Grades 3-4 General Overview
Literacy:
Literacy is taught following the researched–based Assured Readiness for Learning program. By using the Directed Reading Lesson format we are able to focus strongly on vocabulary building, phonic awareness with ‘keys’, imaging by using blindfolds, and building fluency and comprehension skills. For the development of comprehension skills many of the techniques from the book Strategies That Work are incorporated into our daily practices. For reading material, we will use novels that relate to our on-going expedition and our anthology. Poetry also plays a large part in our literacy program and we will focus on a new poem each week that is applicable to our content area of study. The poems are presented in accordance with the research-based program, Balanced Literacy. We will also be doing Reading Olympics again this year to support the students’ independent, outside-of-class, reading progress. All students are required to participate in this program.
Spelling:
We have no published spelling program. The spelling list and worksheets are created by me and are based on one “key” or vowel-consonant combination and words that will appear in our expedition. We will have a new spelling list almost every week. The list will be presented to the students on Monday. Our first test will be on Wednesday and the final test on Friday. If a student gets 100% correct on Wednesday, he or she is excused from the test on Friday and is considered an “Expert” or “Word Wizard” on that spelling list. We work on the words throughout the week using the Mastery of Learning format, which is a research-based program. Peer tutoring is a large component of this program. The tests are given in a dictation sentence format, rather than in isolation, to help improve retention of the words.
Writing:
Although we write across the curriculum and involve the writing process in all subjects, Writer’s Block is the specific time in our day when we work on all areas of the writing process. We use a combination of two writing programs that have proven to be very effective and produce well rounded writers: Six Traits and Step Up to Writing. Both programs emphasize organization, ideas and content, voice, word choice, sentence fluency, and conventions. Literacy and Writer’s Block are specific times in the day when we focus on learning these writing programs. We also devote a large amount of time to focusing on grammar, convention skills, revising and editing and producing ‘publishable’ work. We also focus on different types of writing styles such as narrative, descriptive, and exposition. We are strictly a cursive classroom.
Math:
The Everyday Math program drives the majority of our instruction in math. This program incorporates manipulatives, games and one-minute drills to help reinforce daily concepts that have been introduced. The following programs are used to enhance The Everyday Math program to meet all the students’ needs: Math Minutes to improve speed and accuracy of algorithms, “ Mind boogly questions” or task performance questions to help improve problem-solving skills and to enhance higher level thinking skills, and Number Talks, also to improve problem solving skills. We use our estimating jar to produce graphs and analyze data.
Expedition:
The science and social studies curriculum is taught through expeditions. Subjects are taught at an in-depth level with individual case studies to help with future understanding of a complex subject matter. The protocols and active pedagogy emphasized by E.L.O.B. (Expedition Learning a division of Outward Bound) is used on a daily basis to drive instruction and keep curiosity at the forefront. This intrinsic motivator helps foster and create an environment where the students are actively responsible for their own learning. Learning targets are used on a daily basis so students can track their own progress and have a clear understanding of the expectations involved with each assignment in all content areas. This year the 3rd and 4th expedition are based on a river theme starting with water cycle and watersheds. We then will follow the expedition of Lewis and Clark up the Missouri River the second half of the year.
Discipline:
In the classroom I use a discipline strategy combining two techniques: assertive discipline and discipline-with-dignity. These approaches provide the student with appropriate choices. It allows him/her to maintain a sense of control while remaining within the limits of acceptable classroom behavior. I try to build a community where each student feels safe and valued. If need be, a student might lose recess time, or rarely, be removed to Mrs. Poole’s office. Sometimes, one afternoon of staying after school and providing a community service is all it takes for a student to realize his/ her behavior needs to change immediately. You would be notified if I believe this is appropriate action to take. A well-managed, happy classroom helps children to grow academically, emotionally, and socially. Parents and students and teachers must all work together to make this happen.
Homework:
A homework packet is usually sent home every Monday and is due on Fridays. If the packet is not finished then the student will have homework on the weekend. If the packet is not complete by Monday morning, a new packet will be provided to the student. All free time, such as recess and enrichment will be removed until the overdue packet is completed correctly. If there are mistakes in the overdue homework packet, recess and enrichment will be used to correct the mistakes since I am free at that time and able help the student.
Enrichment:
This year enrichment will consist of a series of field trips and guest speakers that will expose the students to a variety of different art forms. These events may involve a cost. Also this year the students will be receiving enrichment twice a week. Students will rotate through for different session of art, music, Spanish and technology, conflict resolution. They will move to a new session every eight weeks