Bells 5 Current Centers Stations are to be used when a small group is pulled to work with Mr. Bell.

There are some students completing seatwork while others are attending the centers. The number of students per center varies as does time to complete the center task. Organization There is a Literacy workshop work board that helps the students see what they are going to be doing while the small guided reading groups are being pulled. The board has all of the student names, their guided reading group number and then all of the available centers. The students will have a sticker (symbol) by their name under each specific centers. The stickers are also labeled with a number which represents the day of the week that they are to attend the centers. The board changes every week. Students must complete all of the different centers before they may repeat a center. All students can get through all of the centers about every month. Some students may attend some centers more than others as needed. New stations added and some stations discontinued as the year passes. Center work is turned into Mr. Bell. All stations are expected to be conducted independently, without help from Mr. Bell. Introduction of new centers is extensive to help this happen. Independent Reading Station This center is expected of all students if they are not completing seatwork or working at another specific center. The students may read a library book, their weekly story from their textbook or a book from the classroom library. These books are to be read silently at their desk. After any reading is completed a reading response is expected. The response must be made in their reading response journals. They may reflect on how the reading reminds them of something they have experienced in their lives or that they have had an experience that reminds them of the story. They may always respond by discussing previous knowledge about the subject. After the students have read a story and written a response they may begin a new book or story. Writing Center This center is done independently by one student at a desk in the back of the room. All of the supplies are located at the center. There is a tri-fold board located at the station that includes all of the directions for the center. At the writing center the students may: write a story, write a poem, write lyrics to a song, write in the reading response notebook, work on a journal entry, write a non-fiction piece or respond to a prompt from a prompt list. The students may also be asked to edit at this station. A pre-composed piece may be included in the center and the students will be asked to find editing mistakes. There is a writing process reminder at the station as well reminding the students to plan, draft, edit and then publish their work. There is also a pocket for vocabulary words at the center. This may be filled with words that a student may be asked to include in a writing piece. Work is to be turned into Mr. Bell.

Listening Center Two students may attend this center. The center is located at the side of the room on top of a low cabinet near a wall outlet. All of the stories that are in the reading series are on tapes that are stored in the cabinet. There are headphones hooked up to the tape recorder. There are four sets of headphones but only two are used at a time. The students are instructed to bring their textbooks to the center with them so that they can listen to the story and also follow along. The students are to sit quietly without talking or reading along aloud. It is crucial with this station to be sure to go over the rules and expectations very clearly so that the station is run smoothly. Some of the more important things to be sure the students are competent with are; rewinding the tape so that they will leave the station ready for the next group of students and also reminding them not to talk extremely loud with their headphones on. This is an easy station but it is important for some students to hear the story read to them at least once during the week to help them with their comprehension. Spelling Center The spelling center is set up for one student. Like my writing center it is located at a desk in the rear of the room. The supplies the students will need are located at the center. There is a tri-fold board at the station that is to be placed on the desk. The instructions for the center are posted on the board. The main center activity involves a spelling list that is inserted into a cover sheet. The cover sheet is divided into three different cover areas. The list will show with the first flap up. The students are instructed to look at the word, say the word and then spell the word. After they have done these tasks, they are to cover the word again and open the second flap and try to spell the word correctly by writing it down. Next the student checks to see if they spelled the word correctly. If so, they go on to another word. If not, they open the third flap and then respell the word. This is a great way to practice their list. Alternatives for this station are to put the list in ABC order, sort the words into groups according to their syllables or sort them according to a certain spelling characteristic. Science and social studies words can be substituted for the spelling words. Social Studies Vocabulary Center This center can be set up anywhere in the classroom using a tri-fold board. It could be on the floor or a students desk. The current vocabulary that has recently been introduced as the students learn the curriculum will be separated from vocabulary that has been previously learned during the year. The students will be able to practice and hopefully retain more of the vocabulary words and the meaning working at this station. All of the vocabulary has been printed onto notecards with the definitions on the reverse sides. They can be used as flashcards or sorted as instructed by the teacher. (Ex. Words relating to Jamestown, Civil War, etc.) Other activities can also be done, like, using words in a sentence or creating a picture for the words.

