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Mrs. Taulbee's Successful Sailors |
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AcademicsReading:
Each day, I teach a reading mini lesson. I call it a mini lesson, because I usually teach for about 10-15 minutes at a time. This is the approximate attention span of the average fourth grader. During these mini lessons, I usually read aloud a variety of children's literature to the students. As we read, we study different authors to help guide us as readers. I teach the students new reading skills during this time. I constantly refer to children's literature books to help the students grasp the skill we are learning.
For example, one important concept in reading is learning how to make inferences. During this mini lesson, I would show the students how to infer by reading aloud a literature book in which the students need to use prior knowledge about the text to draw a conclusion. I've noticed that students retain the information much more when we relate reading skills to author studies. After each mini lesson, the students are given "Workshop Time." Research shows that an effective way students learn is through practice. During Reader's Workshop, the students apply the information learned in the mini lesson with the book they are currently reading for about 30-40 minutes. In an elementary classroom, there is always a wide range of reading abilities and interests. I want the students to read books that interest them and motivate them to want to read more! The text during "Reader's Workshop" will sometimes be chosen by the students with my approval. These will be "Good Fit Books" at their reading level. Other times, I will assign a specific fourth grade text. My main goal when teaching reading is to provide my students with the necessary skills to become life long readers! While the students are working in Reader's Workshop, I hold one-on-one conferences with individual students. During this time, I am able to give my undivided attention to a student and learn about him/her as a reader. I have on-going reading assessments that I document for each student. I assess their ability to comprehend, read accurately, read with fluency, and expand their vocabulary. Together, the student and I create a reading goal that he/she will work on during Reader's Workshop. I check in with the students often to see what progress they have made. Once one goal is accomplished, we set a new one to work toward. I really enjoy this time with the students and learn a great deal about them as readers. The great part about these conferences and assignments is that it is all differentiated based on the students' reading ability! Writing:
The way I teach writing is very similar to my reading approach. I teach the students a writing mini lesson for about 10-15 minutes. During a mini lesson, I teach the students a writing skill that I feel the majority of the class will benefit from. Many times, I will introduce the skill by showing them an author who models that particular skill in their writing.
For example, if the students are learning to use descriptive language in their writing, we will study an author like Cynthia Rylant or Jane Yolen who are very descriptive writers. Through examining these literature books, the students begin to see how authors organize their thoughts into a writing piece. The students then work on their current writing project in Writer's Workshop for about 30-40 minutes. The students take the lesson learned each day and apply it to their writing process. During Writer's Workshop there will be times when the students will write about a specific prompt. Other times, the students will be allowed to choose their writing topic. I've found that when students are given choices they are more motivated and take ownership of their work. During Writer's Workshop, I hold one-on-one conferences similar to the conferences in Reader's Workshop. As the students are working on their writing, I meet with individual students. During this time, I am able to give my undivided attention to a student and learn about him/her as a writer. I have on-going writing assessments that I document for each student. I assess the students' writing form, the conventions they use, and the content they include in their writing. The students and I set an individualized goal for them to work on during Writer's Workshop. Each time I meet with the student, we go over the goal and the assignment they've been working on. Again, just like in Reader's Workshop, the best part about the writing conferences and assignments is it is all differentiated based on the students' writing ability! Spelling As the students continue growing as readers and writers, their spelling will improve and strengthen. During Writer’s Workshop, the students proofread their own writings and fix mistakes that they make. The students also have a writing partner that will edit their paper and give them friendly advice about their writing piece. As the students continue to fix spelling errors and learn the correct patterns to use, their spelling abilities will improve. A wonderful curriculum I use is called Sitton Spelling. This program integrates spelling into writing so students can apply it in everyday written communication. Math Throughout the year, we will be going in depth on studying multiplication and division, developing an understanding of decimals and fractions, and learning how to calculate area. We will also be studying algebra, geometry, measurement, and number operations.
When teaching mathematics, I try to teach with real world applications. For example, if we are learning how to calculate area, then we will study real world applications like tiling a room or finding the area of a football field. Science: Throughout the year, we will be studying living things, ecosystems, the Earth, weather, space, energy, electricity, and magnetism.
When learning science, the students follow three steps: See it, Read it, Learn it! SRA Snapshots Video Science is the curriculum we study in our classroom. The students watch engaging, real life videos about the science topics and then read about it in our intriguing science textbooks. Throughout the year, we will complete hands-on science experiments. We will also investigate information about different science topics by researching in reference books, encyclopedias, and the internet. Social Studies: In fourth grade, we learn all about
We will spend a lot of time learning new information about different historical topics by searching through encyclopedias, resource books, and internet sites. |
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