Bats

One of the many things I miss about teaching is the opportunity to be creative.  (I know, it seems that the powers that be are doing their very best to take this away from teachers. Sad.)

A friend asked me to sub in her third grade classroom for two consecutive days and allowed me to create a project for her students.

This is the result of the two days.

Students answered the question about whether or not they have ever seen a bat by stamping the bat stamp in the yes or no column on our survey.

They answered the first two question in their 'bat book' that is from http://www.kidzone.ws/animals/bats/ws12.htm.  They took a few minutes to talk about what they know and what they wanted to learn with their team.  

Then we read the book Bats by Gail Gibbons.  On chart paper we logged interesting facts as we read the book.  We discussed the diagram in her book.  We talked about the bat life cycle.  They completed the back page of their 'bat book' and set it aside for later.

Students drew the border line around the construction paper edge using a ruler.

On a separate piece of paper students drew the (1) life cycle of a brown bat and labeled it.

My example shows the little brown bat life cycle from www.kidzone.ws as I didn't have time to draw it.

(Just so you know, ahead of time I cut paper for all of the learning I wanted presented on the poster.  I've done these before where spaces were bordered for learning presentation and some students have a tough time recreating the spaces they see.  As I was short on time I thought the paper would help with spacing and it also created some fun.  There's just something about pockets and little books and folding paper.) 

They folded the life cycle paper in thirds and applied glue to the middle section on the back.  It was glued in the bottom right corner.  I stressed getting it close to the border lines but not covering up the border lines.

Next they drew a (2) diagram of the parts of a bat and labeled it.  It was glued next to the life cycle.

 

The 'bat book' presented a problem as it could not be glued to the poster without losing information or taking up too much space (and some of it upside down!).  A pocket was created to hold the book.  I think this might have been the highlight of the poster.

Using a rectangle, the ends were folded under.  Glue was put on the folded under part and along the bottom of the paper (under the folded part, too).  The (3) pocket was placed on the poster next to the diagram.  I'm sorry I don't have a picture illustrating making the pocket.

 

During math time the students completed the Bat Wing Span book.  I had hoped we would have time to survey students about myths (http://www.bats4kids.org/) and feelings about bats to create data for graphs and to analyze, but there wasn't time.

I created the book using Publisher.  The wing span chart was created in Excel using data I found on various websites.

If you don't know how to make a little book, I found this video to help.   http://www.youtube.com/watch?v=mmPZlFBR6I8

We completed the (4) book and added it to our poster. 

 

During Science time we review what we read earlier by reading and talking about the following website.  http://www.globio.org/glossopedia/article.aspx?art_id=45&art_nm=Bats

In writing we started a paragraph about what we have learned about bats.

The next day we started off with the book Stellaluna by Janell Cannon. 

As we read we logged differences between bats and birds.    Using a venn diagram from math-aids.com (I added clip art of a bat and a bird) students compared and contrasted birds and bats.  The (6) venn diagram was ready to be added to the poster.  On my example we waited until we had the facts and opinions done and then added all three to the poster.  

The little 'matchbooks' are a fun way to add  (5) facts and opinions to the poster.  Once again we were running short of time so I limited the facts to two and the opinions to two.

 

 

We added, reviewed, edited, and rewrote the (7) paragraph about what was learned to the piece of notebook paper custom cut to fit the space left on the poster.  For kids who like to write a lot, a second sheet was added and students were instructed to not write on the top line.  I used that as a glue line to attached the top (first page) and their writing was two pages, the top one flapped open.

 

 

Finally, the best part!   A chance to (8) illustrate a bat.  I didn't give them paper for this, it was done to the poster paper.

To finish the poster a (9) title and border was added.  Students who finished early could add an illustration of another bat on the pocket and fact/opinion matchbooks.

If we would have had more time I think it would be fun to write a story with a bat as a main character.  I read Bat Love the Night by Nicola Davies to the students.  This would be a great opportunity to work on descriptive words and adding voice to writing.