Teacher Name: _Kelli Nicholson Subject(s): ___Spelling__________

Grade: ___4____

Stations Learning Objective(s): Students will understand that a homophone is a word that sounds exactly like another word, but has a different spelling and meaning.

Directions and materials for teacher to set-up: Resources: On the left side of your station board, attach a list of homophones as well as sentences using the homophone correctly. Main Activity: On the center section of the station board, attach the following directions: 1. Review the list of homophones 2. Write the homophones in alphabetical order 3. Complete and turn in homophone w/s 1 Extras: On the right side of the station board, attach a baggie of homophone flash cards. These flashcards have a picture along with a set of homophones. Students chose the correct spelling of the word that matches the picture. Students may chose a pair of homophones and create an illustration to show the differences between the homophones.

Directions for student(s) to perform: Students follow the direction for the main activity. If there is extra time or if students need additional help with homophones, students may use the flashcards located on the Extras side of the board.

Additional Resources: The following website provides facts, games, worksheets, and quizzes to use in the center, for homework, as assessment, or in a computer center. http://www.bbc.co.uk/skillswise/words/spelling/recognising/homophones/index.shtml

Method of assessment (product): Daily assessment can be obtained through class discussion of the worksheet, students may take a gallery walk through homophone illustrations, and quizzes provided by the above mentioned website.

Teacher Name: _Kelli Nicholson Subject(s): ___Math__________ Stations Learning Objective(s):

Grade: ___4____

Students will learn to add and subtract two- and three-digit numbers. Students will learn to use a pie chart to identify and add fractions and percents. Students will learn to solve word problems using fractions and number operations. Students will learn to record data in tables and show data in graphs. Students will understand that fruits and vegetables are healthy options for a snack. Students will understand that antioxidants exist within colorful fruits and vegetables. Students will learn to recognize and try new kinds of fruits and vegetables, such as those popular in other cultures. Students will set goals to eat more fruits and vegetables and use tables and graphs to track their progress.

Directions and materials for teacher to set-up: Resources: On the left side of your station board, attach a laminated, color copy of Welcome to the Market! What Looks Good Today? Main Activity: (center section of the station board) 1. Using the resource side of the station, a copy of Pay the Grocer! worksheet, and manipulatives (money) students will work in pairs to determine the amount of money needed to pay the grocer. 2. Students determine the amount of money needed to purchase a set of items. 3. Students find different ways to represent the money needed. 4. Students analyze the representations to determine the most efficient way to pay for their items. 5. Student write to discuss what monies were chosen and why they were the most efficient combination. Extras: Students write about their favorite fruits and vegetables. Prior to their next trip to the grocery store, students are to ask a parent if at least two fruits and two vegetables may be added to the shopping list for their next planned meal. Students then accompany their parent to the store and help select their items from the list. Students may estimate how much their items will weigh. From that estimation, students may estimate the cost of their items. Once home, students may compare their estimations to the actual grocery bill. Discuss their findings with a friend or parent. Directions for student(s) to perform: See above. Additional Resources: http://content.scholastic.com/browse/unitplan.jsp?id=277

Method of assessment (product): Worksheet, small group discussion, extras

Teacher Name: Kelli Nicholson Subject(s): Language Arts-Vocabulary Stations Learning Objective(s): Students will understand the meaning of unfamiliar words.

Grade: 4th

Directions and materials for teacher to set-up: Materials needed: Tri-fold poster board Sentence strips, laminated pieces of construction paper, a variety of interesting or fun note cards Basket of dictionaries, thesauruses, writers handbook, or other reference sources Colored pencils, crayons, or markers Graphic organizer for vocabulary Vocabulary So-Fabulary chart (see attached) Pocket folder Directions: On the left side of the tri-fold poster board, create a section labeled References. Each week attach a reference page providing background information for the weeks objective/activity. In the middle of the poster board, create a section labeled Vocabulary. Attach a pocket folder, label and fill with the weeks activities. Be sure to include directions for the students to follow. Weekly, students are required to complete a graphic organizer for each vocabulary word, the practice book page associated with the weekly story (page 82 this week), and a Vocabulary So-Fabulary activity. On the right side of the poster board, create a section labeled Extras. Attach to this section additional activities for the students to perform that will enhance their understanding of the current vocabulary words, additional vocabulary words, or a review of previously studied words.

