Mosaic Room :: Fourth & Fifth Grade
Our literacy lab begins every morning with a mini lesson about a new concept or idea. Students then use that information throughout their centers, where they complete assignments both independently and collaboratively. The workshop assignments, including writing, word work, and study hall, reflect their interests expressed and requests made regarding their learning.
During writer's workshop, students are in various stages of prewriting, drafting, editing, and rewriting. Students edit for one another and also for themselves, and publishing is a choice they often make in efforts to share their work with others. Illustrations are an essential aspect of writing, and students use their creativity to provide detailed pictures for their work. While students are offered much freedom to create stories without given criteria, some structured writing assignments are given as a challenge to enhance their writing skills and engage their minds.
Guided reading groups meet on a regular schedule with three groups that represent a variety of reading levels. Students are provided with instruction in active reading skills, and group discussion is initiated by personal written responses to the book. Journaling is a vital part of guided reading, and allows for students to reflect on the reading material and make more connections to the text. This is a time when students are directly taught specific reading strategies to increase reading fluency and comprehension. Vocabulary expands through our word wall and personal dictionaries, which students choose when they encounter new and interesting words. Their spelling tests consist of words that they have participated in choosing, and often come directly from their own writing.
Our math lab typically includes two days of whole group activities and three days of small group instruction. The students rotate from centers where they play games that reinforce the new concepts and also promote collaboration. While one group of students meets for direct instruction, the others rotate through the centers. Problem-solving is a major component of math time, whether through individual, partner, or group work. Students are placed in math groups for direction instruction, but can work with other groups during centers. They also work alongside a variety of peers during whole group activities so that the strengths of all students are maximized.
Our subject studies merge the ideas and curiosities of students with the resources available in the school and community. The student-centered curriculum allows for students to be actively involved in the learning process and advocate for their educational needs. The flexibility and democratic style of the classroom further encourages creativity and choice. Through a process called webbing, students discuss ideas in which they are interested and list concepts that they would like to learn about. A crucial part of this process is connecting the different ideas to one another so that students begin to understand how different academic areas and events are related to one another. Units are designed around the unique interests of students, and materials are acquired that allow for hands-on experimentation and conversation. Some of the topics that have emerged this year are mythology, water, rocks and minerals, poetry, and presidents. The students are currently studying myths and legends from a variety of sources and geographical areas and will create a class book of their research. They have created a presidential timeline, which triggered interest in specific presidential facts, as well as those that have been assassinated or died in office. They also created a poet-tree as they studied various styles of poems, wrote for diverse audiences, and participated in a poetry reading.
Field trips are a fundamental part of our curriculum, as meaningful learning is a direct result of personal experiences in the community. The students have the opportunity to apply acquired knowledge in environments that evoke genuine questions and discussion. Our themed units often evolve from these authentic student investigations. So far, we have been to an ecology center, Forest Park for water monitoring, the MO Botanical Garden, three local farms, the symphony, the museum, the city library, and we are only half way through our year! The strengths and talents of our parents are also a beneficial component of classroom learning. For instance, one parent is facilitating a cow eye dissection for our science class next month, another is providing a weekly Spanish class, and another is teaching Cultural Studies every Friday with the Thrive room.
Homework is given twice a week and there is often a choice offered each day, one being more analytical and one more creative, increasing success for all students. Students are expected to complete the assignment and document the homework record. This system increases their autonomy and helps them to make responsible choices.
Conference forms are completed by students every Friday as a tool for self-reflection. Students take time to consider their choices and learning that week, which increases accountability and promotes personal growth. The conference forms support constructive dialogue between the teacher, the student, and the family concerning challenges and goals for the coming week.
