Fourth grade is now in session. The students know each other and each kid understands the rules. They are happy and they want to learn. Now, it is time to teach. It is crucial that the effective fourth grade teacher offer an environment where all students can read and write. This takes investigation, knowledge of pedagogy, and confidence in delivering the curriculum. The master teacher is already developing short-range plans for each student entrusted in her care.
Teaching Reading: Humans are earth’s only cultural species. Our ability to read is perhaps our greatest achievement. The alphabet is an incredible invention that has shaped our lives. “Every teacher bears the burden of experimenting carefully and rigorously to identify the appropriate stimulation strategies that will provide students’ brains with an optimal daily enrichment.”(Dehaene, 2009)
As adults we forget how difficult it is to read. It is imperative to remember and provide connections with each child to their struggles. It is imperative to compliment, compliment and compliment each student’s accomplished goal. This means a teacher must provide daily, time-bound instruction, appropriate text, and time to read.
I am also of the belief that the master teacher should have at least some understanding of how the brain functions while reading.
Teaching Writing: Teach the kids to learn how to write from writers. This has been a game changer in my classroom. Each day, teach the craft of writing. Empathize with your student writers by writing each day yourself. Share your stories, struggles, pitfalls and achievements. The kids will appreciate you and offer you valuable insight.
The act of teaching children to appreciate and acknowledge superior writing is a gift. Give students the time to write each day. Allow them time to share their writing with writing partners. Celebrate with passion and allow for reflection after each unit. Provide ample opportunities for students to learn from mentor texts.
Read Aloud: Each day, after lunch recess, my students grab their water bottles, notebooks, and pencils and sit on the rug, waiting for me to begin my read aloud. My books are reserved for the year but I change titles depending on my mood. I perhaps model reading with an overbearing sense of awe and drama. I figure that if books do not excite me, then I should not be teaching young ones. “Reading aloud is the single most important classroom structure there is.” (Ray, 1999)
This time is sacred to students and to me. I do not allow the students to lie down and rest during read aloud. I specifically teach them to be wide-awake and to notate during read aloud.
This year, my I have scheduled “accountable talk” time. This time is set aside for the students to talk about their connections, observations, predictions and wonderings about the current read aloud book. The circle discussion is student centered and a pleasure to conduct.
Word Study: Words study in fourth grade is essentially recognizing and developing control of spelling conventions. However, it is so much more in a master teacher’s classroom. When students understand that words are inventions and each word grew from different cultures and circumstances, they begin to appreciate the magic of language. Instruct students to analyze and sort words each week and reflect on their growth. Allow time for students to investigate idioms. This is always time well spent.
This is enough for today. Enjoy your students and have an amazing year of literacy.
Dehaene, S. (2012). Reading in the brain, the new science of how we read. Penguin Paperbacks.
Ray, K. W. (1999). Wondrous words, writers and writing in the elementary classroom. Natl Council of Teachers.