1. Welcome to 4 th Grade! Mrs. Dionesotes Mrs. Gorges Mrs. Muligano 2013-2014

2. What will Reading look like in 4 th grade? Reader’s Workshop Reader’s Workshop Whole group instruction: mini-lessons on reading skills and strategies Whole group instruction: mini-lessons on reading skills and strategies Small flexible groups: individualized instruction based on student needs, conferring Small flexible groups: individualized instruction based on student needs, conferring One-on-one conferences One-on-one conferences DAILY 3- Read to Self, Work on Writing (writing about reading), Word Work (vocabulary, grammar, word study) DAILY 3- Read to Self, Work on Writing (writing about reading), Word Work (vocabulary, grammar, word study) Word study-vocabulary, word sorts (spelling patterns), Greek and Latin roots Word study-vocabulary, word sorts (spelling patterns), Greek and Latin roots

3. Reading Comprehension Strategies Questioning, determining important ideas and summarizing, making inferences, synthesizing, recognizing text features, and analyzing text features Questioning, determining important ideas and summarizing, making inferences, synthesizing, recognizing text features, and analyzing text features Strategies are taught through teacher modeling using mentor texts Strategies are taught through teacher modeling using mentor texts Students will practices strategies during Independent Daily Reading (Read to Self) Students will practices strategies during Independent Daily Reading (Read to Self)

4. Whole Group Instruction Teacher led mini-lessons on reading skills and strategies using mentor texts Teacher led mini-lessons on reading skills and strategies using mentor texts (10-20 minutes) Gradual release of responsibility: teacher models, students and teachers do together, student does independently Gradual release of responsibility: teacher models, students and teachers do together, student does independently Turn and Talk Turn and Talk Anchor Charts Anchor Charts

5. Small Group Instruction Groups are flexible Groups are flexible based on… based on… individual student needs individual student needs teacher observations teacher observations student work student work various assessments various assessments

6. Conferring One-on-one for 5-10 minutes One-on-one for 5-10 minutes Teaching point: teach or re-teach a skill or strategy (teacher modeling) Teaching point: teach or re-teach a skill or strategy (teacher modeling) Set individual reading goals Set individual reading goals Listen to student read Listen to student read Compliments and constructive feedback are provided Compliments and constructive feedback are provided Small group conferring- Small group conferring- students will similar needs students will similar needs

7. What is the rest of the class doing during small group instruction and student-teacher conferences? DAILY 3

8. Read to Self Anchor charts of expectations are posted Anchor charts of expectations are posted Students will be reading self-selected “just right” books from their individual book bags. Students will be reading self-selected “just right” books from their individual book bags. Students will be recording their minutes read on their individual reading logs Students will be recording their minutes read on their individual reading logs Students will be reading between 30-50 minutes independently each day. Students will be reading between 30-50 minutes independently each day. Students should be bringing their book bags home and reading the same book for nightly reading. Students should be bringing their book bags home and reading the same book for nightly reading. Students should have at least two “just right” available at all times. Students should have at least two “just right” available at all times.

9. Word Work Independent activities that reinforce concepts taught Independent activities that reinforce concepts taught vocabulary vocabulary word sorts word sorts Greek and Latin Roots Greek and Latin Roots

10. Work on Writing Responding to reading through writing Responding to reading through writing Journal prompt about what students are reading (“just right” books) Journal prompt about what students are reading (“just right” books) Journal Writing showing evidence of comprehension strategies Journal Writing showing evidence of comprehension strategies Responding to various types of literature Responding to various types of literature

11. Word Study Word study word lists will be individualized based on your child’s developmental spelling assessment. Word study word lists will be individualized based on your child’s developmental spelling assessment. Students will be studying particular spelling patterns and not particular spelling words. Students will be studying particular spelling patterns and not particular spelling words. Students will be studying high frequency words, spelling patterns, content words, and words spelled incorrectly in their writing, and vocabulary words Students will be studying high frequency words, spelling patterns, content words, and words spelled incorrectly in their writing, and vocabulary words Word study will also focus on Greek and Latin Roots (Word Wisdom) Word study will also focus on Greek and Latin Roots (Word Wisdom) Vocabulary ( Word Wisdom) Vocabulary ( Word Wisdom)

12. Genre Studies Tall Tales Tall Tales Legends and Pourquoi Legends and Pourquoi Mystery Mystery Mythology Mythology Poetry Poetry

13. Book Clubs Smalls groups of students reading the same book (self-selected based on interest) Smalls groups of students reading the same book (self-selected based on interest) Students will participate in rich discussions about what was read Students will participate in rich discussions about what was read Book clubs are student led with the teacher being an observer or active participant Book clubs are student led with the teacher being an observer or active participant Will begin once students have been taught how to think critically and had opportunities to respond to higher-order level comprehension questions Will begin once students have been taught how to think critically and had opportunities to respond to higher-order level comprehension questions

14. What will my child be reading? Self-selected books Self-selected books A variety of genres A variety of genres Junior Great Books Junior Great Books Short stories (all genres) Short stories (all genres) Novels Novels National Geographic National Geographic Storyworks Magazine Storyworks Magazine

15. RtI Response to Intervention Students who do not meet grade level benchmarks in reading or math for fall, winter, and spring will be receiving additional support through means of reading/math interventions. Students who do not meet grade level benchmarks in reading or math for fall, winter, and spring will be receiving additional support through means of reading/math interventions. Parents will be notified. Parents will be notified. Interventions will be given by our classroom assistants, classroom teachers, speech pathologists, reading resource, diagnostician, extended resource teacher, etc. Interventions will be given by our classroom assistants, classroom teachers, speech pathologists, reading resource, diagnostician, extended resource teacher, etc. Interventions will take place during your child’s Science and Social Studies block. Interventions will take place during your child’s Science and Social Studies block.

