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LTM 621 Literacy Plan

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LTM 621 Literacy Plan - Page Text Content

FC: Mrs. Wittrock's 4th Grade Literacy Plan 2010

1: "Literacy is not a luxury, it is a right and a responsibility. If our world is to meet the challenges of the twenty-first century we must harness the energy and creativity of all our citizens.” - President Clinton "There are many little ways to enlarge your child's world. Love of books is the best of all.” - Jacqueline Kennedy

2: Hi! I'm Tina. I'm one of Mrs. Wittrock's fourth graders this year. Since it's almost the end of the year, I wanted to make her something special. This is a scrapbook of some of the really great stuff she taught us this year.

3: First I want to show you a poster we made about literacy. Then there's info about some of my friends that were in my class and this thing we made called a bio-poem. Then I put some of our strategies for reading and learning (Mrs. Wittrock calls them pre, during and post, depending on when we do them). Then I have the state standards for language arts, because Mrs.W says those are very important, and my mom told me I had to. At the end, there's books we've used and assessments too.

4: READING WRITING SPEAKING LISTENING VIEWING VISUALLY REPRESENTING

5: Literacy is... ~Being smart about how we use the six modes ~Learning through all different ways ~Being able to understand when reading, listening and viewing ~Being able to communicate using writing, speaking and visually representing

6: T. Funny, Hyper, Loud, Crazy Related to twin brother R. Who cares about music, friends, my pets Who has been to Disney World, my aunt’s house, sleepovers Who fears tigers, storms, snakes Who would someday like to win the lottery, go to California, get a tarantula Resident of Milwaukee S.

7: Student T's Bio-Poem

8: A. Tall, Smiley, Weird, Loud Related to sister E. Who cares about singing, dancing, my sister Who has been to the park, my sister’s apartment, school Who fears spiders, scary movies, being home alone Who would someday like to travel, go to college, be a singer Resident of Milwaukee N.

9: Student A's Bio-Poem

10: M. Deaf, Crazy, Fun, Strange Related to my mom Who cares about my family, friends, sign language Who has been to my friend’s house, my house, my school Who fears not understanding, reading, my dad Who would someday like to help people, learn another sign language, travel Resident of Milwaukee B.

11: Student M's Bio-Poem

12: J. Quiet, Shy, Fun, Loving Related to my older sister Who cares about family, my teachers, my dog Who has been to Florida, my grandma’s house, New York Who fears snakes, scary movies, math Who would someday like to go to SeaWorld, play soccer, get another puppy Resident of Milwaukee S.

13: Student J's Bio-Poem

14: R. Quiet, Class Clown, Crazy, Nice Who cares about my dad, break dancing, playing games Who has been to Illinois, Minnesota, Wisconsin Who fears running, flying, looking stupid Who would someday like to go on a cruise, get a dog, get a hamster Resident of Milwaukee R.

15: Student R's Bio-Poem

16: L. Smart, Creative, Energetic, Helpful Who cares about good grades, my family, helping people Who has been to Indiana, Chicago, my pop’s house Who fears broccoli, failing, huge dogs Who would someday like to go to college, be a doctor, go to China Resident of Milwaukee F.

17: Student L's Bio-Poem

18: K. Weird, Lonely, Quiet, Nice Who cares about animals, my mom, my best friend Who has been to Kentucky, Tennessee, Wisconsin Who fears spiders, scary movies, lightning Who would someday like to see my sister again, learn to dance, play the drums Resident of Milwaukee D.

19: Student K's Bio-Poem

20: Mrs. Wittrock says that there are six kinds of literacy that are important. Those are reading, writing, speaking, listening, viewing and representing. Anything we do in class, or at home I guess, is one of those. Here is one of my favorite things we did from each of the six literacies.

21: Reading-We read biographies of interesting people from WWII. Writing- We wrote bio-poems. Speaking/Listening - We gave presentations on frogs and got to hear about other people's kinds of frogs too. Viewing - We looked at kinds of rocks on a beach. Representing - We drew pictures of ourselves that were supposed to show our own culture.

22: Jenny | Mrs. Wittrock told us on the very first day of school that literacy was an important word to learn in the fourth grade. She said that we would learn lots of strategies to help us know how to read and write and do other stuff like giving presentations.

23: fddsddsffdfs | This is some of the really cool stuff we learned how to do this year. My favorite unit was about frogs. And that one with the exploding volcanoes. And that one where we went on field trip to the lake to investigate habitats. Oh and it was really fun when...

24: Anticipation Guide for Frogs (Write True or False next to each one.) 1. ___ Frogs like to live in swamps. 2. ___ A frog's favorite food is spiders. 3. ___ Frogs can change colors, kind of like magic. 4. ___ Frogs can jump from tree to tree and look like they are flying. 5. ___ Some frogs are poisonous and can kill people.