Directions for student(s) to perform: Example: This weeks story: The Swimming Hole by Laura Ingles Wilder Left Side: Students are provided reference instructions on how to create an acrostic. Each vocabulary word is written on an index card. Students chose one vocabulary word on which to complete an acrostic.

Choose a vocabulary word card. Create an acrostic for the vocabulary word. Be sure to use words and/or phrases that describe the vocabulary word. Write your rough draft in your vocabulary notebook. Your final draft needs to be on a piece of computer paper and be colorful. You will be graded on how well your words describe the vocabulary word, spelling, and appearance (make it colorful!!)

Center: Expectations are clearly defined as to how students are to complete a vocabulary graphic organizer including the word, definition, illustration, synonyms/antonyms, and a sentence using good composition, usage/mechanics, expression, and context clues. Right side: Provide an example of a completed acrostic. I used October as my example Acrostic Example:

O range, red, and yellow leaves C andied apples, yum-yum! T rick-or-treaters come looking for candy O h, I cant wait for it to snow! B eginning to get cold E xtra scary costumes R ead a good book on a cold night Method of assessment (product):

Vocabulary Graphic Organizers: during small group, students present a vocabulary graphic organizer and share the definition, illustration, synonym/antonyms, and their sentence. Other students may add synonyms/antonyms from their lists. Sentence structure is discussed as well as the context clues used to determine meaning of the vocabulary word. Practice Book Page: Graded and returned to the student via Thursday Folder Vocabulary So-Fabulary: Displayed for students to view via a Gallery Walk at the end of the week (i.e. acrostics, designs, comic strips, collage), students will share their projects (i.e. story, poem, advertisement), or students will challenge a partner (i.e. game, questions, worksheet).

Vocabulary So-Fab-ulary
Directions: Choose one of the following activities for the vocabulary words given each week. You MUST alter each activity so that you dont do the same one twice in a row. If you world like to do something that is not on the list, you must see me before doing so. Make your own worksheet using the vocabulary words. You must include an answer key along with the worksheet Write the vocabulary words in sentences making sure that they are used in the correct part of speech. You must include context clues. Write a poem including the vocabulary words. The words must be used properly. Create a comic strip that shows the meaning of the vocabulary words. Write an acrostic for Create a design that each vocabulary depicts the meaning of the word. Make sure vocabulary words. the descriptions describe the definitions. Make a puzzle using Sell each vocabulary the vocabulary word by writing an words and their advertisement/commercial definitions. A or create a recipe utilizing separate answer key each word. (These must must be included. make sense!)

Write a story using all of the vocabulary words correctly in the plot.

Make a game using the vocabulary words and their definitions.

Write a question using vocabulary words and provide an answer for each. You must use context clues in your answer. Make a collage using words cut out from any printed source and glue it onto an index card. Definitions must be included on the back.

Teacher Name: _Kelli Nicholson Subject(s): ___Writing__________ Stations Learning Objective(s):

Grade: ___4____

Students will write a leveled writing prompt based on the weekly story. Students will focus on a central idea, written expression, and usage/mechanics. Below grade level prompt will focus on description and on grade level prompt will focus on prediction.

Directions and materials for teacher to set-up: Resources: On the left side of your station board, attach a key to the parts of speech fish bowl explaining nouns, verbs adjectives, and adverbs. Below the key, have a 4sectioned bowl. In each section have a variety of fish labeled with each part of speech. This resource is used to encourage students to use better describing words in their writing. I purchased a fish bowl in the school supply section at Walmart a few years ago, but can easily be created and be used throughout the year for better writing. Standards of Learning Writing Rubric

Main Activity: (center section of the station board) 6. Materials: Writing Journal and Final Copy (see blow) 7. Directions: a. On the left side of your writing journal, web your ideas. b. On the right side of your writing journal, write a rough draft. c. Revise d. Partner Edit e. Final copy must be completed and turned in for a grade on the attached sheet.

