Book Project

Possible Common Core Standards:
RL.4.1
RL.4.4

I was given the opportunity to do a reading project with a class of fourth graders over the book Tales of a Fourth Grade Nothing by Judy Blume.  I had four days to complete it.  I would recommend more time.

As this classroom was technology challenged the project had to be something other than technology based.  (If I did this in a classroom with access to Publisher, I would complete the project using that program and possible some clip art or allow the students to illustrate by hand the story, scan and place the pictures on the board/cards.)

We used a piece of construction paper and drew small lines three inches from the edge all around the perimeter of the paper.  Then drew straight lines connecting all of the dots to create a 'frame' around the paper.  In one corner we designated the START box.  Because I wanted the boards to be somewhat different, I allowed the students to choose the size of their boxes.  No bigger than 3 x 3 (inches) and preferably no smaller than 2 x 3.  This caused a bit of a dilemma as we progressed through the book as some students had seven extra boxes.  After chapter four I visited with each student about his/her board.  We designated two squares for each chapter with an extra box here and there.  The students with extra boxes were directed to choose something from the story not already on the board to draw in the extra box. On my 'map' below I have one 'anything from story' box.

This is my 'map' of the project.  

As the book has ten chapters we needed a minimum of 20 squares on the board.  The middle of the board had the title of book and a place to put the two sets of cards that were a part of the game.  One set of cards were called 'Connection' cards.  The cards had a question to help the student make connection to a part of the story.  (A picture of our connection cards are included.  Keep reading.) The other cards were vocabulary cards.  As we read each chapter we picked out two to four words (depending on how much time we had) from the chapter to put on cards.  We also looked up a definition or thought of a definition that fit the word for the story.  I kept a list of the vocabulary terms and definitions to make a master list.  Each game board was given a vocabulary master list to help with disputes when playing the game.

our vocabulary master list

Each box on the game board had a smaller C box, +V box, or -V box.  I gave the students specific instructions how the C, +V and -V boxes were to be colored as to create uniformity for that part of the game.  For example the C box had a yellow background with a red C in the middle.  Every C box on the game board was colored in this way.   The START box had a +V on it as each student starts the game with a vocabulary card.

start box example

examples of C, +V, -V

Students picked two events from each chapter to illustrate on their board.  Sometimes a sentence was added to the illustration.  Each chapter had two boxes.

I didn't have any method to deciding which boxes were given a C, +V or -V.  I tried to have more +V because the vocabulary cards are the key to 'winning' the game.   I used the C boxes the least.

Each game board needs two tokens and a number cube.  (1-6)  We kept the number of players per game board limited to three.  Two is best.

Each student put his/her token on start.  Determine who is going first.  The first person rolls and counts the number of spaces.  The little box (C, +V, -V) tells the player what to do.

C  The player takes the top Connection card and reads it to the other player(s).  He/she answers the questions.  I do not require students to answer the questions if they feel uncomfortable answering the question.  They are allowed to say 'I don't have an answer to that question.'  Questions like the playground safety rules for school, 'would you like to have a turtle for a pet' or 'would you like to live in NYC' are expected to be answered.  I tried to come up with at least one question per chapter with students help.

our connection questions

+V The player takes a vocabulary card.  It will either be a term or a definition.  If it matches a card taken previously the student will want to 'protect' it.  We turned matches face down to 'protect' them.

-V  The player must return a vocabulary card to the bottom of the pile.  If the player has no cards, his/her turn is over.  If the player has matched pairs of vocabulary cards and no others, one pair must be broken as a card must be placed on the bottom of the vocabulary card pile.

 (A 'steal' option for vocabulary cards would be fun in the game, I haven't time to explore how to incorporate that into the game.)

When the vocabulary cards are all gone from the game board, the game stops.  Count the number of
vocabulary card matches.  Whoever has the most, wins.

Beginning the School Year - Classroom Management

It's that time when I start thinking about the new school year.  Here are some of my thoughts and things I do for the beginning of the year.

When starting the school year, I used to have to think about my discipline plan.  Now I just think about how I might want to tweak it.   I think about how to lay out my room.  What worked for me last year, what needs changed, what other expectations are being thrown at me that might impact my room arrangement.  More on discipline plans later.

One management tool I like to use is making passes using lanyards.  I have a couple of bathroom passes, a couple of office passes, a couple of library passes, a couple of nurse passes (although we have a form to complete so these are only used if I need the child to go to the nurse's office for more band-aids or some other errand) and a couple of hallway passes in case I need a child to go somewhere other than the above mentioned places.  I use plastic hooks that are easily removed and reused to store the passes by the classroom door.  I used Publisher to create the passes.  I added clip art and labeled the passes appropriately.  The passes were laminated, cut out and attached to the lanyards.

Another management tool I use is a 'portfolio' of sorts for each child.  I do it two different ways and most of the time I use both.  One is a notebook with a tab section for each child.  The other is a container for hanging file folders (or you can use a file cabinet - I like the container because I can easily transport it and can keep it in the locked closet).  I always number my students.  They are required to put their name and number on their papers.  The numbering system makes it easy to keep track of assignments.  The notebook has tabs with numbers on them and the same for the file box.  This way I can reuse them year after year and not have to change names.  (It also isn't obvious to others that student information is in the notebook or file box.)  The notebook contains a parent information sheet on the child, an inventory the child completed, the signed permission slip from the parent/guardian for commenting/writing on the class blog and other technology pieces in our classroom, the child's results from any beginning of the year screenings/tests and any other pertinent information.  The file box contains work for conferences.

I have a box labeled 'absent folders' with a numbered file folders in it.  Back in worksheet days I would put the work a child missed in their folder.  I didn't use this box so much in the last few years as I didn't pass out many worksheets.  If someone was absent several days it was handy for putting the homework in, notes from the office and anything else that the child/parent might need when the child returned.  It was nice to have it in one spot and not jammed into a desk, scattered on top of a desk, or in a cubby with who knows what all else.

One of my favorite beginning of the year things to do with my 4th grade students is to make name tags for their desks.   I love using Publisher with my students and this is their introduction to it.  I take their pictures and load them in a file that is accessible to them.  They open the template I have for them, put their name in, and insert their picture in the spots provided.  They learn how to re-size the picture, save the document in their folder, and print it.  The template has the name tag and other picture/name boxes that are used for an attendance chart, their computer accessories bag, and the center chart.  They cut the documents out and add color to their name tag.  I laminate them and we tape them to their desks.  Substitutes love them.  I also use the pictures to create a seating chart for my sub folder.