Yesterday I wrote about the young authors in my class. Today I feel it is only appropriate to write about these wonderful students as young scientists, as well. My student teacher is down to just one more day before she is done for the semester. She found a really fun science experiment for the class to do related to our unit on electricity and magnetism. The experiment is specifically related to exploring how static electricity works. She found it via Pinterest, which I have come to believe is one of every teacher’s resources online!
After asking the class to think about what they already knew about static electricity, she invited a student to come up front to demonstrate how you can generate it with just an inflated balloon and someone’s hair. Then she asked the students to describe what had happened and why, using scientific language.
The students spent the rest of the time in their groups experimenting with balloons, popsicle sticks, and metal spoons. At first they were given the freedom to do anything they wished. Then they were guided into figuring out how to spin a popsicle stick on the end of an overturned spoon. It took some work, but eventually all six groups figured it out. Some of them then experimented further and learned that the popsicle sticks could be rubbed on someone’s static-y hair and they would stick to their clothes!
The groups also explored the way static electricity can impact moving water. By “charging” the balloon and running a small stream of water through a faucet, they saw that the static would actually repel the water, pushing it away from the balloon!
We had a great morning of scientific exploration and experimentation! I love how the students have built up their scientific vocabulary and strive to use it in their conversations!
I have been reading the book Wonder to my class. It is a fantastic story, and my students are really enjoying it. For those who may not know, Wonder is the story of August Pullman, a ten-year-old boy who was born with a severe facial deformity known as mandibulofacial dysostosis. The story focuses on August’s first year in school and how his classmates respond to him. It is written in multiple voices, with each narrator being selected from the children of the story.
Today we were reading the portion that tells the story from August’s older sister’s point of view. Olivia (Via, as she is called at home), is very protective of her brother but she is also trapped in the desire to be known as someone more than “August’s sister.” As we read, there was a section that focused on the genetics of Auggie’s deformities. I was reading aloud, but I realised that many of the students probably didn’t know what the words I was saying even looked like, let alone what they meant. So as I read, I also wrote on the whiteboard and, in the process, found myself introducing very basic genetics to my fourth graders!
We were discussing words like gene, chromosome, dominant traits, recessive traits, and mandibulofacial dysostosis. We also talked about Punnett squares and how genetic traits, such as straight or curly hair, eye colour, attached of unattached earlobes, or whether or not a person can curl his or her tongue, are passed on. And the great thing about it all was that I had everyone engaged in the conversation! I explained that what we were talking about was really high school and even college-level biology, but because it was in the story, I wanted them to have an idea about what these words meant.
I love when we have these impromptu lessons that aren’t specifically a part of our prescribed curriculum! It is one of the things I love most about teaching fourth grade: when I allow students to ask questions, we may go way off topic, but we are learning. Together.
And that’s just awesome.
I have a fairly large network of professional colleagues through the Internet that I chat with on a regular basis. A topic of conversation recently has focused on how teachers teach reading. Two of these educators have especially gotten me thinking a lot about how I do reading in my classroom. The first, Donalyn Miller, is a fairly well-known personality in the world of teaching reading. (She has a book, called The Book Whisperer that is required reading in many education courses. I haven’t read it yet, but I will soon!) The other is Katherine Sokolowski, who happens to teach fairly close to me. She recently wrote a blog post about AR (accelerated reading programs), Lexile scores (a number used to determine the level and quality of book a student “should” be reading, and reading programs in general.
Both of these educators expressed the same sentiment, which I have shared with other teachers. This is how Ms. Miller describes her reading program:
1. Read a book. 2. Share it with another reader. 3. Chat about it. 4. Repeat 1-3. That’s MY reading program.
Here’s the (slightly more detailed) description of Ms. Sokolowski’s reading program:
So what is my reading program? Books, kids, and a teacher who reads. Pretty simple, but effective. No need for expensive programs. No need for comprehension tests that only test a surface level of comprehension. No need for a leveled book. Just read.
