Back to School Morning
September 16, 2015
Mrs. Polay
You will find many active links below, in teal. You may access this presentation throughout the year.
What is a Scholar?
We are proud of our actions.
We care enough to ask questions.
We take risks without being afraid to fail.
We are the Scholars of Room 10!
Please refer to these statements when talking to your child about class or their behavior (in school and out).
We care enough to ask questions.
We take risks without being afraid to fail.
We are the Scholars of Room 10!
Please refer to these statements when talking to your child about class or their behavior (in school and out).
Growth Mindset vs. Fixed Mindset
Scholar of the Week
Scholar Board
Blog: Look for the first postings this week from Nyla, Jaxon, and Brooke.
Blog: Look for the first postings this week from Nyla, Jaxon, and Brooke.
Common Core State Standards: http://www.cde.ca.gov/re/cc/
Language Arts
Core Literature for 4th Grade:
Tales of a Fourth Grade Nothing by Judy Blume
Love That Dog by Sharon Creech
Island of the Blue Dolphins by Scott O'Dell
Maniac Magee by Jerry Spinelli
By the Great Horn Spoon by Sid Fleischman
In fourth grade, 50% of what we read is informational, 50% is literature.
Close reading is emphasized. Why?
"A significant body of research links the close reading of complex text—whether the student is a struggling reader or advanced—to significant gains in reading proficiency and finds close reading to be a key component of college and career readiness." (Partnership for Assessment of Readiness for College and Careers, 2011, p. 7)
What is close reading?
According to the Association for Supervision and Curriculum Development, "close reading means reading to uncover layers of meaning that lead to deep comprehension."
These are the four questions we focus on in class while reading closely:
Reading Olympians
In the CCSS, there is a larger emphasis on roots and affixes. We will learn 100 word parts with the Reading Olympians program. There will be a new list every two or three weeks. Students earn beads for using/finding words made of these word parts throughout the year. Please model out loud for your child how you break apart and infer meaning of unknown words.
Mythology
In the CCSS, fourth graders are expected to be able to explain mythological literary allusions ("The golden touch"). I plan to incorporate Greek and Roman mythology throughout the year, as well as some stories from Native American tribes. We will visit the
Getty Villa on March 30 to explore Mythology in Art.
Writing
Narrative, Response to Literature, Opinion, Informational, Perspective Writing, and more!
According to the CCSS, 30% of what 4th graders write should be to persuade, 30% should be to explain, and 30% should be to convey experience.
Students self-select writing goals.
Tales of a Fourth Grade Nothing by Judy Blume
Love That Dog by Sharon Creech
Island of the Blue Dolphins by Scott O'Dell
Maniac Magee by Jerry Spinelli
By the Great Horn Spoon by Sid Fleischman
In fourth grade, 50% of what we read is informational, 50% is literature.
Close reading is emphasized. Why?
"A significant body of research links the close reading of complex text—whether the student is a struggling reader or advanced—to significant gains in reading proficiency and finds close reading to be a key component of college and career readiness." (Partnership for Assessment of Readiness for College and Careers, 2011, p. 7)
What is close reading?
According to the Association for Supervision and Curriculum Development, "close reading means reading to uncover layers of meaning that lead to deep comprehension."
These are the four questions we focus on in class while reading closely:
- What is the author telling me here?
- Are there any hard or important words?
- What does the author want me to understand?
- How does the author play with language to add to meaning?
Reading Olympians
In the CCSS, there is a larger emphasis on roots and affixes. We will learn 100 word parts with the Reading Olympians program. There will be a new list every two or three weeks. Students earn beads for using/finding words made of these word parts throughout the year. Please model out loud for your child how you break apart and infer meaning of unknown words.
Mythology
In the CCSS, fourth graders are expected to be able to explain mythological literary allusions ("The golden touch"). I plan to incorporate Greek and Roman mythology throughout the year, as well as some stories from Native American tribes. We will visit the
Getty Villa on March 30 to explore Mythology in Art.
Writing
Narrative, Response to Literature, Opinion, Informational, Perspective Writing, and more!
According to the CCSS, 30% of what 4th graders write should be to persuade, 30% should be to explain, and 30% should be to convey experience.
Students self-select writing goals.
Math
The Common Core State Standards Require Three Shifts in Mathematics:
Shift #1: Focus strongly where the standards focus
Shift #2: Coherence: Think across grades and link to major topics within grades
Shift #3: Rigor: This shift requires a balance of...
Shift #1: Focus strongly where the standards focus
Shift #2: Coherence: Think across grades and link to major topics within grades
Shift #3: Rigor: This shift requires a balance of...
- Procedural skill and fluency
- Application of skills in problem solving situations
- Solid conceptual understanding
We teach more than “how to get the answer” and instead support students’ ability to access concepts from a number of perspectives.
Students are able to see math as more than a set of mnemonics or discrete procedures.
Conceptual understanding supports the other aspects of rigor (fluency and application).
Students are able to see math as more than a set of mnemonics or discrete procedures.
Conceptual understanding supports the other aspects of rigor (fluency and application).
Standards of Mathematical Practice
These are the driving force of math. They help define how we do math. They are a set of eight standards, included in the CCSS.
They are largely represented the Smarter Balanced assessments.
These are the driving force of math. They help define how we do math. They are a set of eight standards, included in the CCSS.
They are largely represented the Smarter Balanced assessments.
Therefore, we question, persevere, problem solve, and reason mathematically everyday!
How? What does math look like in room 10?
Math is a very exciting time in room 10. On most days, we do a Number Talk, a Problem-Solving Task, and have Independent Work Time.