16. What will writing look like in the classroom? Writer’s Workshop Model

17. Writer’s Workshop Whole Group instruction: mini-lesson on a particular trait in writing (teacher modeling) Whole Group instruction: mini-lesson on a particular trait in writing (teacher modeling) Small Group instruction: based on individual student needs Small Group instruction: based on individual student needs One-on-one writing conferences- setting individual writing goals One-on-one writing conferences- setting individual writing goals Students will move through the writing process- prewriting (ideas), drafting (rough draft), revising & editing (peer editing and teacher editing), publishing (final piece), and CELEBRATION author share! Students will move through the writing process- prewriting (ideas), drafting (rough draft), revising & editing (peer editing and teacher editing), publishing (final piece), and CELEBRATION author share!

18. What will math instruction look like? Math in Focus

19. Math instruction is driven by the Common Core Standards Math instruction is driven by the Common Core Standards We are teaching Math for Meaning We are teaching Math for Meaning Students will learn that there are several ways to solve problems Students will learn that there are several ways to solve problems Students will learn that there are a variety of math rules Students will learn that there are a variety of math rules Students will gain a deep understanding of math concepts (Concrete, pictorial, independent practice) Students will gain a deep understanding of math concepts (Concrete, pictorial, independent practice) -Students will be taught strategies not “tricks”

20. What will math look like? Whole Group instruction: Teacher-directed Whole Group instruction: Teacher-directed Three-Step Instructional Strategy (Learning Stage) Three-Step Instructional Strategy (Learning Stage) Concrete level (“doing” stage-manipulation of objects): very hands-on using manipulative and objects, interactive through technology Concrete level (“doing” stage-manipulation of objects): very hands-on using manipulative and objects, interactive through technology Pictorial/Representational level (“seeing” stage semi-concrete): drawing pictures to problem-solve; uses pictorial representation of the manipulative object to model concepts Pictorial/Representational level (“seeing” stage semi-concrete): drawing pictures to problem-solve; uses pictorial representation of the manipulative object to model concepts Abstract level (symbolic stage): final step to complete concept mastery; using solely mathematical symbols and numbers to understand math concepts (basic operational symbols: +, -, X, - ) Abstract level (symbolic stage): final step to complete concept mastery; using solely mathematical symbols and numbers to understand math concepts (basic operational symbols: +, -, X, - )

21. Math Instruction continued Guided Practice: whole class or small groups depending on student needs Guided Practice: whole class or small groups depending on student needs checking for understanding checking for understanding Let’s practice: independent practice Let’s practice: independent practice Teacher meets with small groups or one-on-one to re-teach, provide support, extra practice, or enrichment Teacher meets with small groups or one-on-one to re-teach, provide support, extra practice, or enrichment

22. What’s Different? Each lesson takes place over the course of several days Each lesson takes place over the course of several days Very hands-on and interactive Very hands-on and interactive Students have workbooks and textbooks Students have workbooks and textbooks Students can login to “Thinkcentral.com” and complete activities online Students can login to “Thinkcentral.com” and complete activities online There will not be assigned homework every night There will not be assigned homework every night Lots of opportunities for enrichment for those who show mastery and lots of support for those who need extra practice and re-teach Lots of opportunities for enrichment for those who show mastery and lots of support for those who need extra practice and re-teach

23. Science Scientific Method Scientific Method Very hands-on, inquiry based allows for cooperative groups, problem solving and critical thinking Very hands-on, inquiry based allows for cooperative groups, problem solving and critical thinking Prairie Field Experience Prairie Field Experience Land and Water Land and Water Electricity Electricity Ecosystems Ecosystems

24. Social Studies Geography Geography First Americans First Americans Explorers Explorers The Thirteen Original Colonies The Thirteen Original Colonies The American Revolution The American Revolution

25. Fourth Grade Testing MAP-reading and math MAP-reading and math Aligned with Common Core Aligned with Common Core Computer based Computer based Fall, Winter, and Spring Fall, Winter, and Spring CogAts (mid-September) CogAts (mid-September) ISAT (Spring) ISAT (Spring) reading, math, science reading, math, science Reading Levels (Fountas and Pinnell Benchmark Reading Assessment) Reading Levels (Fountas and Pinnell Benchmark Reading Assessment)

26. Social Emotional Learning/Health Second Step Second Step Kids learn empathy, emotion-management, and problem- solving skills Kids learn empathy, emotion-management, and problem- solving skills Learners take responsibility for their actions Learners take responsibility for their actions Health Health How Media influences our Health Related Choices How Media influences our Health Related Choices Habitudes Habitudes

27. PAWS Positive Behavior Intervention System By following school and classroom rules and going above and beyond what is expected, students can earn PAWS. By following school and classroom rules and going above and beyond what is expected, students can earn PAWS. PAWS can be given by any member of the school staff. PAWS can be given by any member of the school staff. Each month students can cash in their PAWS to participate in a PAWS celebration “booster”. Each month students can cash in their PAWS to participate in a PAWS celebration “booster”. Students can use their PAWS in the classroom to cash in for different rewards. Students can use their PAWS in the classroom to cash in for different rewards.

28. Thank you! Please return to your child’s classroom Classroom Handouts Classroom Handouts Letter to Child Letter to Child Classroom Sign-up Sheets Classroom Sign-up Sheets