The Swimming Hole - Group A

Name ______________

1. Write a list of adjectives that describe Lauras parents. 2. Pretend you are Laura, and use these words to write a paragraph describing Ma and Pa. Your paragraph will be graded for good usage and mechanics (spelling, indented paragraph, complete sentences, varied sentence structure, and punctuation). Adjective List Ma Pa

Descriptive Paragraph: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

The Swimming Hole - Group B To Obey or Not to Obey?

Name ______________

1. Create a list of reasons it is important for Lauras parents to trust her. 2. Write a paragraph predicting how Laura will act next time she is tempted to disobey her parents. Support your opinion using details from the story. Your paragraph will be graded for good usage and mechanics (spelling, indented paragraph, complete sentences, varied sentence structure, and punctuation). Reasons Why It Is Important for Lauras Parents to Trust Her: 1. 2. 3. 4. 5.

Prediction Paragraph: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Extras: Students illustrate their writing. Directions for student(s) to perform: See above. Additional Resources: The Scott Foresman Reading Series provides leveled writing prompts at the end of each story. Method of assessment (product): Final writing prompt in alignment with the Standards of Learning Writing Rubric

Teacher Name: _Kelli Nicholson

Grade: ___4____

Subject(s): ___Accelerated Reader Reading Center__________ Stations Learning Objective(s):

Students will assess and track their reading comprehension through the Accelerated Reader Program.

Directions and materials for teacher to set-up: Materials: A 3-ringed binder Student A/R Log Sheet Personal Response Log Large Chart Pushpins Create a binder for the students in which they log the Accelerated Reader tests they take. (I separated my students alphabetically by last name.) Create a Point Chart to be displayed in a prominent area of the room. Along the top of the chart, number the first 25 columns 1-25. Label each row with student names. Students use push pins to chart points earned on Accelerated Reader tests.

Directions for student(s) to perform: Students will read an Accelerated Reader book that is within their ZPD as determined by Star Reader for 20 minutes. Students will log the title of the book and number of pages read in their personal response log. They will then write a brief summary of what they read including a personal connection to the story. Students will conference with the teacher daily on their personal response log. After the student has read the book, they log the date, title of the book, A/R level, and point possible on their A/R log sheet. The student then takes the Accelerated Reader test and logs points earned and whether or not the test was passed. Finally, the student will move their push pin on the Accelerated Points Chart to the appropriate whole numbered point and move their good behavior point up one for each test passed with an 80% or higher that is within their ZPD.

Method of assessment (product): Individual Student Conferences: Each day while checking agendas, I read their reading response journal. I look for a summary of what they read and a personal connection. I write questions and make comments on their log that they are to address in their next writing. Parent Teacher Conferences: Parents have an opportunity to see how many tests their child is taking and their pass rate. This is a prime opportunity for discussion whether it needs to be a kudos for the child or a discussion of concern for reading comprehension, more time and effort needed, the student should be reading higher/lower leveled books, etc.

Extras: A/R Projects-Two are required per quarter. For templates and instructions, go to the following website: http://intranet.culpeperschools.org/anicolay/projects.htm

Date

Book Title

A/R Points Percentage Correct Level Possible

Test Passed Yes? No?

Teacher Name: Vernette Rogers Subject(s): Virginia Studies Stations Learning Objective(s): Reviewing Native Americans and their artifacts. Develop and expand vocabulary with concrete objects. Directions and materials for teacher to set-up: Small box Small stones sticks about 12 inches long ( one for each student) feathers clay pots bags of corn seeds bag of bean seeds (students need to be able see through the bag) Materials needed for students: pencil graphic organizer designed by teacher magnifying glass index cards Directions for student(s) to perform:

Grade: 4

On the outside of the box the children will find instruction about how to classify each artifact. The children will create fact cards about each of the artifacts in the box. The cards will contain a simple drawing and a fact to describe what the natives that artifact for. Next, the children will hole punch the cards and add them to a ring for review later. The children will complete the graphic organizer with adjectives that describe each artifact.