25: This is called an Anticipation Guide, which basically just means you get really excited about learning.

26: Preamble: The beginning statement of the US Constitution. Synonyms: introduction, opening Antonyms: postscript Sentence: The preamble of the Constitution establishes important rights and responsibilities for all US citizens.

27: One time before we started our investigation on really old people from like the 1700s, we had to make concept maps. That helped us to learn weird words like preamble and legislative. This one isn't as pretty as the one we actually did in class.

28: Mrs. Wittrock sometimes does "think alouds", especially because math is really hard and she wants to help us get how to do fractions.

29: "Ok class, let's look at this pie again. So, I have three friends over, but I want a piece too, so that means that I need to make four pieces out of the pie. That means that the pie is cut in to fourths. If I eat one piece of the pie, I am eating one fourth, written like 1/4, of the pie. Does that make sense? Let's think through this if we had only 1 friend."

31: In social studies, we had to read a biography from someone who lived during World War II. We filled out a graphic organizer like this one to explain the important events in their life. My guy was this awesome pilot.

32: During our study of the earth, we had to read this really hard book about rocks and minerals. Mrs. W helped us understand it using a magnet summary and then we got to go on a field trip to see what rocks and minerals actually look like.

33: Magnet Summary of Rocks Article Magnet Words: Igneous, Sedimentary, Metamorphic Rocks can be classified into three types, which include igneous, sedimentary and metamorphic. The kind of rock it is depends on what it looks like, what it is made out of, and where it is found.

34: When we started this new unit on maps and the world in social studies, we had to read a whole chapter out of our textbook. Then, Mrs. Wittrock let us work with partners to do a RSQC2 worksheet so that we would understand it.

35: RSQC2 Worksheet Recall - What was something interesting you learned? Summarize - What were the main ideas of the chapter? Question - What didn't you understand? Connect - Why do you think you need to know this? Comment - Tell me how you felt about this section.

36: A.4.1 Use effective reading strategies to achieve their purposes in reading. A.4.4 Read to acquire information. | Reading and Literature Standards

37: A.4.2 Read, interpret, and critically analyze literature. A.4.3 Read and discuss literary and nonliterary texts in order to understand human experience.

38: B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes. B.4.2 Plan, revise, edit, and publish clear and effective writing. | Writing Standards

39: B.4.3 Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in communications.

40: C.4.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes. | Oral Language Standards

41: C.4.2 Listen to and comprehend oral communication. C.4.3 Participate effectively in discussion.

42: D.4.1 Develop their vocabulary of words, phrases, and idioms as a means of improving communication. | Language Standards

43: D.4.2 Recognize and interpret various uses and adaptations of language in social, cultural, regional, and professional situations, and learn to be flexible and responsive in their use of English.

44: E.4.1 Use computers to acquire, organize, analyze, and communicate information. E.4.2 Make informed judgments about media and products. | Media and Technology Standards

45: E.4.3 Create products appropriate to audience and purpose. E.4.4 Demonstrate a working knowledge of media production and distribution. E.4.5 Analyze and edit media work as appropriate to audience and purpose.

46: F.4.1 Conduct research and inquiry on self-selected or assigned topics, issues, or problems and use an appropriate form to communicate their findings. | Research and Inquiry Standards

48: Hey - Tina here again! This part is called an annotated bibliography. These are some of the books that Mrs. Wittrock got for us to learn more about science. We had some cool stuff - I especially liked the ones that had science experiments in them that we got to try. Sometimes we even got to pick which ones we wanted to do.

49: Miller, R. (2008). Rockets. Minneapolis, MN: Twenty-First Century Books. This book includes everything a child needs to know about rockets, including their history, how they work, experiments with rockets, famous scientists associated with building rockets, types of rockets and the future of rocket science. This book is a great resource to have in the class for research projects.

50: Kerrod, R. (1991). The Children’s Space Atlas: A Voyage of Discovery for Young Astronauts. Brookfield, CT: The Millbrook Press. This book is divided into four sections on the solar system, the night sky, stars and galaxies, and exploring space. It contains many illustrations and interesting facts about space. Students could read this book for enjoyment or use it as a research tool.

51: Kerrod, R. & Sparrow, G. (2002). The Way the Universe Works. New York, NY: Dorling Kindersley. This book is packed with illustrations, experiments and facts about the universe. Each page includes short paragraphs of information, pictures and some have experiments to try. There is also information about important astronomers and scientists. Once again, this can be used for research or enjoyment.

52: Longfield, E. (Ed.). (2010). 365 Science Experiments. Australia: Hinkler Books. This book is pages and pages of science experiments that have been proven to work by teachers. Sections include astronomy, biology, chemistry, geology, physics, and weather. Each experiment has a title, followed by the steps, materials and a simple paragraph relating the experiment to scientific facts.

