Studying Colonial America

Students have gotten off to a great start this year in social studies. Before we even began our study of Colonial America, students spent time pondering and discussing America today: What is special about America? What is our country known for? What do we believe to be true about our country? From this conversation, students were able to generate a web imaging America today.

This background context is important for students. In order to better understand the importance of the story of colonial America, students need to see where we are now as a country. As they learn about colonial America, they will begin to see the seeds of today's America, which gives their learning a context. Importantly, too, the web pictures an ideal America. It will, no doubt, as we travel though our study, prompt questions: for example, if our country is founded on the idea of freedom, why did we have slaves?

The text we use as the foundation of our study, as you know, is The History of Us. As I mentioned at Back to School Night, students learn important strategies and skills for successful reading and writing though social studies. To this end, with each topic of study, students receive a list of questions referencing the chapters they have read. You saw the first example of this over the past two weeks. When working through these questions and prompts, I scaffold the students' learning quite a bit. We read the chapter together, engaging in accountable talk as we go. Then, we consider which questions in the guide could be connected to our reading. As a next step, I model for the students how I might plan a response to the question, using a web or a list. Students are then given the opportunity to use my plans to create their own. Then, we spent time composing answers to the questions together, again modeling for them high-quality responses. Students have the opportunity to share their responses with me and their peers for feedback. While some of this work is done at home, students also have the opportunity to again share with me their work the following day.

These study guides are graded using a scoring guide. The scoring guide is structured around the five traits of a high-quality response I have described in an earlier blog entry.

Because of the amount of support students currently receive, there is no reason they cannot be fully successful in this task. As the year continues, I will turn over the process more and more to the students, removing the scaffolding yet still holding them accountable for their learning. Today I sent home their first scoring guides from the Jamestown chapters. I am keeping their actual study guides through tomorrow so that I may review them with the students and will send them home Tuesday or Wednesday.

Our celebration of International Day of Peace was lovely. Students joined the rest of the Lower Division campus by placing their illustrated peace poems in the shape of a peace sign in the Town Meeting area. The students' poems are wonderful, full of voice and honesty. With the help of two willing parents, students published their peace poems in the Voice Thread below.

Students have dived into their vocabulary study over the past two weeks. Today, students completed their definitions pages, defining each vocabulary word as well as locating how it is used in Edward Tulane. Students today also created flash cards to help them learn these fourteen words. Students will need to be able to recall these words on their Wednesday vocabulary assessment.

As you know, from this list, students have each chosen four words on which to focus and learn well.  Each student has chosen four words unique to her/him, and these are the words the students have used when completing their concept maps and vocabulary cartoons.

The vocabulary cartoons have been particularly enjoyable for the students. To the right, Will H. is sharing his cartoon for the word "frenzy." Will cleverly thought of the phrase "frenzied fries," and then drew a picture of crazy, hyper, frenzied French fries. During each round of cartoon creating, students will have opportunities to share their work with their peers, much to everyone's delight.

When completing the concept maps, students are given the opportunity to consider words that are like their focus words, as well as words that are not like their focus words. Knowing what a word is AND what it is not helps us understand a word better. Important to this process is that students understand each focus word's part of speech; when identifying synonyms and antonyms, students need to make sure they are matching their focus words' parts of speech. This is tricky when learning new words, but will become easier with practice.

Our first vocabulary assessment is on Wednesday. Students will answer selected response questions about the entire list of words, but are expected to be able to think more thoughtfully about their focus words. You will see the assessment come home next Monday in their take-home folders.

Until next week!

Reading ourselves awake.

In the reading workshop, students have been learning how we read ourselves awake. In essence, we are spending a great deal of time learning about how readers--when truly reading--are constantly reacting to and interacting with the text. We have talked about when we read, we each have a voice inside our head to which we need to listen and train. In our effort to do this, we spend bits of time recording our thoughts on Post-its each day. Students have learned many ways to read themselves awake, and many lend themselves to recording on paper. The types of activities in which we can engage while we read include the following:

• ask questions,
• make connections--between the text and yourself, another text or the world,
• make predictions,
• read between the lines and unveil the author's unwritten message,
• describe a feeling, and
• have an important thought.

Students are working to avoid writing down facts from their books that are ultimately not really important. Simply restating an event, without giving a reason for doing so, would be something we might consider less than important! All of these Post-its are being collected and organized in their reading binders, easily accessible from day to day.

