Words Their Way Spelling Homework
Each Friday, your child will bring home a collection of spelling works that have been introduced in class. Throughout the week, your child is expected to complete a different activity daily to ensure that theses words and the spelling patterns they represent are mastered. These activities have been modeled and practiced in school so your child can demonstrate how they work at home.
Monday: Cut and Sort Words
Remind your child to cut and then sort the words and then sort the words into spelling patterns as practiced at school. Your child should read each word aloud during this activity. Ask your child to explain why the words are sorted in a particular way and what the sort reveals about spelling in general. Encourage your child to sort their words a second time as quickly as possible. You may time the activity for fun. Your child will prepare an answer key that will go home each Friday.
Have your child sort the words and record them on the Sort and Record Form.
Wednesday: Star Sort
Write one header in the center of each star. Write each word that matches the header on the inside line of every star. If there is not enough space to write on the inside of the star, the outside can also be used.
Thursday: Written Sort
In preparation for Friday’s spelling test, complete a writing sort by having your child first write each header on the form. Call out all of the words one by one from your child’s word sort in random order. Each word should be written under the correct header without seeing the words. Call out any words your child misspells a second or even a third time. If your child places the word in the wrong category, discuss why it does not belong and help him/her move it to the correct category. Discuss any spelling patterns or “rules.”
Thank you for your support!
The Fourth Grade Team
What's Happening in September?
We finished our study of arrays, factors, and multiplicative comparisons in Unit 1. We are entering our second unit on measurement. Our investigation of measurement will begin by gathering data on the height of fourth graders and first graders. The kids will then learn how to represent and compare the data they collected using bar graphs and line plots. Finally, they will draw conclusions based on the data. Our study of measurement will continue into October.
ScienceToward the end of August, we began our study of ecosystems. We started by investigating biotic and abiotic factors, studying the characteristics of all living things, as well as create food webs and food chains. In addition, we will study the different ecosystems that exist in our world and how human behavior impacts those ecosystems and the animals and plants that live there. Toward the very end of the month, the kids will each choose an endangered species to study. They will research its habitat, diet, adaptations, its place in the food chain, the reasons it is endangered, and then they will craft a call to action with ideas on how to save the species. This information will turn into a brochure that the kids will create and share with one another.
This month in Reading Workshop we will continue to apply the reading comprehension strategy of activate and connect. When we finish, we will begin the comprehension strategy of questioning. The kids will continue to study a variety of nonfiction text while activating their background knowledge on the subject material. They will then connect their new learning to their background knowledge as they create new thinking on the subject matter. I will continue to model this strategy and these techniques at the start of each lesson and then gradually release the kids to apply the strategy on their own with leveled text I have provided them with. I will connect our scientific study of ecosystems to reading as I provide the kids with a variety of texts centered around ecosystems and animals. They are also using the Ladders leveled texts (Amazing Plants and Worth Saving) They will use sticky notes, graphic organizers. and record their new learning in their Reader's Journal as they annotate their text, identify important and interesting information, and merge their background knowledge with their new learning. As always, as the kids are reading and applying the strategy, I will be conferring with them individually and in a small group format.
During Writing Workshop in September, the kids will mine through the seed stories they have written in their Writer's Notebook as they select a story idea for their first realistic fiction piece. I will model how to take a story idea for realistic fiction and create a main character who has fully developed internal and external characteristics and one or more conflicts to solve. We will being workshop each day by working on a class story that I will lead and the kids and I will craft together. By doing this, they will see how we use techniques such as figurative language, dialogue, apt word choice, details and description, and paragraphing to create a detailed realistic fiction piece that shows vs tells about the character, his or her struggles and how he/she works to solve those problems. Once the kids have selected their own story idea, they will learn how to create a story arc to develop the plot of the story. They will create scenes for the story arc (all modeled by me first) and then ultimately begin their rough draft using their story arc and planned scenes as a guide.
Students did a wonderful job with setting up Seesaw, taking a picture of their array and writing a title/caption, and then creating a video where they were able to verbalize and reflect on their learning.