53: Mugford, S. (2003). My Big Science Book. New York, NY: St. Martin’s Press. This book contains over 75 pages of science experiments. The book is simple to follow, contains a list of materials for each experiment, and illustrates the required steps. The book also shows the desired result of the experiments, so the students and teacher know if they did it right. At the end of each page, it contains one to two paragraphs that explain the scientific principle being described and applications to real life.

54: Mebane, R. & Rybolt, T. (1995). Water & Other Liquids. New York, NY: Twenty-First Century Books. The book includes 16 different science experiments that allow students to investigate the properties of water and other liquids. Each simple experiment is outlined and then followed by an explanation of the importance of the results.

55: Mebane, R. & Rybolt, T. (1995). Air & Other Gases. New York, NY: Twenty-First Century Books. This book includes 16 different science experiments that allow students to investigate the properties of air and other gases. Each simple experiment is outlined, followed by an explanation of the importance of the results. Both of these books could be used to learn about the properties of gases and liquids, whether or not the students actually do the experiments.

56: Bingham, C. (2004). Invention. New York, NY: Dorling Kindersley. This book uses a timeline fashion to explain inventions, how they work, and why they are important. They are broken into simple categories, such as photography, computers or everyday things. The book is full of pictures and contains hundreds of inventions, but is lacking in depth. It would be helpful for students as a basic resource.

57: Macaulay, D. (2008). The Way We Work: Getting to Know the Amazing Human Body. New York, NY: Houghton Mifflin. This book is a textbook-like in-depth analysis of the human body. It is chock full of helpful illustrations and several paragraphs about every conceivable detail related to the human body. There is a glossary and table of contents that makes this book useful for science reports or investigating questions.

58: D’Aluisio, F. (2008). What the World Eats. Berkeley, CA: Tricycle Press. This book chronicles the eating habits of families from over 20 countries. In each section students will find a picture of a family and one week’s worth of the food they eat, which is also detailed in writing on the following page. The sections also include the average prices of items, facts about the country, and background information about the family.

59: This book was sooo cool!

60: In our class, we use the word assessment a lot. Mrs. Wittrock says that assessments are used for different things. First, she uses them to check what we know and don't know. She also uses them to figure out what she needs to teach us. Sometimes, she also uses them for grades. Here's some different kinds of assessments we use in our classroom. (And a picture of a rubric - we use them for everything!)

61: Pre-Assessments: Mrs. Wittrock gives us pre-assessments when we start something new. That way she knows what to teach us and what we already know. This is an example from our study of the Civil War: 1. Name two famous people from the Civil War. 2. What were the sides that fought against each other? 3. Where did the Civil War take place? 4. What years did the Civil War take place? 5. Who won the Civil War? What happened afterward?

62: Cloze Assessments: A cloze test is this reading thing where there are blanks all over and we have to fill them in and try to guess what words should be there. Mrs. Wittrock used it at the beginning of the year to see if our reading was too easy, too hard or just right. She calls it the Goldilocks test.

63: Observations: Mrs. Wittrock walks around and watches us while we're working and takes notes sometimes. She says that she is checking how we are doing and trying to figure out what else to teach us. When we don't get stuff, she writes it down on her clipboard and then sometimes we have mini-lessons about it.

64: Concept Maps: Mrs. Wittrock uses concept maps when she wants to check our understanding of reading. Sometimes she will ask us to make up our own concept map and sometimes she will give us one to fill in. Most of the time we do this when we have to read from our social studies book and there's a lot to remember.

65: RSQC2: Remember before I told you about this? It stands for recall, summarize, question, comment and connect. Well sometimes Mrs. W does these as a pop quiz. That way she can tell if we get it or not. It's the same as usual, but we don't get to work with a partner.

66: Logs: We have these forms to fill out called logs. We use them a lot for reading and writing workshop to tell Mrs. Wittrock what we are working on. We have to put like what stage of writing we're doing or how many pages we read that day. Our logs are not graded but Mrs. W says they are assessments because they help her know what to teach.

67: Portfolios: I have a binder that Mrs. Wittrock keeps in our class with all of my best work in it and some of my rough drafts too. This is my portfolio that Mrs. W uses to see all of the work we do. I get to choose my favorite projects and papers to put in it as long as I have all of the requirements met.

68: Self-Assessments: Mrs. Wittrock asked us to assess ourselves when we did a group project on rain forests. We had to grade ourselves like this: 1. I did my part in researching the project 2. I did my part in writing our report 3. I followed all of the directions 4. I did a good job on ________________ 5. I need more help on ________________

70: Thanks for checking out my scrapbook. Mrs. Wittrock is really cool and I love all the stuff we learned in her class. I hope you liked it. ~ Tina

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