Reading really is a social activity. When we read, we often talk about what we read with others. As students become more adept at recording relevant thoughts on Post-its, they are also now learning about how to effectively and productively confer with their reading partners. Two strategies we have learned to help us initiate conversations with our partners include reviewing our reading logs together, looking for patterns, and using our Post-its to guide conversations. As the week continues, students will learn more strategies to help initiate these very important conversations about what they are reading.

On Monday Mrs. Smay introduced the students to the fifteen 2011 Sunshine State Readers. Any student who reads at least three of the books from the group may vote in the spring for her/his favorite. I created a glog that you will find on a page tab above that will lead you to short synopsises of the books. Once on the page, just move your cursor over the poster title and click when the red circle appears to be directed to the list of book descriptions. Book trailers also get created for each of the books. As of today, five are complete. To view those trailers, move your cursor over each book; those with a red circle appearing are linked to their trailers. As more trailers are created, I will update the glog.

In writing, we took a brief hiatus from writing our personal narratives to create our peace poems, which we finished today. Our poems will be published in two ways. First, on Wednesday, they will become part of a Lower Division art installation as we celebrate International Peace Day. Each student illustrated today a peace symbol with nods to their poems, and tomorrow they will inscribe their poems on the back of their art. To these art pieces will be attached a small stake, and during our Lower Division gathering on Wednesday, students will place their pieces in the ground where we meet for town meeting. Then on Thursday, students will be recording their peace poems in a Voice Thread with the help of two parents. Their art pieces will be part of the Voice Thread as well. I will post a link to the Voice Thread as soon as it is completed.

In science today, student began experimenting with circuits. Partners were given a length of wire, a battery and a small light bulb and asked to consider all that they have learned about electricity thus far to make their light bulbs light. After a great deal of experimentation, students were able to light their bulbs. What they learned was that in order to light their bulbs, they needed to create a complete circuit, which meant both ends of the wire needs to touch each end of the battery, and the bulb base needed to make contact with the exposed wire to be a part of the circuit. Students during their explorations all at one time or another connected their wires from one end of the battery to the other without successfully including the battery within the circuit, creating a short circuit. "Ah! That's warm!" was my cue that a short circuit had been created. After some work, however, groups began finding ways to include the light bulb within the circuit in such a way to allow the bulb to light. At those moments, chirps of "We did it!" or similar declarations resounded. Later this week we will predict and test how many D batteries it will take to light a 40 watt bulb.

Math has been quite a challenge lately! Students have learned new algorithms for solving multi-digit addition and subtraction problems. Students have worked diligently to try the various new algorithms for addition and subtraction designed to better help them understand the more traditional algorithm--to which many of them have been previously introduced. Now that they have learned multiple ways to solve problems, they may choose which method works best for them.

I explained to the students that when I was in school, I learned to borrow and trade when doing addition and subtraction, but that I did not truly understand why I was crossing out digits and recording new digits in various locations--I just followed the steps as I was taught. These alternative algorithms are terrific for students who may struggle to use the traditional method effectively, or who do not truly understand why they are borrowing and trading digits. Understanding the reasons behind the steps allows students to be more thoughtful about their process and more aware of mistakes.

Click here to view our Frames projects!

Hooray! Mrs. Baralt published our Frames Important Poems. Please click the link on the bottom of Aliyah's frame to view the projects!

In honor of International Day of Peace on Wednesday, Lower Division students may wear peace shirts with uniform bottoms. Please join us for our celebration at 8:10 if you are able!

We're electric.

We have officially dived head first into our unit on electricity. Last week, students learned about the atom and its subatomic parts: the proton, neutron and electron. Then, we learned to use the Periodic Table of Elements to help us build models of various atoms. Each element's atomic number indicates the number of protons in it. And, because atoms normally have a neutral charge, we know that the positively charged protons must then equal the number of the negatively charged electrons. Finally, students learned to use the atomic mass of each element to derive the number of neutrons in each element: the mass less the number of protons equals the number of neutrons. Using the information they gathered about each element, students used three different colors of clay to represent each subatomic particle type and build models of various elements.

On Friday, students learned more about how the effects of interacting positive and negative charges of subatomic particles can actually be observed. All students know that when we rub balloons on our hair, our hair sticks up and the balloon can stick to things. So, we tried, but rather than using our hair we used scraps of wool. Of course, after some vigorous rubbing, the balloons stuck. We discussed that the balloon attracted negative electrons from the wool and as a result became negatively charged. When placed against a neutral object, the negatively charged balloon stuck to the neutral wall.

