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This week in our class,
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Friday, March 12, 2026
Dear Families, This fourth grade group of kids know the meaning of perseverance, and hard work that pays off. This week, my students have started completing the iReady assessments, and although some of them are still working on it, many of them are showing improvement and growth. But that is not the only thing we have been working on. Here are a few other highlights: In math, we have completed the unit on fractions and decimals and started learning to use the standard algorithm for subtraction. In Language Arts, we have continued identifying the setting of a story, and understanding how different settings influence the choices of the characters. We have continued working on making full open responses to reading comprehension questions with more independence, and we have completed our Trickster Tales lessons that we are now in the slow editing process. Last week our students also worked with Mrs. Pilkington’s and Mrs. Smith’s Kindergarten students on a geometry craft activity, remaking a square into other shapes, and students have continued making progress in the different online platforms, XTra Math, ST Math and iReady. The learning continues even in short weeks! Have a fantastic weekend! Dear Families,
As you know from previous entries, I often focus on the curriculum achievements my students accomplish each day. While those will certainly be included in today’s post, I would also like to take a moment to celebrate the amazing social and emotional growth I see in our classroom. When I notice that a student has gone a long stretch of days without becoming frustrated by a challenging task; another student catches himself misreading a difficult word and corrects it without prompting; a friend volunteers to help a classmate because he knows they may have difficulty getting started on a math problem; a student explains her thinking and asks thoughtful questions with great care and patience to help a peer understand without giving away the answer; a student compares his i-Ready score with a friend’s only to offer advice on how to improve; or another student proudly shares that he has already completed his reading goal for the week (even though it’s only Wednesday and he wants to start a new book) my heart is filled with joy. Every day is full of moments like these. They show that learning is happening through collaboration, reflection, discussion, and celebration. Even when moods and energy levels fluctuate, the strong habits my students are building allow them to continue making progress, and that is certainly worth celebrating. Here are some of the things we have been working on: Math: We have continued making progress with multiplication facts, with several students earning certificates of achievement for completing multiplication assessments in under 12 seconds. We have also begun investigating fractions, including improper fractions, mixed numbers, and equivalent fractions. Students have completed the first checkpoint, which will go home in their portfolios next week. Language Arts: This week, students set new reading goals by estimating the number of pages to read per day, using sticky notes as reminders. Working in small groups, we have been identifying firsthand and secondhand accounts on the same topic and writing open-response answers using the R.A.C.E. method (Restate the question, Answer, Cite evidence, and Explain or Expand on the evidence). Students have also been working on new vocabulary words both with teacher support and during independent practice. Writing: We launched our Trickster Tales writing unit with a visit from Motoko, a storyteller who fascinated us with her narration of traditional folktales and taught us how to count in Japanese. Science: We finished our unit on sound waves by learning about high and low pitch and wavelength. Reflection Questions
Dear Families,
We conclude another week packed with events and activities. Here are the highlights of this week:
Dear Families,
This week in the classroom, we have been busy learning and practicing many important skills. Here are some highlights of the week: In Math, students have been exploring what happens when we multiply any number by a multiple of 10. They have also learned how to use an area model to find partial equations and partial products when measuring in square units. Students collaborated to create ratio tables for multiples of specific numbers and discussed the difference between effective and ineffective strategies. They also completed a mid-unit checkpoint, which will be included in next week’s portfolio. In Language Arts, students have continued practicing skills tailored to their reading levels and have participated in small-group work to strengthen comprehension. They used the RACE strategy to answer questions, reason through their responses, and find text evidence in informational passages. Students also explained why a passage represented a Compare and Contrast text structure rather than a Descriptive one, and identified the differences between both. Additionally, students began planning their personal narratives using a Stoplight Organizer to sequence their events effectively. In Social Studies, students have continued learning how maps provide information about land and people. They practiced using a compass rose and applied their skills to locate the Mississippi River on a map of North America. As side notes, students participated in a fire drill during Specials, and the Newspaper Club officially launched last week! Four of my students were eager reporters, observing, interviewing, and taking photos during Cardboard Creation Day. Our class also collaborated with our Kindergarten buddies on a reading and pumpkin craft project, which was a big hit with everyone! You will receive the pictures through an email soon! It’s been a full and exciting week of learning, teamwork, and creativity. I’m so proud of how our class continues to grow not just in knowledge, but in collaboration, confidence, and curiosity. Have a wonderful weekend! Dear Families,