Method of assessment (product): The children will write a summary or brief paragraph explaining what was in the box and how the Native Americans used it. The paragraph will include vocabulary words describing each artifact. Teacher will check the graphic organizer used listing the adjectives.

November 20, 2007 Spelling workstation Objective: TLW understand how to spell and use the word in the proper context including correct punctuation, homophones Materials needed: List of weekly spelling words. Pre-made flash-cards with additional homophones (these can be found on the internet.) 30 Pre-made sentence strips. Computer paper Markers or color pencils Magnetic letters The children enjoy the work station more when it has a theme (Spanky In Ruff Spot). The spelling workstation is usually practiced by 2-3 children with varied ability levels. Procedure: Whole group Introduce the weekly spelling list to the entire class (state the purpose of learning this skill). Demonstrate how it will be used throughout their week. Work station a. sign into the work-station. b. read the new spelling list to each other (listening) c. make a list of any words that are unfamiliar (KWL) d. sort through 30 pre-made homophone cards and compare them to our weekly list (the pre-made cards will have a picture along with a brief definition) e. fold their own computer paper so that it makes 8 squares, then draw and color pictures that demonstrate the words definition. f. the children will proofread each others papers

Students will turn in completed papers for teacher review. Students will be allowed to return to the workstation to correct any missed words.

November 20, 2007 Math workstation Objective: TLW explore and identify the concepts of perimeter. Materials Needed: Notebook paper Pencils Rulers Markers/Crayons Pre-made shape cards (these are the same size as our class set of attribute blocks. Card Examples:

Square

Rhombus

Rectangle Triangle

Procedure: The students will copy the 10 shapes from pre-made shape cards on a piece of notebook paper. Next they will measure all sides of the figure on the card and write their answer next to the geometric figure they have drawn. Then they will add together the lengths of all the sides to find the perimeter. The students will hand in their papers for teacher review. Once the papers are returned the students can pull the attribute blocks and correct their mistakes.

November 20, 2007 Computer workstation Objective: TLW revisit previously learned skills through the use of the following programs: Portal Portal, Larsons, History Globe, and various books on tape at the individual listening center. Materials Needed: Computer and headphones per student (Computer Lab) Math Notebooks (Larsons) Procedure: Teacher will assign students a particular program based on what the individual student needs to review. Students will be allowed 20 minutes twice a week for reinforcement. They will sign in and write down the day and program they are using. The teacher will review the sign in sheet every Friday to make sure that each students has logged on their programs twice.

November 20, 2007 Writing workstation Objective: TLW practice writing descriptive paragraphs. Materials Needed: Paper Pencil Encyclopedias Dictionaries Thesauruses Procedures: Each student will make a list of words that would describe the main character in the story Cricket in Time Square. The words should paint a vivid picture in the readers mind about the characters actions, behaviors, physical attributes, and characters goal. Next the students will alphabetically sort these descriptive words into categories of size, color, sound, actions, and behaviors. The students will then select and insect and create a web diagram using descriptive words to describe their chosen insect. The students will then compare/contrast the main character from Cricket in Time Square to the insect they selected. The student will then write a 70 word paragraph to describe their new insect.