Sheila Ray, The Brave (words for said)

Sheila Ray, The Brave
Author:  Kevin Henkes

Possible Common Core Standards:
RL.4.3
W.4.3

How many times have you read a student's story and the word said is used for every conversation?  Use Sheila Ray, The Brave to help your students understand the usage of other words make their writing much more interesting.  First, cover all of the said words in the story with a sticky note with the word said.  Read the story.  Go back through the story page by page removing the sticky notes and logging the word 'substituted' in the story on chart paper.  Talk about how it makes the event interesting.  Ask students to watch for more 'substitute' words for said in other text.  Keep the chart in the room for use when writing.

I like the way Mr. Henkes uses other words yet also uses said in his story.  I think it is important for students to know it is okay to use said....just not every time.  :)

Whistle for Willie

Whistle for Willie
Author:  Ezra Jack Keats

Possible Common Core Standards:
RL.4.2
RL.4.3
W.4.3

This idea could be done in one or more writing sessions depending on how much you want to develop it in your classroom.

This is a great story about perseverance.  Read it and discuss it.  How does the author let the reader know how much Willie wants to whistle?  How do you as the reader know he is trying?

Ask students to think of something they had to work hard to learn how to do.  My favorite example is my youngest son wanted to hit a ball with a bat.  He spent hours in the yard throwing the ball up and swinging and missing.  One day he finally hit it and he rarely missed after that.  It could be learning to read or learning to subtract.  For the students who tell you they didn't have any problems learning anything, tell them to make something up.  :)    

Ask students to think of either something that truly happened while learning or to make something up that would make the story more interesting.  In Whistle for Willie, Willie hid in a box trying to whistle for his dog. In my son's story he could spin every time he misses and make himself dizzy.   It's up to you as to whether or not it has to be realistic.

    

Sheila Rae, The Brave

Sheila Rae, The Brave
Author: Kevin Henkes

Possible Common Core Standards:
RL.4.1
RL.4.3
RL.4.4
W.4.3
W.4.4

Read Sheila Rae, The Brave.  Ask for one characteristic that describes her...looking for the word brave.  Look for and log examples of where she was brave and discuss why those events characterize her as brave.  Was she brave throughout the story? Discuss.  Talk about how the story revolves around the word brave.

Choose a word as a class to write a story similar to Sheila Rae, The Brave.  Brainstorm and list possible examples displaying the characteristics of the word.  Think of a few situations that would be the opposite of the word for the problem in the story.  Write a class story using the examples thinking of a way to solve the main character's 'problem' and end with the character defining the main word again just as Sheila Rae does in her story.   Title the story patterned the same as Sheila Ray, The Brave and make sure to put 'patterned after Sheila Ray, The Brave by Keven Henkes' with it.

Ask students to each (or with a partner) choose a word to base a story.  I posted a link to a list of possible words below. Sneaky or messy come to mind as fun words to use.   If the words seem too easy, use a thesaurus to find a similar word but not as well known.  Have fun with it!  After choosing the word, start logging situations that would make a reader think of the word. Think of a few situations that would be the opposite of the word for the problem in the story.  Put the situations into a story.   Make a bold statement using the word to start the story and include a solution to the problem along with an ending to the story.  Title the story patterned the same as Sheila Ray, The Brave and make sure to put 'patterned after Sheila Ray, The Brave by Keven Henkes' with it.

List of character traits:
http://www.readwritethink.org/files/resources/lesson_images/lesson175/traits.pdf

Tom

Tom

Author:  Tomie dePaola

Possible Common Core Standards:

RL.4.3

W.4.3

Tom is a great springboard to getting kids to write about real life experiences with a special person in their lives.

To start with, read the book to the students.  Make a list of events as the book is read.  

After reading the book use the list to revisit the book and look for additional details which made the event interesting.  Assign an event to a pair or group of children and have them complete a web of details with one event on chart paper.  This would be a great way to discover that not all of the events have the same about of 'time' in the story.  I would ask for minor events and major events after working through all of them.