It has been another exciting and productive week in our classroom! The students have been growing as learners, thinkers, and community members, and I’m so proud of their progress. Here’s a look at what we’ve been working on together this week: During our Morning Meeting, we have continued checking in on our Zones of Regulation. My students are becoming more fluent in recognizing and regulating their emotions, especially when they find themselves in the blue or yellow zones. This gentle routine has been a wonderful way to start our mornings, allowing us to learn about one another’s feelings and build empathy. It’s heartwarming to see how students are supporting and encouraging each other. In Math, we have been constructing a Great Wall of Base Ten to deepen our understanding of place value and multiplying by multiples of 10. We also explored decimals during snack time, using hundred grids as our “Tool of the Week.” Students have completed their end-of-unit assessment on multiplication and division, and the corrected tests will be included in next week’s portfolio. During our Daily 5 Literacy routine, students have continued to build their stamina in independent reading and writing, practiced this week’s vocabulary words, and completed an assessment on text features. In small groups, we have focused on reading comprehension, identifying text features in informational texts, and finding key details to summarize. We also began our personal narrative writing unit, and students have brainstormed creative ideas to begin drafting soon. In our WIN block, students have worked on individual learning goals — some in small groups, others one-on-one with a teacher, and some independently. Their focus areas have included completing assessments, improving handwriting, and strengthening fluency and comprehension skills. During Social Studies, students have been generating thoughtful questions about how maps give us information about land and people. We practiced identifying open and closed questions, and even challenged ourselves to change one type into the other. This exploration helped us think critically about how we can use maps to understand North America. Finally, during our Self-Reflection time, we have been celebrating both accomplishments and challenges. Students shared pride in progress — such as improving math scores, understanding decimals, earning SOAR coupons, or taking on new classroom jobs. They also reflected on challenges like avoiding distractions, slowing down their handwriting, or remembering to listen when others are speaking. We understand that we are all works in progress and that our classroom community is a safe space to grow and learn. And as the cherry on top, we enjoyed a joyful visit with our kindergarten buddies from Mrs. Pilkington’s and Mrs. Smith’s class! This week, my students read stories aloud to their younger friends, who listened to their every word. Our fourth graders were kind, patient, and engaging readers — and they glowed with pride after the visit! It’s been a week filled with growth, learning, and kindness. I’m so proud of how far our class has come and can’t wait to see what the next week brings! Dear Families,
We still need to wrap up a few things in the classroom, so the portfolios will be going home next week instead of today. In Math, we have completed a checkpoint on multiplication and division, practiced finding factors and multiples of numbers, and worked on using multiplicative comparisons. In Language Arts, we have been learning about text features in informational texts and how they help readers understand nonfiction. We discussed glossaries, tables of contents, bold and italic fonts, titles and subtitles, pictures, captions, labels, diagrams, maps, and timelines. Students have been working independently, in small groups with Mrs. Parent on vocabulary, and with me on reviewing and practicing skills, reading comprehension, writing, and goal setting. In Science, we have been concluding our unit on the Human Body by learning how the brain functions. We also connected all the lessons together through an “anchor connector” activity. During Morning Meeting, we have been talking about the importance of stopping, thinking, and acting instead of reacting to situations. Students acted out different classroom scenarios by first showing the “wrong” behavior, and then demonstrating a more thoughtful choice. The students had a blast performing their short skits, and we all learned valuable ways to self-regulate in those situations. And as fantastic extras this week, the class voted on a reward for earning 20 SOAR coupons—they chose to bring a stuffed animal! They also listened to the fascinating (and true!) story of The Ghosts of Clough Elementary, told with the blinds drawn and lights off, and today we get to play math games with Mrs. Pilkington’s and Mrs. Smith’s kindergarten students. (Cute pictures will be shared next week!) We’ve certainly had a lot of fun while learning this week. Enjoy the long weekend! Dear Families,
