Fourth graders used a Seesaw template I created to match dull “telling” sentences with their “showing”, descriptive counterparts. I found the descriptive counterparts in various library books. The kids worked in pairs to match the quality description from the books to their simple counterpart. To prepare them for the lesson, we read Moonlight and admired the vivid imagery the author created. Then we read a story I wrote about camp and discussed the ‘show, don’t tell’ strategy. For independent practice, they worked in pairs on the matching Seesaw activity.
Fourth graders were inspired by a read aloud from the Eric Carle book, What’s Your Favorite Color? I found this gem at the last year’s Scholastic book fair. After reading the story, the kids thought about their favorite color and used my template to brainstorm how their color might sound, taste, and feel. I love the imagery they used! As they wrote, we played the video of Hailstones and Halibut Bones for more ideas, since it has a similar theme.
Before STAAR testing, the fourth graders enjoyed a classic tale ripe for some inferring! We read The Sweetest Fig and made inferences throughout. After the story, the kids gathered into teams to play a Factile (Jeopardy) game!
Fourth and fifth graders problem-solved as they constructed catapults in the Jackson Library last week and this week. The groups were all given 20 popsicle sticks, 7 thick rubber bands, a plastic spoon, a pom pom, and these instructions. They were not required to use the instruction sheet; it was just a guide. After about 12 minutes, they tested their catapult (3 tries), and then went to the tables to redesign for about 5 more minutes. Finally, they launched their catapults again. It was interesting to see the improvements they made the second time around!
Last week in the Jackson Library, fourth graders used context clues and dictionary excerpts to determine the meaning of unknown words in Mo Willems’ Goldilocks and the Three Dinosaursbook. During the story, we analyzed Goldi’s character traits based on her actions and dialogue. After reading the book, the kids folded an origami storyteller to continue having fun with the storyline.
The week before Spring Break, fourth graders had fun finding the main idea of silly news articles. They worked in pairs with Vis-a-Vis markers to write a fresh headline for each article.
(11) Reading/Comprehension of Informational Text/Expository Text: Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize the main idea… [in a way that that maintains meaning]
This morning at 7:00 am, the 4th grade Secret of the Fortune Wookiee book club played a Kahoot review game, solved a Murky crossword puzzle, and created light saber cards! The materials you need are: template for card (below on the Left Brain Craft Brain site), 5 mm LED 2 prong mini lights, coin cell batteries , red straws (Wal-Mart), scissors, and tape. I already had the lights from this kit I purchased a while back. For the circuit cards, I prefer the Chibitronics LED sticker paper circuit kits. First, fold the cardstock and poke the prongs of the LED light through right at the top of the light saber hilt. Then cut a piece of straw (start out longer) and slide the straw on top of the LED light. Then tape the coin cell battery to the back, making sure there is a prong per side. This part took some fiddling to get right. Then cut the straw as needed. We found a longer straw made the light look more light-saber-ish.
Last week in the Jackson Library, fourth graders used critical reading skills when analyzing a recipe for a Snowball Salad. They worked in pairs to answer TEKS-based questions like inference when asked, “Why do you think an adult is needed for Step 1?”
Fourth graders analyze media by scrutinizing fake websites, identifying propaganda techniques in commercials, finding the purpose of print ads, differentiating between formal and informal language, explaining how design elements of advertising affect the viewer (pacing, sound), spotting scams and hoaxes and more in the Jackson Library. In this video, they are exploring the website Edumosis and discussing whether this app should be purchased or not and why. This involves critical reading and they find out something interesting when scrolling to the bottom to read the disclaimer!
This lesson is in the 12-10-18 portion of the 4th grade section of my media literacy minute Google Slides on my Media Literacy blog page link below.
4th TEK 14 Reading/Media Literacy – Students use comprehension skills to analyze how words, images, graphics and sounds work together in various forms to impact meaning.
A) explain positive and negative impacts of advertisement techniques genres of media to impact consumer behavior
B) explain how various design techniques (pacing, close-ups, sound effects) used in media influence the message
C) compare various written conventions used in digital media (language in formal e-mail vs language in a web-based article)
Fourth graders analyzed procedural text in the Jackson Library. I gave them a QR Code to scan which took them to a page about how to fold an origami dog. They then took a screenshot of the pages and used the iOS 12 markup tools to show their text evidence. They also had to answer STAAR-formatted questions I created for them. This opened up good discussions and strategies to make sure they were paying attention to details in the text and interpreting the diagrams correctly. Check out the video of their work!
TEK 11: Reading Comprehension of Informational Text/Procedural Texts:
Students understand how to glean and use information in procedural texts. Students are expected to:
A) determine the sequence of activities needed to carry out a procedure
B) explain factual information presented graphically