The Bridge it is Meant to Be

     As February rounds its own corner and heads toward March we find ourselves at the tail-end of trimester 2 only to head long into trimester 3. Things have changed.

      Instruction is more intense as we have laid down a good base of skills and knowledge. We can draw upon that base to learn more. Expectations are solidly in place and accountability is well rehearsed. We step with confidence into the third trimester.

      The school year will take yet another turn when the weather begins to change. The snow will slowly melt, the grayness of winter will transform into the brightness of spring. Children will delight in the prospect of playing outdoors without their coats, hats, gloves, boots and scarves. This will lead to more anticipatory behavior in the classroom. More fidgeting, more catching a glimpse of the weather out the window during lessons. It's the natural progression of things...happens every year in every grade.
 
      We have spent the last two trimesters learning routines, practicing skills, perfecting strategies, and nurturing independence and accountability. Trimester 3 will hopefully bear the fruits of our efforts and allow us to glide through the temptations of spring, continue to focus, and know that playtime will come amidst the work-time.

      I'm proud of my class. Proud of the progress they have made over the past two trimesters in a vast array of educational arenas. We have more work to do yet still. It will go quickly. It will be fun. It will be what 4th grade was meant to be...that bridge between primary and intermediate type learning.

Mr. Casten

Feb. 14, 2014

Copyrighted material of Michael C. Casten

Independence & Accountability

      Every week, with the exception of Testing Weeks, our reading instruction has been comprised of "stations". It's an easy concept as well as an effective one.

      Stations run on Tuesdays, Wednesdays, and Thursdays. Students are divided into 4 groups and each group starts at one of the four stations. They remain in that station for 15 minutes, completing the task at hand. After the 15 minutes, we rotate. This occurs for one hour, allowing each group the opportunity to visit each station. Stations consisted of guided reading, spelling exercises, computer time, the Daily Practice Book, Grading spelling and grammar homework, and other relevant assignments. The kids knew how to cruise through the stations and often made the most out of each one.

     This past week we've changed things up a bit. I've decided to adopt a teaching/learning model I employed many years ago. This model I call "Independent Stations".

      Independent Stations allow for increased independence while fostering accountability. Here's how it works:

• Monday: The story of the week, spelling words, grammar, writing, and other assignments are introduced. We "set-up" the week, making sure to find the common thread within each assignment. For example; if the reading skill is "compare & contrast" then the assignments basically revolve around this skill. My students now know the reading skills & strategies so now they will be expected to apply their knowledge.
  • Students are given a planning sheet for the week with all of the assignments as well as the times that I will meet with their groups. Once we have completed our week review the students "plan out" the next three days in terms of what they will do and when they will do it. Of course, some assignments will be a higher priority than others.
• Tuesday-Thursday: During our afternoon reading block student follow thier personal weekly plan. I meet with various groups on various days working on reading from the Reading Street Book as well as authentic novels.
• Friday: Assessment Day. The Selection and Spelling tests are given and all work for the week is due.

      It's interesting to watch how different kids plan out their week. Sometimes they choose to work with another on an assignment while other times they want to work alone. Sometimes they choose the more "creative" type assignments first then work on the more "intellectual" assignments later in the week or vice-versa. Sometimes they extend the assignment all on thier own, without any prompting from me, which, in fact, is exactly what I want them to do!

      The independence they experience in being able to choose the activity they are engaged in alongside the accountability that's being taught will help them to navigate through the many years of schooling they have ahead of themselves.

      I am excited to once again ressurect the teaching/learning model I used years before. I look forward to watching my students grow, learn and explore independence as well as accountability.

Mr. Casten

Feb. 7, 2014

 

Copyrighted material of Michael C. Casten