Distinguishing between poetry, prose, and drama
• W.4.4 - Writing drama and poetry
• RI.4.4 - Finding word meaning
• L.4.1, L.4.2 - Identifying nouns and verbs; capitalizing proper nouns; abbreviating salutations

(Click on image to grab these lesson plans!)

Reading Literature:

• I start the year with a Beginning of Year Reading Assessment. This baseline assessment features "The North Wind and the Sun." Students answer questions and construct responses for RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.5, and RL.4.6.
• We continue with Prose, Drama, and Poetry, a simple unit that teaches kids about the elements of each form of literature.

English:

• On the first day of school, students complete an activity page about themselves then write a paragraph about one area of their lives. This Back-to-School Writing Activity gives me an indication of students' baseline writing skills. (Many thanks to Laura Strickland of Whimsy Clips for the fantastic graphics in this freebie!)
• We continue with two fun activities that reinforce the differences between prose, drama, and poetry. First, in groups, students rewrite "The North Wind and the Sun" as a play then present it to the class. Second, they create simple "I Spy" poetry.

Mechanics:

• We begin our comprehensive eighteen-week Mechanics unit with simple concepts. This first week provides instruction and practice of identifying nouns and verbs, capitalizing proper nouns, and punctuating salutations.

Reading Nonfiction:

• Right from the start, I want my students to explore Finding Word Meaning. They learn to look between commas and parentheses, use context clues, analyze word parts, and consider related words. 

My first day of school is tomorrow, and I can't wait to hit the road running! These simple beginning of year lessons will prepare my students for more complex assignments as they move into fourth grade.

Enjoy!

Brenda

Classroom Makeover

My classroom needs a makeover! The berry-colored paint is bright and cheery, but it has chipped and peeled - - - and I have no bulletin boards. 

First step: the sink area. I found some coordinating placemats at the Dollar Store (each $1, of course), and set to work covering the unsightly dents. 

Wow! What a difference! I added some Scientific Method posters, and voila! I'll be sharing more of my classroom makeover in the coming weeks.

Enjoy!

Brenda

Identifying Text Structure

For the second part of my informational text unit, I'm tackling text structure. So far, it's been a blast! I finished the PowerPoint presentation and just couldn't wait to show it off.

The colorful graphics and lively animations will give a kick-start to this unit! Take a look:

At the risk of repeating myself - - - I'm getting revved up about the approaching school year!

Enjoy!

Brenda

Finding Word Meaning

Finding Word Meaning, the first in my series of informational text units, is finished! Yay! This year, I want to address nonfiction in a much more deliberate way. I better hurry up because - - - yikes! - - - school starts in just one month!

For this unit, I thought long and hard about the skills my students need. Let's face it, "Look it up in the dictionary," is not the most efficient way (and it doesn't make kids better readers). I came up with four strategies for my fourth graders: using words and phrases set off my commas, using context clues, using word parts, and using related words. This Quick Reference Guide explains it all, and I've attached it for your use. (Just click here, or on the image, to download it.)

At one time, I thought my students employed these skills naturally, but that's just not true. Teachers need to point out ways to figure out the meanings of words and terms in text, and then students need to practice them. As with my literature units, I decided to introduce the strategies with a PowerPoint presentation. After that, I'll see what they can do using an exit ticket.

From there, some students will receive remediation on targeted skills with practice worksheets, and everyone else will start practicing with differentiated mixed practice worksheets. I don't know about you, but students in my class do not come to me with the same degree of readiness. Therefore, I need to make this challenging task accessible to all. 

Self-directed students who already have a good handle on finding word meaning can use Mixed Practice A. They'll read an informational paragraph, identify words that can be defined using the strategies, identify the strategy, and define the word. Middle-of-the road students will use Mixed Practice B. They get the same paragraph, but the words are listed below. Struggling students will also analyze words in the same paragraph, but theirs are chunked into smaller pieces of text on Mixed Practice C. Four sets of worksheets should do the trick . . . and the assessment is differentiated too.

Okay, I admit it, I'm getting sort of excited for school to start up again.

Enjoy!

Brenda