Teacher Name:

Nicole Van Rheenen

Grade: 4

Subject(s): ______________________ Stations Learning Objective(s): Classroom Library The students will choose their just right books for independent reading for the week. Once books are chosen, they will write recommendations for books they have finished, read independently, and write responses. This helps students to learn how to choose books that are just right, to be able to summarize books read, to encourage other students to read books they enjoyed, to be able to respond in written form to books read and record their thinking, and to be able to read independently. Directions and materials for teacher to set-up: There needs to be an area of the room set up as a classroom library. Books need to be organized so that students can select and check out books. (I have my books organized into baskets by genre and reading level. Students check out books by turning to the page in a notebook with their name, and signing out a book. This way I can see what books each student is checking out.) I also have pillows for the students to use in the library when they are reading. I give each student a large ziplock bag to keep their books for the week in. They also have a reading center folder that they use during center time. They write their responses to reading in this folder. Lastly, I have a book recommendation bulletin board. 3 x 5 cards are by the board. I have an example book recommendation posted. The recommendations must include the students name, book title, author, what bucket in the library the book is from, and a quick summary of the book to grab readers that doesnt give away the ending. Directions for student(s) to perform: You Must: 1. Change your reading material for the week. (Return books read, check out new books) You Can: 1. Write a book recommendation 2. Write a response 3. Read your books Method of assessment (product): The students must have a bag of books for independent reading for the week. I assess their reading responses in their center folder, as well as their book recommendations that are posted on the bulletin board.

Stations Learning Objective(s): Buddy Reading This helps students with fluency as they read aloud, reading comprehension as they discuss and respond to books, and decoding as buddies help each other read. It also builds reading skills (ex. Setting)depending upon the discussion card for the week. It also provides practice for responding in writing to a book as they record their thinking and feelings. Directions and materials for teacher to set-up: I have a basket in my room filled with multiple copies of books of various levels for students to read. Directions for buddy reading are posted on the basket. Also attached to the basket is a discussion card for discussing and responding to the reading. Example: Find the Drama: What emotions did the story make you feel? Did you feel nervous? Fearful? Excited? Worried? Angry? Take turns sharing a passage that roused your emotions. Read it aloud, and then point to the words, phrases, and events that stirred a specific feeling. For this card, I also have list of emotions attached to the basket for the students to choose from. Directions for student(s) to perform: The students read a book with a buddy (taking turns reading), discuss it using a question card (ex. Emotions evoked by a book), and write a response in their station folder.

Method of assessment (product): I assess their written responses in their center folders.

Stations Learning Objective(s): Writing Station This improves students writing abilities as they are required to write in an organized, descriptive, and grammatically correct way. It also reinforces learning in the content areas that they are writing about. (Ex. Pretend you are caught in a storm (hurricane, tornado, thunderstorm. Write a descriptive piece using your science vocab to describe what it is like.) Directions and materials for teacher to set-up: I have a trifold board for my writing station. In the middle is the main assignment. There is an area for the theme. (Example: weather). There is a section of directions: First you must complete the main assignment. This writing must be at least two paragraphs. Second you must use the resources area to make sure your writing is the best it can be. Third, you can choose an extra. Then there is an area for the main assignment. (Example: pretend you are caught in a storm (hurricane, tornado, thunderstorm.) Write a descriptive piece using your science vocab to describe what it is like.) On the left side of the board is the resources. I have a list of words students must spell correctly. On the right side of the board is the extras. This includes a pocket with story starters, a list of possible responses to write about, thinking hats to write about books (Example: yellow hat: strengths, what are the strengths of this author? What does he or she do well?), and the option to write a story using the weeks reading vocabulary. Also in the writing center is a pencil box of pencils and one of gel pens. For the storm assignment I included a basket of storm books and my science vocab board with the storm vocabulary highlighted so that they could use these words in their writing. I also have a sheet posted with student names and assignments. When they are done an assignment they put a check by their name, so that I know they are finished and it is ready to grade. Directions for student(s) to perform: First you must complete the main assignment. This writing must be at least two paragraphs. Second you must use the resources area to make sure your writing is the best it can be. Third, you can choose an extra. Method of assessment (product): The students writing is assessed.

Stations Learning Objective(s): Vocabulary station Student reviews content vocabulary through games and writing.