Next look for transitions in the story.  How does the author move from one event to the next.  Chart the transitions.

Ask students to think about a person in his/her life who is special.  It could be a grandparent, aunt, uncle, parent, older/younger sibling, friend or neighbor, but it should be someone he/she has contact with and spends time with on a regular basis. Brainstorm a list of events.  (If a child can't choose, he/she could write two names down and then brainstorm 'events' for both and finally choosing based on the events most interesting to the student.)

Remind students events don't have to be something major like the chicken hands.   Ask students to choose one event to write about.  I would continue to ask students to write about individual events without worrying about putting them together into a story.  Write them on separate pieces of paper.  Once all of the events are written and edited, ask students to put the events into an order than makes sense to them.   Students should consider one to be the beginning of the story and one should lend itself to concluding the story.  Refer back to Tom.  Talk about transition words that may work to link the events together.  

Title the book the name of the person who shared the events with the author.

Ask students to share their story with a friend or should partner to do the final editing.

Publish.  

I really like using studentpublishing.com.  If you have access to computers, students could type the story using word, convert to pdf and upload it to the website.  My students illustrated and then scanned the illustrations.  The jpg files were pulled into the document before converting to a pdf file.  We also typed the story on the website using their software and students can illustrate using the graphics on the website.  To manage each student's story progress I created a chart.  When I find the chart I will post a picture.)  There are other publishing companies on the web, but studentpublishing.com is the one I used and I was very happy with the results.  We used the published books as presents.

I Heard Said the Bird

I Heard Said the Bird
Author: Polly Berrien Berends

Possible Common Core Standard:
W.4.3

I love using picture books to introduce and reinforce a skill or concept.  I think this book would be a great one to teach using quotation marks.  There's much more that could be taught with this book, but I'm going to focus on quotation marks for dialogue.

First I would read the above mentioned story for some quick story element discussion and simple enjoyment of the story.

Choose one of the videos from the following site to introduce quotation marks after defining dialogue.
http://www.watchknowlearn.org/Video.aspx?VideoID=27230&CategoryID=1568

Display the first page of the story on a document camera.  Ask students to read it to you or with you.  Students should silently look for sentences with dialogue and quotation marks.  Let them know they are going to be asked to share with with a classmate.  After a short time ask them to turn to their shoulder partner.  Taking turns and only identifying one pair of quotation marks students should read each sentence with a pair of quotation marks.  Next ask students to think about what they notice about the quotation marks.  After a short time ask them take turns sharing one idea at a time with their shoulder partner.  Log observations on chart paper.  Add to the list if necessary.  (I want them to notice a new paragraph with each new person talking along with the punctuation order and capitalization.)

Read the second page.  Ask who is talking and how do they know.  Ask students to share with each other their observations about the dialogue and how it is marked. Continue through the story.  (Since the story has already been read in its entirety, I would stop when I felt like the students had the concept making sure I stopped after the page asking the goose and the hare.  This is a good opportunity to talk about why there are no quotation marks on this page.  Instead of reading each page and working through the book, you could select certain pages in the story.)

Depending on the time available and what future time might be available I would either do a quick write that day with an extremely short story about a bird sharing some information with animals using dialogue among the animals or spend a few days developing a story about either a bird or another animal using dialogue.

When students are done writing using quotation marks, they can check their work by copying and pasting it into the following site.  (This a is paid site, however, a sample writing can be submitted for review.)
http://www.grammarly.com/?q=punctuation&gclid=CLLy9tDgwLQCFSemPAodWWwAxw

More information on quotation marks:
http://programs.northlandcollege.edu/owl/Quotation%20mark%20rules.htm
http://grammar.ccc.commnet.edu/grammar/marks/quotation.htm
http://www.grammar-monster.com/lessons/quotation_(speech)_marks_punctuation_in_or_out.htm

Website with an activity with this book:
http://isites.harvard.edu/fs/docs/icb.topic1063934.files//I%20Heard%20Said%20the%20Bird.pdf

Transformations

The students created a short video using PhotoStory3 (a free download), Word and PowerPoint.

