Plains Art Trip

On December 19 we had the privilege of visiting the Plains Art Museum and creating our own buffalos. It was such a great morning, and everyone did a great job on their projects. Can't wait to get them back so we can paint!!!

Studying the mural hanging in the entrance.

A beaded chandelier hanging in the cafe area.

A sculpture displayed in the foyer of the Creative Arts Studio.

Getting started!

Panoramic view of one of the lessons / demonstrations mid-project. Our instructor was amazing!

Progress continues...

Some of the projects already completed by Fargo 4th graders...

Up close & personal learning how to weld our bison to its base.

Heads up!

Adding horns.

Finishing textures.

All done! Aren't we a good looking group?

This hangs in the entryway of the Creative Arts Studio for all those who are artists at heart.

Theme Book Report

Here is our example of what a 4 might look like. You'll notice that each of the 9 pieces of evidence is very specific and explains how that part of the story supports the theme. 

If you're not sure what theme is...read the anchor chart in this picture! :)

These cards list additional themes and describe the kinds of characters traits to look for in each. We LOVE to reference these cards and pull them out often! (click on the photo to enlarge the image...then you can read the text under each of the large titles)

Parent challenge: can you identify the theme of the last novel you read? 

Summarizing (book report) Models

Wow! I have missed my regular blogging so much this year, as I shared with several parents at conferences. Thank you so much for your patience with that as I'm sinking the vast majority of my time into developing Common Core based curriculum activities and transitioning to 4th grade. As promised, here are the photographs of the summary models that we created together last week. You'll notice that these are scored with a "2" and a "4," which is the same grading system I introduced on the report card during conferences. During class we have had several conversations on what does a "4" really look like, and what level of work do I need to strive toward to increase my level of understanding to match. I believe students need to understand what a "4" really is in order to achieve that level of understanding. 

So...how does that translate to our book report? Here is the form...you'll notice that the top portion (graphic organizer) is identical on both, because the information in the story doesn't change and this is where we organize our basic details. The difference in the "2" and "4" is in how in depth you go with that information. Keep in mind, the goal is to write only the most important information about the characters and story while being in-depth, but not rambling. We decided that if we wrote around 3 sentences for each section of the organizer, that a 15 sentence summary would be just about right to allow us deep thinking and quality writing. 

Hope these examples help! This book report is due next Tuesday, December 3rd!

Mind Mapping

Ok, so I just have to brag a little. Today we started "mind mapping" two characters from Because of Winn - Dixie, and OH MY GOODNESS am I having a proud teacher moment!!! Mind mapping is considering all of the different thoughts and opinions a character might have running through their head throughout the story, and then illustrating them surrounding a headshot of that character. We brainstormed many ideas for Opal as we considered what her thoughts would be about all the other characters in the story, as well as what she would think about some of the events that have happened so far. After looking at an example, the students eagerly headed straight for their desks, grabbed their supplies, and got right to work. We may have also listened to The Blenders while working... :)

European Americans

Jacob J., Chase, Owen, and I studied European Americans. We worked on the collage for the 26th-1st of October. We learned: They brought denim, pizza, cars, skies, spaghetti, and the word kindergarden. I hope eveyone is encouraged by us to study different types of Americans.

By: Alexis

Reading Habits Survey

"Teacher as Learner" is definitely an accurate description of my teaching style. I am constantly reading professional practice books, taking courses, searching online for strategies, resources, programs, projects, etc. to improve my teaching and, ultimately, the learning that takes place in my classroom. This year as a "new teacher" to Fargo, I'm living that to the fullest!

Currently, one of the book study classes that I'm taking is on the text Notice and Note, by Kylene Beers & Robert E. Probst. The book discusses "close reading," which is clearly what we want our students to do. Read closely to fully understand characters, plot development, figurative or non-literal language, etc. The book outlines 6 "Signposts" that all literature has in common. Fabulous, right? What better strategy is there than one that can be applied to every fiction text we pick up!