Given this knowledge, students were then asked to predict what would happen when a negatively charged balloon came into contact with tiny scraps of paper and a salt and pepper mixture. Then: off to test! Much to the delight of the students, both the paper and the salt and pepper were quickly attracted to the wool-rubbed balloons. In fact, paper seemed to leap and later we could hear the salt smattering into the balloons as students levitated the balloons over the material. Then, students watched as a wool-rubbed comb was held next to a steady stream of tap water in the office sink: in a very dramatic display, the water bent in nearly a 30 degree angle toward the comb.  Of course, students were able to discern that the negatively charged balloons and combs were attracted to the protons in the paper, salt, pepper and water causing them to move toward the balloons and combs. We discussed the meaning of the word "static," noting that the extra electrons in the balloon, for a bit, stayed put. Because the electrons had no path to follow, this movement was an example of static electricity.

But what if the electrons DO have a path to follow? Today, we considered a circuit with ourselves as models. Our circuit consisted of a copper wire (the students), a battery (two laundry baskets--one marked + and the other -), and a bunch of electrons (Wiffle balls) resting patiently in the negative end of our battery. Once the wire was connected to the battery, the electrons moved quickly through the circuit (which was short, of course, as there was no user of electricity within our circuit--such as a light bulb). Students moved electrons as quickly as they could to the positive end of the battery. Then we added a light bulb (Ryan); when the electrons passed her, she turned on!


We're electric! from Jill Lemon on Vimeo.

Students noticed that they were warm after all of that work. We talked about how when electricity was generated--as it was here--heat is produced. The creating and testing of an actual electrical circuit will happen later this week. It will be interesting to see if the students are able to take what they have learned from our modeling and apply it when charged (ha) simply to "build a circuit." Go!

In writing, students continue to work on composing high quality narratives.  A high-quality narrative:

1. focuses on a seed rather than a watermelon,
2. focuses in on the moments that are most important to the story,
3. uses specific and exact details that help paint the picture of the story inside the author's head, and
4. uses an attention-grabbing lead.

Our study of leads began only today. We noticed--after reading the beginnings of multiple, wonderful picture books, that authors try and trick us into reading more by beginning a story with a lead that is a bit confusing. The leads, which we have dubbed "deceptive leads," don't really share a great deal of information with the reader, but they make us want to read on to find out just what is going on. Already today, students were revising their personal narratives to include more interesting leads. As we move through the week, students will identify many more types of leads that they may choose to incorporate into their pieces.

In technology last week, students completed their Frames projects, creating animated characters that read their important poems. In order to create their animations, students first created characters to resemble themselves and then chose relevant backgrounds for their characters.  Then, through a series of duplications and minor alterations, students animated their mouths, frame by frame. Students then recorded their important poems, reading with expression and clarity. Once their recordings were done, students edited their projects so the length of the images matched the length of the recordings. Once all fourth-grade classes have completed their projects, I will provide a link to them for your viewing pleasure!

In math, we are working our way through a numeration unit, learning about place value, data and addition and subtraction of multi-digit numbers. We've talked about and continue to talk about the value of zero as a place-holder in numerals. While they have no numerical value, the zero holds a space open so we know this place in the number exists. Continue to work on addition, subtraction and multiplication facts at home. The more automatic, the better!

In reading, we continue to enjoy getting to know Edward Tulane, witnessing him evolve from a vain, unloving rabbit to a creature who is making connections to those around him. This week students will begin vocabulary work surrounding their related vocabulary words.  First we will spend time defining the words and finding them in the context of the book.  Then, at the end of the week, students will learn to create a concept map, a graphic organizer that will help them further explore and understand their four focus words.

After learning a bit about the Powhatan tribe that lived where the Jamestown colonists settled, we have begun to learn more about Jamestown as well as John Smith, the settlement's first successful and notorious leader. Jamestown proved to be a challenging location for the English settlers for many reasons, but John Smith was able to help it be the first surviving English colony in the New World.  Students are learning how to read the History of Us text and extract important information in the form of lists or webs to help answer questions about what they are reading. Once students have planned their answers, they are working to create quality written responses to these questions. A quality response:

• uses the question in the answer,
• provides details and textual evidence,
• uses names,
• is written in complete sentences, and
• is accurate.

I will continue to support students through this process until they become more comfortable working independently.

In honor of International Day of Peace next Wednesday, September 21, the Lower Division will hold a special Town Meeting dedicated to celebrating this important day. As one contribution, students--after reading What Does Peace Feel Like? by Vladimir Radinsky--will each write a poem describing how peace feels, tastes, smells, sounds or looks to them. Next Wednesday, we will read our poems to create a Voice Thread, a web-based program which allows students to record their voices reading their work and then have it published in the form of a podcast. Finally, all Lower Division students are making paper peace signs, on which our class will pictorially represent their poems; students will bring their signs to the Town Meeting and the add them to a collective art installation. The art installation will remain in the common area for the entire day. Please join us if you are able!