The Number Talk is an oral, whole group activity (mental math). We use hand signals to show if we are thinking of a solution, ready to share one solution strategy, or ready to share 2 (3, 4,...) solution strategies.
Problem solving is usually the main portion of our math time. Students work in groups, but have independent time before and after. Concepts are chunked and taught over several days.
Fluency practice is rotated in so that on some days, students spend half of the time working on certain skills and the other half engaged in problem solving tasks. On some days, more time is spent on certain skills - it depends on the skill and the progress of the class.
I use a variety of methods to differentiate instruction. It is extremely important that students are engaged in rigorous problem solving. What is rigorous to one student, may not be to another. Much of my planning time is devoted to creating multiple versions of tasks that are just-right for each student. I use a number of teaching strategies to do this, including Cognitively Guided Instruction and Three-Act Tasks.
Math is a very exciting time in room 10. On most days, we do a Number Talk, a Problem-Solving Task, and have Independent Work Time.
The Number Talk is an oral, whole group activity (mental math). We use hand signals to show if we are thinking of a solution, ready to share one solution strategy, or ready to share 2 (3, 4,...) solution strategies.
Problem solving is usually the main portion of our math time. Students work in groups, but have independent time before and after. Concepts are chunked and taught over several days.
Fluency practice is rotated in so that on some days, students spend half of the time working on certain skills and the other half engaged in problem solving tasks. On some days, more time is spent on certain skills - it depends on the skill and the progress of the class.
I use a variety of methods to differentiate instruction. It is extremely important that students are engaged in rigorous problem solving. What is rigorous to one student, may not be to another. Much of my planning time is devoted to creating multiple versions of tasks that are just-right for each student. I use a number of teaching strategies to do this, including Cognitively Guided Instruction and Three-Act Tasks.
Science
Students will keep a science journal and will be graded on the quality of their work in the lab and in class, as well as on homework assignments. They will also have occasional quizzes and tests.
Please visit my Science page to learn more about my program.
Please visit my Science page to learn more about my program.
Social Studies
Students will have occasional quizzes and tests and will also be graded on assignments and projects done in the classroom.
Health
Grading
I expect that they always try their hardest and only turn in work they are proud of.
|
93-100% - 4
70-92% - 3 50-69% - 2 Less than 50% - 1 |
Homework
I expect that they always try their hardest and only turn in work they are proud of.
For the duration of the first trimester, please help your child create a homework plan that fits with your family's schedule.
Encourage independence. Instead of telling your child how to tackle a problem, ask, "What do you think?" Suggest that he/she ask me questions.
I will send home notifications of incomplete assignments and would like for students to make up the work when they can.
I will begin posting occasional online assignments. For example, Video Writing Prompts require students to watch a short video and respond to questions. Please let me know if this is a problem for you in any way. I can arrange for students to use the computer lab or my computer after school if given notice.
For the duration of the first trimester, please help your child create a homework plan that fits with your family's schedule.
Encourage independence. Instead of telling your child how to tackle a problem, ask, "What do you think?" Suggest that he/she ask me questions.
I will send home notifications of incomplete assignments and would like for students to make up the work when they can.
I will begin posting occasional online assignments. For example, Video Writing Prompts require students to watch a short video and respond to questions. Please let me know if this is a problem for you in any way. I can arrange for students to use the computer lab or my computer after school if given notice.
Absences
Much of what we do in my class cannot be made up at home. Our class is an interactive, collaborate environment not driven by worksheets, textbooks, or checklists. When your child is absent, please understand that I will not always be able to send make-up work to the office. I will do my best. Otherwise, I will work with your child once he/she returns to school.
Tentative Field Trips
CA Science Center & Natural History Museum – November 12th
Camino Real Historical, Reyes Adobe – February 11th
Mission San Juan Capistrano – March
Getty Villa – March 30th
Sacramento Day Trip – April 15th (Enrollment and initial deposit of $49 is due by October 15)
Camino Real Historical, Reyes Adobe – February 11th
Mission San Juan Capistrano – March
Getty Villa – March 30th
Sacramento Day Trip – April 15th (Enrollment and initial deposit of $49 is due by October 15)
Volunteers
I will need volunteers to help facilitate literature circles and possibly other activities. Please complete a volunteer form if interested.
Parent Conferences
Shortened days October 12 - 23. We may need to schedule conferences outside of the two-week period.
Please sign up for your child’s conference on SignUpGenius. I will send out the link in this weekend's update.
Please sign up for your child’s conference on SignUpGenius. I will send out the link in this weekend's update.
Technology
A few years ago, I made it a goal of mine to weave technology into my classroom...seamlessly... not just as a means to create a finished product, but to have students use it to learn and express themselves creatively... and to make better finished products!
I stress perseverance and resourcefulness. I want to empower your children to problem solve and be inspiring to others. I do not have all of the answers, but I always try to figure out what I don't know!
Digital literacy and citizenship is embedded in my lessons. Please talk to your children about making smart decisions and leaving a digital footprint everyone will admire. This is an ongoing conversation that you will have to have for many years in order for them to continue to make smart decisions online.
Thank you for your generous donation of three new iPad minis! And thank you Petra's family for their donation of the iPad 2. We will have 1-to-1 iPads this year.
I stress perseverance and resourcefulness. I want to empower your children to problem solve and be inspiring to others. I do not have all of the answers, but I always try to figure out what I don't know!
Digital literacy and citizenship is embedded in my lessons. Please talk to your children about making smart decisions and leaving a digital footprint everyone will admire. This is an ongoing conversation that you will have to have for many years in order for them to continue to make smart decisions online.
Thank you for your generous donation of three new iPad minis! And thank you Petra's family for their donation of the iPad 2. We will have 1-to-1 iPads this year.