Earlier in the week I asked students to answer questions about their reading habits, and I thought you might also want to ponder the survey. If you feel so inclined I'd love to have you email me your answers (even just a few questions would be fine), but please don't feel obligated to do so...I know life is busy! As I started this book I also considered these questions, and they are great food for thought...the questions here are the version of the survey that I took (the student survey will be below).

Reading Habits Survey - Adult Version

1. How often do you read each day?
2. Do you usually read printed texts or digital texts? If digital texts, do you use an e-reader?
3. How is reading with an e-reader different from reading printed books?
4. What sort of material do you read online or on an e-reader or mobile device? Is this different from what you choose to read in print?
5. Do you read any blogs or Websites on a regular basis? If your answer is yes, how large a part of your reading life are they?
6. Do you use any social bookmarking sites to communicate with others about what you are reading? How have these sites changed how you think about what you are reading?
7. Have you read anything that includes other types of media (video) as a part of the story?
8. Do you listen to audio books? Do you consider this reading?
9. What do you think are the major challenges of online reading?
10. What are you curious about when it comes to reading today?

Reading Habits Survey - Student (some of these obviously apply more to older students, but it's still interesting to read our kiddos' perspectives)

1. How often do you read each day at school? At home?
2. Do you mostly read books (novels and textbooks)? Do you mostly read on an e-reader such as a Nook, Kindle, or iPad? Mostly on a computer or a smart phone?
3. How is reading with an e-reader different from reading printed books?
4. What sort of material do you read online or on an e-reader or mobile device? Is this different from what you choose to read in print?
5. Do you read any blogs or websites on a regular basis? If your answer is yes, how large a part of your reading life are they?
6. How do you share with others what you are reading about? Through conversations? Comments on Facebook? By texting? By using a site such as Goodreads? Through a blog?
7. When do graphics (pictures, charts, video clips that might be a part of digital texts) help you understand what you are reading? And when are they a distraction?
8. Do you listen to audio books? Do you consider this reading?
9. Do you think that when you are reading something online or on an e-reader you are reading the same way as when you read something in a book?
10. Sometimes you choose what you want to read. Other times you are told what to read. How does choice or the lack of choice make a difference in how you read?

European Americans

You may wonder who is in my group they are: Jacob,Chase,me,and Alexis. We studied European Americans they brought: pianos, raidos ,the theory of relativity,skis,and denim.

Asian Americans

From September 26th to October 1st in Social Studies, my class was split into 5 different groups to work on different contributions. In my group was Cayden and I. We had Asian Americans. We learned a lot of cool things about Asian Americans. We learned that in 1848 a worker discovered gold in California and that attracted the first Chinese immigrants to the United States. We learned that the Asians brought the US the words jungle, shampoo, bamboo, and tattoo. We also learned that Asians made many contributions to American life, and one of them is preparing food.

By Carly

The African Americans

On September through October 1 my class was split into groups.I got Rylee, Jacob C, Brett, and me, Nikita. We are working on African Americans for our social studies collage.What we learned was that the African Americans were the reason for the Civil War which ended in 1865 to fight for no more slavery any more. They brought  jazz, corn, black eyed peas, collard greens, yams, voodoo, tote, banjos, drums, proverbs, ragtime music, spirituals, folktales, and dance styles. The African Americans are famous for gospel. Martin Luther King Jr. is famous because he led the movement for equal rights in the 1960s.The African Americans were most likely to be a slave in Virginia, North Carolina, South Carolina, Georgia, Alabama, Mississippi, Louisiana, and a little part of Maryland.
                                                                                                by Nikita

Visualizing - by Maya!

Today we learned about visualization. Visualizing is one of the most important skills we will learn. By using the author's descriptive words you can make a movie in your head of what is happening in the text. The movie in your head helps you see, smell, feel, hear, touch, and taste what is in the story. When you visualize you can understand the story better. The more you focus on the details the easier it will be to visualize. Give it a try and see what you think!!!!