Back to work!

I hope that you all enjoyed your extended holiday weekend. I was busily taking care of two little boys while Coach D. visited family in Colorado. Needless to say, I am now ready for the extended holiday weekend that I missed!

Renata and Ari play Name that Number

This week the unit 1 math assessments will be coming home in the yellow take-home folders. I neglected to mention something important at Back to School Night regarding these assessments. Because we use the same math assessments each year, it is important that they are returned to school after you have the chance to review them. They will come home with a sheet attached asking for your signature as well as with a space for any comments or questions you have.  So, even though the folder instructs otherwise, please return the assessments in your child's take-home folder the day after you receive them. I will retrieve them from the folders and keep them on file all year for reference. Thank you for your help with this!

Today we began reading Kate DiCamillo's The Miraculous Journey of Edward Tulane. My very favorite book, Edward Tulane recounts a story of an initially selfish and vain china rabbit who--through a series of adventures--learns to love. I will read the book aloud using the text as a means to model all that we are learning about what good readers do in our reading workshop.  Then, students will use the strategies that are taught when they are reading independently. As I mentioned at Back to School Night, these are all strategies that good readers use made visible to all of us. Whether students are being taught to question, reread for meaning, make connections or visualize, all of these strategies help students engage and interact with a text. This engagement is thinking, and this is reading!


Each day we have a minimum of 40 minutes of independent reading time. During this time we want eyes on print for as much as possible, but students will spend a small amount of time taking notes (on Post-its--our device of choice!) and conferring with other readers. This conferring is a crucial component of the reading workshop. As readers ourselves, we know that an important part of our reading lives is talking to others about what we read. In order to teach students how to talk about books with others, we create reading partnerships. These partnerships are intended to last as students are allowed to really get to know and work well with their partners. Once we begin working in literature circles mid year, we will rely less heavily on the partnerships. For now, I will be encouraging partnerships to read the same book, as talking about texts is made easier when you are talking about the same text! Eventually, as partners become more skilled conversationalists, they will be choosing different books. Today, students learned that one way to begin a conversation is by rewinding and retelling--sharing with a partner the general summary of what you have read. Identifying the main points--and keeping it to the main points--is a tricky skill for young readers to learn. It is a skill we will work on all year.

Our first round of vocabulary words comes straight from Edward Tulane. To begin our round of study, students are asked to complete a vocabulary scale, identifying how well they know each word. This, of course, helps drive home the point that we know words in varying degrees. I stress with students that to select "know it and use it," the word needs to be one they use in conversation. To the left you will find the vocabulary scale students completed today.

After completing the scale, each student selected four words that s/he would like to know very well. While students will be expected through study to gain a general understanding of all fourteen words, each student will be responsible for for learning her/his four focus words extremely well. Research supports that students learn new vocabulary best through repetition, integration and meaningful use. Pinpointing just four words helps insure that the words will truly be learned, rather than temporarily memorized. A great deal of the work we do in class will ask students to focus on these four words. You can identify your student's focus words by noting which four are circled on the vocabulary scale.

In writing, students are working now to show rather than simply tell in their personal narratives. It is difficult to remove the habit of simply listing events when writing our stories, particularly because we are writing what we know, and all of those details are right in our heads. We forget that we need to reveal them to our audience in a way as vivid as they play in our minds. Students will each create multiple drafts and then choose one to publish.

In social studies we have begun our study of Jamestown, the first British colony in the New World. Students will be considering why people from England chose to take the dangerous journey to America, and what happened to them once they arrived. We have started our routine of using study guides to help us organize our learning, answering questions that can be supported with evidence from a text.  Our process involves first taking notes to help us organize our thoughts to the end of answering given questions. Then, students will learn to convert these notes into high-quality written responses. I do a great deal of modeling as we begin this process, but will soon turn the reigns over to the students, allowing them to work with partners as well as independently. This week you will see a section of our first study guide coming home as homework. Students should be able to complete the assignment (that will become very familiar as the year goes on) after having received a great deal of support at school.

Later this week students will be conducting experiments surrounding static electricity. Today we spent time learning about the positive and negative charges of components of the atom, the proton and electron. When we begin our inquiry this week, students will need to consider how these charges are creating some of the results they will be observing in their experiments. I will have more to describe and many pictures to post next Monday!

Have a terrific week. Until next Monday. . . .