Here is a link to student examples.  Directions below.  http://mrscooksfantasticfourthgrade.blogspot.com/2012/02/transformations.html

In Word we wrote a few sentences explaining translation.  After we wrote the sentences we used an animal figurine (we used a chicken or rooster) to demonstrate translation on a grid.  Then, using italics, we added the information about pictures we wanted to add to the paragraph. 

1.       Example Paragraph:

Translation is when something moves from place to place.  It means to slide.  I can remember slide and translation are the same by the sl in both words.

2.        

After the paragraph, the students figured out how to show slide with the animal and the grid.  They added this information to their paragraph in italics.

Translation is when something moves from place to place.  It means to slide.  (Picture one:  chicken on (4,4))  (Picture two:  chicken on (5,4))  I can remember slide and translation are the same by the sl in both words.

Now for the fun part!  Take the pictures of the chicken using the directions determined earlier

.

(When the pictures were inserted into PowerPoint, they were edited using picture tools.)

5.        

Repeat the process with reflection, then with rotation.

6.        

Open PowerPoint and create a title page.  Then type the transformation information on a slide or copy and paste from the Word document.  Leave a blank slide for each picture. Insert pictures in the correct places.  Draw a red line to show the movement.  Do this for rotation and reflection.

 Then save the powerpoint as jpeg files.

 After files are converted to jpeg files, open PhotoStory3 and import the pictures.  Once the pictures are imported you will want to change the motion (transitions) on the pictures.  We left the first two slides alone and allowed the defaulted transitions to happen, then we fixed the transitions on the rest of the slides. 

If you don't do this, your movie will look like this.  We think it is distracting.

This movie has the transitions fixed.

Editing Stories Using Review/Comment on Word

In the past I had the students print their articles/stories and then I would edit with them using the paper copy.  It was a struggle to get them to make the changes on the computer.  I don't know why.  Some would do it.  Others would fix one thing and tell me they were done.  We wasted a lot of paper, ink and time.

Finally decided to try the review section of word and add comments to the students' documents.  The biggest problem was students deleting the comments.  I'm looking for suggestions on how to stop them from doing that.  Otherwise, I think this is the way to go from now one when editing the stories.

Water Cycle Story

We are writing stories about the water cycle.  Students are using a drop of water as their character.  Their character has to have a name and feelings.  We've worked on using similes and sound words in our stories.  This story will allow us to pull those in along with demonstrating our knowledge of the water cycle.  We are also working on transitioning from one part of the story to the next without using transition words of next and then.  After the stories are done the students will get to illustrate the story using Paint.  They will create a background that will be used for every page of the story and the background has to match the setting of the story.  The stories and illustrations will be used to create a PowerPoint presentation.  Then the slides will be turned into jpg files and used to create a PhotoStory3 presentation.  This gives us the opportunity to use the PowerPoint program and PhotoStory3.

Student examples:  http://mrscooksfantasticfourthgrade.blogspot.com/2012/01/some-more-water-cycle-stories-1-2-3.html

http://mrscooksfantasticfourthgrade.blogspot.com/2011/12/water-cycle-movies.html

Earthquake tremors in Kansas

After feeling tremors in Kansas from the Oklahoma earthquakes, the students were really curious about earthquakes.  We did a little research and then completed a graphic organizer comparing earthquakes to tornadoes.  The information was used to write compare/contrast sentences.  Students highlighted the compare/contrast signal words.  We added a topic sentence and a concluding sentence about which they would rather experience and why.  The paragraphs turned out great.  The students used Word to publish their paragraphs.

The venn diagram in the middle of the picture is NOT mine.  I had the website address on the paper in the hallway, but now I can't find it to put it on here.  I'll keep looking as it is a great resource and the creator needs credit for it.