Now, the thing is, I do use leveled readers in my class. They are short selections that are easier for students to read so that they can focus on specific reading strategy, such as predict, clarify, re-reading, and making inferences. I also have my students work in reading groups where they read a leveled text that uses Lexile scores to guide their instruction. The goal if the leveled reading is for students to develop their skills and to engage in discussions about different texts.
I also use our basal reading anthology to introduce different stories each week. Most of the stories in the anthology are the complete text of a selection, but there are a handful that are only excerpts. I use the basal reader for the same reason as the leveled texts: I want to teach a specific reading strategy that my students can apply to their own reading.
But the main focus on my reading instruction is on reading. I firmly agree with both Ms. Miller and Ms. Sokolowski that the best way to teach reading is to have students read. In fourth grade, we have a goal of building our reading stamina to a point where the students can read for 45 minutes without interruption every day. There are some teachers who have argued that this time should be longer, but the reality is there are only so many hours in the day to teach and I have a lot more to teach than just reading. But my students do a lot of reading in my classroom. Whenever they finish a task, they are encouraged to take out a book and read silently. When we come in from another activity, such as fine arts, library, P.E., or recess, and there is some administrative task that needs to be done, my students know that they should read silently while they wait for instruction. And when we are doing our literacy block in the afternoon, the students read and write about their reading. After all, the best way to teach students to read is to let them read!
For parents who ask, “What can I do to help?” I have a few suggestions:
- Make sure your child has a place to read at home. It doesn’t matter if it is a bedroom, a chair in the living room, or just a quiet corner somewhere. Just so they have a place to read.
- Ask your child what he or she is reading. Ask questions. Who is the main character? What is the problem in the story? What do you think will happen next?
- Let your child see you reading. Part of our Million Minutes Challenge is to get family and friends to join with students in reading. Another part is to expand what we think of as “reading”: books, newspapers, magazines, websites, audiobooks, graphic novels, etc. They all count.
- Help your child build a personal library of books. Our school has an awesome Book Exchange program that helps them do just this. Our local libraries also often gently used books at very low cost.
My reading program isn’t perfect yet, but I am going to keep working on it, I will keep reading about it, and I will keep doing everything I can to make sure that every student who passes through my classroom knows that reading is valuable and important!
This has been a long week; a fun, exciting, productive week, to be sure, but also a very long one. Due to the way our district calendar worked out for the beginning of the year, we haven’t had a five-day week in a month. We had a district institute day, MLK Day, an elementary inservice day, and then finally this week. I think the students throughout the school got out of the habit of being in school for five days in a row, so today felt like a particularly long day.
That being said, it was also a wonderfully productive day to mark the end of a wonderfully productive week! We have been tackling multi-digit multiplication in math, poetry and drama in literacy, meeting as reading groups, exploring magnetism in science, and preparing for the ISAT tests that are coming up in just a few weeks. We started using volleyballs in P.E., learning how to bump and set the balls while passing them around in small groups. We have also met four new tutors and one of our new student teachers.
We are going to have two student teachers working with our class this semester. Since I have no desire to refer to either one of them as “the student teacher” for the next several weeks, but I also want to maintain my policy of not using names without explicit permission, I will just use abbreviations. The student teacher the class met today was Ms. G. The students were all very welcoming and respectful toward her, and she was eager to get to know the students and start to find her way around the building! She will be working with our class on Monday and Friday mornings each week. The other student teacher, Ms. W, will be coming on Tuesday mornings.
To wrap up our day, I took some time to enter our most recently-collected reading logs while the students engaged in a variety of preferred activities during our Read, Write, Think! time. I am very pleased to announce, at the end of our five-day week and the nineteenth week of the Million Minutes Challenge, that the students, teachers, family, and friends of Wiley have logged 701,550 minutes of reading! We are now more that 70% of the way to our goal!
Have a great weekend!