Directions and materials for teacher to set-up: I have a trifold board for the vocabulary station. In the middle is the main assignment with topic and instructions. Example topic: Geography Example instructions: Pretend you are an alien discovering VA for the first time. Describe what you see for your alien friends back home. 1. Use at least 5 vocab words 2. Be descriptive! 3. Draw a picture of what you see. Label the picture with the vocab words. I also have a folder with graphic organizers for vocab words in this section. On the left of the board is resources. I have a list of geography vocabulary for this assignment. On the right is extras. Two options are to create an ABC book for a given topic or to test a partner on vocab words. Directions for student(s) to perform: The directions are different depending on the assignment. Example: Pretend you are an alien discovering VA for the first time. Describe what you see for your alien friends back home. 1. Use at least 5 vocab words 2. Be descriptive! 3. Draw a picture of what you see. Label the picture with the vocab words. *Use the resources to include geography words *Complete an extra when finished Method of assessment (product): The product varies depending on the assignment. For the example above, it would be their writing and picture in their center folder.

Stations Learning Objective(s): Students will read and comprehend a non-fiction article in the newspaper Virginia Studies Weekly. Students will respond to their reading by answering questions about the article read. Students will review social studies content by reading the articles. Directions and materials for teacher to set-up: I have a trifold board for the newspaper station. On the board I have a before reading section, a during reading section, and an after reading section. (This is all in the middle of the board). There is also an extras section. (On the right side of the board). Example: Before reading: What do the photos / captions tell you about the article? During reading: Read a paragraph. Then stop and think about what you read. Discuss it with your partners. After reading: Where are Virginias Dinosaurs? 1. Find Sussex County on the map of VA. Color it purple with a vis a vis marker. 2. What artifact did Joseph McAvoy find? 3. What is an archaelogist? 4. What was the most common dinosaur footprint in the quarry? Extras examples: 1. Complete a vocabulary and word game activity on the back of the newspaper. 2. Use the information we have learned in Social Studies to write your own article for the paper. 3. Pick another article to read and respond to. Choose a response from the pocket below. (In the pocket are the newspaper question cards found in the back of Practice with a Purpose.) 4. Find and list ten proper nouns. Put them in columns by people, places, and things. Use proper nouns when writing news articles. Use capital letters! Also in this center is a basket with 3 laminated newspapers and a pocket pouch with Vis a Vis markers to write on the laminated newspapers with. Directions for student(s) to perform: 1. Discuss the before reading question and write your answers in your response folder. 2. Think about and discuss the during reading question as you read. 3. Answer the after reading questions in your response folder. 4. Complete an extra. Method of assessment (product): Students written answers to the before reading and after reading questions are assessed.

This week you are working on map skills. You will need to use a marker that is in the box to find the following:
1. Draw a line around the 4 peninsulas. (Eastern Shore, Northern Neck, Middle Peninsula, and The Peninsula) 2. Circle the Chesapeake Bay and the Atlantic Ocean 3. Trace the Fall Line and then circle the Fall Line Cities. (Alexandria, Fredericksburg, Richmond, and Petersburg) 4. Make sure to put a star on Richmond our state capital. * 5. Underline the Bordering States of Virginia. (Miss Wilson Kicks Tommys Newt) 6. Find Mt. Rogers the highest elevation in Virginia and circle it. (5,729 ft) This can be found on the map on the other side. 7. Trace the four important rivers of Virginia (Potomac, Rappahannock, York, and James) 8. When you are finished, check the map that is already done to see if you did each one correctly. Please correct any mistakes. 9. When all is checked and is correct please use the eraser to clean off your board. Make sure your area is neat.

When finished, you and your partners may read the Book in the Basket about Virginia and all the Wonderful Things our state has to offer!! Please write a response in your journals and turn it in on the bean table.

This Social Studies Station I use for Map Skills and learning how to read and understand a map. The children are evaluated on their response journals.