We’ve now wrapped up our first full month of school, and it’s been such a rich start! Below is a glimpse of the learning and growth happening in our classroom this week. Math We’ve been exploring partial equations and partial products: breaking apart tiled arrays into smaller pieces and experimenting with different multiplication strategies. Students are learning flexibility in thinking about factors and decomposing numbers to make multiplication easier. Literacy / Daily 5 As part of our Daily 5 routine, we introduced a new choice: Word Work / Vocabulary, where small groups are learning four new words each week. Students then engage with those words independently over the week. In addition to that, students are reading self-selected books, working with me in small groups with me, listening to reading and writing in their journals. They also completed the iReady diagnostic assessments in both language arts and math. From that, they’ve begun their iReady “My Path” journeys—personalized practice targeted at the areas the assessment flagged as most challenging. Students select the “Skill Practice” choice in their Daily 5 trackers when working on My Path. Science We’ve officially wrapped up our eye model project and have shifted to studying the brain and nervous system. Morning Meeting We’ve been focusing on effective listening skills and respecting personal space, practices that help us all feel safer, heard, and more comfortable. Daily Reflection Each day, students write a self-reflection on what went well and what was challenging. This supports a growth mindset, and helps my students reflect on all the things that they have been able to accomplish. To wrap up, here are some possible conversation ideas when you talk with your child about school:
09/05/25 Dear Families, Welcome to our classroom blog! We have reached day six of the school year, and a lot has already been happening in our classroom. I will be using this platform, along with student portfolios, to keep you informed about the events and activities taking place in our community of learners. My hope is that this will not only provide a starting point for conversations with your child about school, but also serve as another means of communication between home and school. Highlights from Our First Two Weeks: Morning Routine Each morning, students begin their day with multiplication fact practice and cursive writing. This slow-paced routine helps them start the day in a calm and focused way. Once everyone has arrived, we listen to the morning announcements and gather on the carpet for our Morning Meeting. Morning Meeting During our meetings, we have been learning about the Zones of Regulation. Students check in with themselves to see if they are in the Green Zone (ideal for learning), and if not, they practice strategies to help them get there. They have learned breathing exercises and how to use the Calm Corner, where they can take a 10-minute break if they feel frustrated, overwhelmed, or sad. With the transition back to school after summer, some students have needed to use this space, but with support, they have been able to self-regulate and return to learning successfully. School Expectations & SOAR Coupons We have also been reviewing school expectations for hallway behavior, the cafeteria, and recess. This year, students can earn SOAR coupons for following the rules. Take a look at how many coupons our class has already earned in such a short time! Classroom Jobs & Tickets Students have been assigned weekly classroom jobs such as Chair Stacker, iPad Monitor, Paper Passer, Materials Monitor, and First Aid Monitor. These responsibilities have been carried out with efficiency and teamwork, helping our classroom run smoothly. Jobs will rotate each week so everyone has an opportunity to contribute in different ways. Students earn three tickets per day for completing their jobs. The Jobs Manager keeps track of tickets, and totals are given at the end of the week. However, if students do not follow expectations after a warning, a ticket may be deducted. Tickets can be saved and traded for Reward Coupons, such as lunch with the teacher, 20 minutes of drawing, or wearing a hat for the day. With more tickets (75 or 100), students may invite one or two friends to join them for special rewards. Math In Math, we started by discussing what our classroom should look and sound like during math time. Students agreed that since we all learn differently, we need to support one another by showing our work with numbers, words, and sketches; listening carefully; and treating math tools with care. We also talked about using math vocabulary when possible, taking turns, and encouraging our classmates. Students have also learned how to use the “I’m Done, Now What?” center. This allows them to continue working independently with activities such as math challenges, riddles, games, and language practice while I work with small groups. Language Arts In Language Arts, we have begun learning about the Daily 5 structure. This framework includes: Read to Self, Work with the Teacher, Skill Practice, Listen to Reading, and Work on Writing. Each routine is carefully introduced and practiced before students have full choice. So far, we have focused on Read to Self and are working to rebuild stamina with five minutes of uninterrupted independent reading. Students have also been introduced to our 4th grade Lending Library and the classroom library, giving them plenty of books to choose from. Read-Aloud & Community Building In the afternoons, we have started reading The One and Only Ivan by Katherine Applegate as a class read-aloud. Students have also shared their summer pictures and souvenirs to help us get to know each other better. Additionally, they have been working on “All About Me” posters, coloring bookmarks, and completing housekeeping activities such as labeling their supplies. As you can see, we have been very busy! You may have noticed your child coming home tired, and that is because they have been working hard. I am so proud of their efforts, their fantastic behavior, and their kindness toward one another. I am very excited to see their growth this year and look forward to partnering with you to ensure your child has a successful and joyful year of learning adventures. Warmly, Friday, January 17, 2025
Dear Families, After just over two weeks into the new year, my students are finally settling into the daily routines and putting forth consistent effort in their learning. I’ll admit, the first two weeks following the break have been a bit challenging for some of them. As a result, we’ve spent some time revisiting classroom rules, setting individual behavioral goals, and checking in after each period to ensure we’re all upholding our expectations. That being said, our students have been working on the iReady diagnostic assessments for both Language Arts and Math. The results will be added to their portfolios next week. In Math, we’ve begun our unit on fractions. We are revisiting key vocabulary, focusing on understanding equivalent fractions, and learning how to find the value that each fraction represents. During our Language Arts block, we’ve been exploring the theme or message of a story, distinguishing it from the topic, and examining how the themes in books relate to our own lives. Additionally, we’ve started working on our Trickster Tales. The students have been participating in one-on-one writing conferences (student-teacher), and they are now in the process of typing their stories in a document, preparing for future publishing. In Social Studies, our students have been learning about various theories regarding the origin of the First Peoples of North America, such as the Land Bridge Theory. This theory suggests that the first people migrated from Asia to North America across a “land bridge” exposed during the Ice Age due to lower sea levels. By analyzing and evaluating these theories, students are developing a deeper understanding of how the first peoples may have arrived on the continent. They are also enhancing their vocabulary and critical thinking skills through ongoing discussions and inquiry, which helps them examine multiple perspectives on historical events. Thank you for your continued support as we work together to create a positive and engaging learning environment! Warm regards, Mrs. Willinski Viernes, 17 de enero de 2025 Estimadas familias, Después de poco más de dos semanas en el nuevo año, mis estudiantes finalmente se están adaptando a las rutinas diarias y poniendo un esfuerzo constante en su aprendizaje. Debo admitir que las primeras dos semanas después del receso han sido un poco desafiantes para algunos de ellos. Como resultado, hemos dedicado tiempo a repasar las reglas del salón, establecer metas de comportamiento individuales y hacer un seguimiento después de cada período para asegurarnos de que todos estamos cumpliendo con nuestras expectativas. Dicho esto, nuestros estudiantes han estado trabajando en las evaluaciones diagnósticas de iReady para Lengua y Matemáticas. Los resultados se agregarán a sus portafolios la próxima semana. En Matemáticas, hemos comenzado nuestra unidad sobre fracciones. Estamos repasando el vocabulario clave, enfocándonos en comprender las fracciones equivalentes y aprendiendo a encontrar el valor que representa cada fracción. Durante nuestro bloque de Lengua y Literatura, hemos estado explorando el tema o mensaje de una historia, distinguiéndolo del tema principal y analizando cómo los temas de los libros se relacionan con nuestras propias vidas. Además, hemos comenzado a trabajar en nuestros Trickster Tales (Cuentos de Rufianes). Los estudiantes han participado en conferencias de escritura uno a uno (estudiante-maestro), y ahora están en el proceso de escribir sus historias en un documento, preparándose para una futura publicación. En Estudios Sociales, nuestros estudiantes han estado aprendiendo sobre diversas teorías acerca del origen de los Primeros Pueblos de América del Norte, como la Teoría del Puente de Tierra. Esta teoría sugiere que las primeras personas migraron desde Asia hacia América del Norte a través de un “puente de tierra” que se expuso durante la Edad de Hielo debido a los niveles bajos del mar. Al analizar y evaluar estas teorías, los estudiantes están desarrollando una comprensión más profunda de cómo las primeras personas pudieron haber llegado al continente. Además, están mejorando su vocabulario y habilidades de pensamiento crítico a través de discusiones e investigaciones continuas, lo que les ayuda a examinar múltiples perspectivas sobre los eventos históricos. Gracias por su continuo apoyo mientras trabajamos juntos para crear un ambiente de aprendizaje positivo y enriquecedor. Saludos cordiales, Sra. Willinski |
AuthorHello! My name is Esther Willinski, and I am a fourth grade teacher in Massachusetts. Join us in our journey through 4th grade! Archives
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