The sticky notes are from our instructional coach.  She wrote comments and questions on some of the paragraphs.  The kids loved it.  Thanks, Jamie!

Biography Project

We started a new project yesterday.  Each child chose a biography to read.  Today they started completing a graphic organizer.  The first part of the organizer stores facts about the person's early life such as where and when born, siblings, and any other interesting information.  The second part of the organizer stores information about why the person is famous or why a book would be written about the person.  This has been harder as the students just want to write 'famous baseball player' or 'had a son' or some other 'easy' comment.  We had a lot of discussions about this topic.  Tomorrow they will complete the opinion and question part of the graphic organizer.  They will tell whether or not they think the person should have a book written about his/her life and what would they ask the person if they could visit with him/her.  They cannot ask something that was answered in the book or that can be googled.

Students will take this information and write a short report about the person.  (We are using a second source...either History.com or Biography.com)  A title page will be created along with at least four pictures to illustrate important points in the report.  Each child will create a bibliography using easybib.com. 

The title page and pictures will be used along with the report to make a 'paper-slide video' with a flip camera.  Students will work together (we call it the production team) to video the papers as they are slid across the table as the report is read by the author.


A timeline is also being required.  Students will use a graphic organizer to log events in the person's life.  That information will be entered into the timeline feature on readwritethink.org and printed.  The timeline will be the last thing shown on the video mentioned above.

Students will be graded on the research paper, the video, and the timeline.  A rubric has been developed to grade the targeted areas.

http://mrscooksfantasticfourthgrade.blogspot.com/2011/12/flip-slide-videos.html

Thesaurus and Writing and Nouns

The students typed a simple sentence into Word.  For example:

The little boy cried.

They highlighted little and right clicked.  Then they looked at synonyms and clicked on thesaurus.  They had a good time looking for a new word to use for little.  Then we did the same thing for cried.  Nothing came up but the word cry.  We talked about it being the base word of cry so told the computer to look up cry.  Once again they enjoyed the choices of words.  We talked about having to add ed to the word because the sentence was past tense.  The new sentences were definitely more interesting that the original.

One day we highlighted, copied and pasted a passage into word.  We also copied and pasted the address so anyone looking at our paper would know where the passage came from.  Then we practiced bolding words by looking for nouns to bold.  We also changed the color of the text a few times just to get them familiar with it.

Butterfly Final Projects

The students have completed their research and are compiling all their notes into a paper.  Students typed notes into Publisher as they read and researched.   The notes were written as a list of information.  Students printed the notes, cut them apart and sorted them into categories.  Then they glued them to notebook paper.  Each category was glued to a page.  Students know that each page will be a paragraph in their report.  In addition to the information the students have compiled, they will include a quote or two about butterflies from a classmate. 

They are excited to use the pictures we've taken as we watched the life cycle take place in our classroom.  We feel fortunate to have captured a butterfly emerging using a flip video camera.  We have some still pictures of butterflies emerging, too.   Not only will the students be able to enhance their reports with actual pictures from our experiences but they will also have diagrams they have drawn and scanned.  They have to have two labeled diagrams for their reports.  One diagram has to show the body parts of a butterfly and the other must show the life cycle.

I can't wait to see their final products!  Once the paper report is done, we'll start on glogs and add some of the video.

Audacity/Update on Youtube/Google

Our account was "reinstated" allowing us to upload a few videos on making change.  :)

Have you used Audacity?  This is one of my favorite free programs.  I look forward to continuing to explore the possibilities for this program.  So far I have used it for fluency practice.  Students record a passage or the week's story in the program.  Then they listen to their recording while following along.  Sometimes I time them to see how many words they can read in one minute.  Last week after students wrote and edited a passage.  They opened Audacity and recorded their writing.  They stopped the recording and played it while following along with their writing.  The purpose behind the activity was allow to students another chance to edit their writing.