Directions: The spelling words paper is in the box. Use it to do the following activities. Step 1: Use the spelling words on the colored cards to sound out syllables. Clap the word. EX. Puppy Pup py This word has 2 syllables. Do this with each of our spelling words. Step 2: Write the words 3x each. Use the paper in the box to write the words 3x each. Turn it into the spelling box when you are finished. Step 3: If you have a partner when you visit this center you may play a matching game with the cards. Each chooses a deck. Then you find our spelling words we are learning that week. Put both sets of cards on the floor face down. Take turns trying to find the match or the same word. MAKE SURE YOU PUT ALL CARDS BACK WHEN FINISHED!!!!!!! Step 4: Use the white boards and markers to practice spelling your words. Write each word neatly and then clean up the boards when finished.

Step 5:

If you have finished all of the steps above, try coming up with a game or spelling idea of your own. If you really like it, write the directions down and share with us next time we have SHARE TIME.

This Spelling Center has many different options for students to choose. They are evaluated by the paperwork they turn into the spelling box.

Directions: Follow the steps below on how to use the computers.

At this center you are to practice reading and math skills. Step 1: The website you may visit is www.portaportal.com You need to go to guest and put in the password laramie Step 2: When you get to this website you may only play skills games that deal with math or reading. Unless you are at computer research time. Step 3: When time is up, you need to exit out of your game, place headphones on monitor, and push in chair. You may then go to the next center.

DIRECTIONS: When you are at this center, there will be a topic you need to research. I will hang the topic from this sheet on a post it note. Step 1: Look at the topic. Go to the following website search engines to start your search. www.google.com www.yahoo.com Step 2: Type in the topic and make sure you SPELL IT CORRECTLY. This will take you right to a page with many different sites you can search to find information on your topic. Step 3: Find a good site that has information about your topic. This site should not have mostly adds on it. (little pictures that you can buy things or play games) Then do a little reading and look at the pictures that go along with the topic. Next, take notes on your topic. Write down at least 5 things you feel is important for us to learn about this topic. Depending on your topic you may be asked to share with new information with us in class. Make sure you can read your writing. Step 4: PRINTING******* You may not print anything unless I see it!!!!!! If I ok you, then you may print it down to the computer lab. You must pick it up right away and put it into your Reading Response Folder. Step 5: When time is up, clean up your area by exiting out of websites, place your headphones on the monitor, and push in your chair. DO NOT LEAVE anything behind. No one wants to clean up after you, so that they can use the computer next.

These Stations are used and changed weekly to research different topics we are learning. I use the computer station for students to do AR and practice math or reading skills. They are only allowed to visit certain sites and do certain activities. They are assigned activities each week on post-it notes and they are attached to the computers.

Teacher Name: ___Wilson______________ Subject(s): ____Science/Writing____ Stations Learning Objective(s):

Grade: __4th__

OBJ: TLW use their 4 or 5 senses to do observations on an item in the basket and then write a paragraph in their writing notebooks about the object. OBJ: TLW use the observations from object to write a short story about finding the object and what they will do with the object in writing notebook. Directions and materials for teacher to set-up: The directions below are printed out and taped to box with materials for students to use. I am always looking for items to put into the box. It is easy to pull something from the shelf or go outside and grab natural items too. I try to change or add things each week. I want the students to get use to doing observations and learn the difference between an observation and an inference.

Directions: Follow the directions below for this station.

Step 1: The first activity is the 5 SENSES observation. Use your five senses (sight, touch, taste, smell, and hear) to observe (look and touch) the objects in the basket. Make some observations about them by writing them in your reading notebook. Remember making an inference is what you think you see. (We only want what you can see with you eyes, not what you invent something to be) Step 2: Then take those observations you made and you can do: 1. Using your observations write a story about what you see. I came across a _____________ and it OR 2. Write a paragraph about one of the objects. Step 3: I will collect these from time to time or may ask you to share them in science class. Clean up the center when you are done and get ready for your next one!!!!!

Directions for student(s) to perform:

See above page. This is the page that is attached to the basket that students will use to help guide them.

Method of assessment (product): I have developed a grading sheet that students will turn in work daily. This way, I can grade it immediately and I can see they have done the work during each center. I use the grade for science and writing. In science I take a grade on how many observations they made on their object. In writing, I check grammar and punctuation. Attached are two different students and their first attempt at the science center: