Date: 12/21/2020
Learning Partner Conversation:
-Talked about how I incorporated some “j” into the civil rights movement. Read a book comparing Dr. Martin Luther King Jr. and Rabbi Abraham Hechel. Students learned about the similarities and how they helped each other.
-Students than created a venn diagram comparing the two. We found that even though they had different religious beliefs, they had a lot in common.
-Working with Jodie Honigman on having the students use the writer’s process when writing a midrash.
-Showed learning partner one of the math assessments and talked about what to do to take it to the next level. Possibly a one point rubric? Gave advice on how to look at math assessment and discussed talking to Cylie about how she is using one point rubrics in math
Reflection: (need prompts?)
I felt like showing students that during the civil rights movement there were lots of other people helping is important. I think that students could really make a connection by comparing Helchels experience in the Holocaust to the way African Americans were treated.
We will continue to learn about other key players in the Civil rights movement besides MLK. They will continue to learn about the NAACP and SNCC. We will focus on John Lewis and the March on Washington.
Explicit Examples in Student Work (when applicable):
| Date: 11/4/19 |
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Learning Partner Conversation: This week, I will start my fiction unit in reader’s workshop. I sat down with JH to go over what the unit will look like and how to incorporate Jewish Studies. I will continue to focus on using Jewish folktales throughout my unit. Having students apply common core standards and reading skills to these stories. In Jewish Studies students will focus on Midrash. Students will learn the different between a midrash and folktale. JH and I are both using a similar format with “I Can” statements for the students. Within this unit students will also learn more about Jewish history and where some of the Jewish Folktales come from. They will also learn more about the stories in the Torah and why we have Midrahses. JH and I will continue to meet throughout the units to discuss how it is going and next steps. I will reach out to RP to see if the 4th graders can do a similar project as last year where they pick a story and create an art piece with it. I will offer the students the choice of picking a midrash or Jewish Folktale. I will also reach out to TS to see if a few students could present a story at Shabbat Sing. If not, I will talk to lower school Jewish Studies teachers and ask if 4th graders can present in JS or another class. |
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Reflection: (need prompts?) Our goal for this cross-collaboration in to show students that similar skills are used across subjects. We also want students to wonder more about Judaism and who they are as a Jewish learner. |
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Explicit Examples in Student Work (when applicable): Here are examples of the two “I Can” statements that the students will be using throughout the units.
https://docs.google.com/document/d/18jswGMBgfk927z-BoSNv9qYimV76b-jxVDLW_U60mjA/edit
https://docs.google.com/document/d/1KnJhAB5K6WCPBs0vYrgRC3EB1ObRcALPkyZmx-zbVm8/edit
*Student work to follow
Next Steps: JH and I will continue to meet throughout the units to discuss how it is going and next steps. I will reach out to RP to see if the 4th graders can do a similar project as last year where they pick a story and create an art piece with it. I will offer the students the choice of picking a midrash or Jewish Folktale. I will also reach out to TS to see if a few students could present a story at Shabbat Sing. If not, I will talk to lower school Jewish Studies teachers and ask if 4th graders can present in JS or another class. |
Date: 10/4
Learning Partner Conversation:
This past week, I continued to introduce students to data collecting. Students will continue to work on tracking math mistakes and correcting work. Recently, I introduced students to keeping track of ELA I can statements using evidence from their reader response notebooks.
In Jewish Studies students will be working on text study and looking at the traits of people in the Torah. In reader’s workshop, I taught a lesson to introduce character traits to the students. I will continue to work with students on learning character traits. I will share common vocabulary that Jody can use with her students.
Reflection: (need prompts?)
I will add to the reflection after I see how students are able to transfer skills from Reader’s workshop into Jewish Studies.
Explicit Examples in Student Work (when applicable):
I will share student samples of reader response entries about character traits and work from Jewish Studies.
Goals: Continue Collecting Data to inform next steps for students and teacher
Integrating Jewish Studies into general curriculum
| Date: 9/17 |
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Learning Partner Conversation: meet every other week Tuesday 9:30 (Linsey will send invite) collect math data to study for unit test and create a study plan Share I Can statements in reading by end of next week (Lani will share documents with Linsey on how students track) incorporating Jewish into general studies – Jews of America during Colonial Unit, connecting math to Jewish wedding planning/budgeting, what is the Jewish perspective on environment (science) already working with Jodie to align JS curriculum to 4th grade
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Reflection: (need prompts?)
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Explicit Examples in Student Work (when applicable):
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Learning Partner Conversation:
We discussed how the Jewish Folktale project was coming in art and what I could do to present the work. I had students type up their artists statement so that it could be hung next to their picture. My next unit in Reader’s Workshop is poetry. I will email Jessica to see how they can incorporate reading and writing poetry in Hebrew class. I am hoping that students will be able to write a poem in both Hebrew and English. I am also hoping that she will be able to show them examples of poems in Hebrew that students can compare to English poems.
Reflection:
I feel good that I was able to incorporate Jewish Folktales into my Reader’s workshop fiction unit. It was great when students could make connections from the Jewish Folktales to Jewish values and stories from the Torah. Not only was I able to incorporate reading but there was also a writing component and art piece.
When I do this next year there are a few things I would like to change. First, I would like to spend more time talking about what an artist statement is. It fits well with writing and thinking about authors purpose. I would like to have students look at different examples of artists statements.
Another thing that I would do differently is look at actual artists interpretations of folktales and Jewish folktales. I think it would have been helpful for students to see examples as the folktale was read to them.
Explicit Examples in Student Work
Here are pictures of students working in art on their picture. There are also samples of their drafts and artist statement. 
| Date: 3/14/19 |
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Learning Partner Conversation: Talked about next steps for Jewish Folktale project. There were not enough dates for each group of students to present at Shabbat Sing. Two students or groups will present a Jewish Folktale at shabbat sing. The first one will be Friday March 22 and the other date will be April 5th. Instead, students will work on creating a picture that incorporates the elements of fiction from the folktale that they picked. This will be cross curricular with art. During Reader’s Workshop, students will pick one Jewish Folktale to focus on. They will write out the elements of fiction within the story and write a summary. After that, students will pick an important part of the plot they would like to create a piece of artwork for. It should include as many elements of fiction and not give the end of the story away. In art, students will learn about perspectives in pictures and showing things near and far. They will also work on sketching a scene from the folktale and creating a final piece to be shown. Things to think about: -If this something we could make into a family program? Have students present to their parents? |
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Reflection: (need prompts?) My goal is to create more cross curricular units. It started with trying incorporating Jewish values into general studies by using Jewish folktales during our fiction unit. I have expanded it to include art. In the past, I have incorporated art into math, but this was my first time bring another teacher in to help. Rena has been amazing and flexible while this vision comes to life! My next steps would be to document my students work throughout the process. I would also love to have my students reflect on the cross curricular experience. |
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Explicit Examples in Student Work (when applicable): Work samples to come…. |
Date: 3/1/19
Learning Partner Conversation:
Jori and I discussed that having students track their own data was going well. I will continue to have student track reading and math data. Students will continue to reflect on data and create new goals. We decided to add a new goal to work towards. I would like to work on incorporating Jewish Studies into general education curriculum. I have started doing this is reader’s workshop during our fiction unit. I have been substituting Jewish folklore during certain reader’s workshop lessons. Students learn the same skills of finding cultural language while reading Onions and Garlic. During writer’s workshop we looked at the gemmara and compared it to editorials. I am going to work on bring in a community Rabbi to better explain the gemmara with students.
Reflection: (need prompts?)
My goal is to incorporate Jewish Studies into general education so students don’t feel like Jewish Studies and general studies are separate classes. I will start with reader’s and writer’s workshop and see how I can incorporate Jewish values, stories and traditions into the lessons. I will continue to do research on what other Jewish Day Schools have done and talk to the Hebrew and Jewish studies team.
Explicit Examples in Student Work (when applicable):
None at the moment
Date: 2/22/19
I had a one on one meeting with students to go over their tests and study plan.
Learning Partner Conversation:
I sat down with each student and had them look over their tests and mistakes that they made. After that, we looked back at their math study plan and discussed if they followed it or not. I asked students three different questions:
- Did you follow your study plan? Yes or No? Do you have any evidence to support your answer?
- Did you study plan help? Yes or no? Why?
- What would you do the same and differently next time?
Reflection: (need prompts?)
Every student was honest about their test and reflection . Some students were able to show on their test where they followed through with their study plan. For example, one students plan was to slow down and check their work with multiplication. This student was able to show on his paper where he checked his work. He also told me that there were a few answers that did not check out. When an answer didn’t check out, he went back and tried the problem again.
There were a few students who said they felt like they did not follow their study plan. For example, one student’s plan was to slow down and have neat handwriting. When I went through the test, they could show me where the handwriting was neat and where is was messy. The problems that were neat had the correct answer and the ones that were messy had incorrect answers.
Every student said that they found the study plan helpful and would do it again. One student said it helped them focus on what they could do to improve instead of having a teacher tell them what to work on.
Overall, I am proud of how honest the students were with themselves and their ability to find evidence or explain what they could improve on. Having the students keep track of their own data gave them ownership in their learning. I will continue to have student keep track of math data and come up with study plans.
Explicit Examples in Student Work (when applicable):
Contents
My Math Test
11th February 2019 by cgaines23 · No Comments · Uncategorised ·Edit
My goal for my math test was to check my answers and check my subtraction problem before I turn my test in. I think I checked all my answers except for the ones I didn’t know how to check. This helped because I could find my mistakes that I didn’t know about and I was able to fix my mistake. I can fix my mistake before turning it in.
MATH STUDY PLAN REFLECTION
I did not follow my study plan very well. Not all of my writing was neat, most of it was sloppy. The answers I got correct were written neatly and the answers I got wrong were all messy. I also need to work on checking my answers to see if I am correct. (*Written by student on Gev.Denny’s computer)
Learning Partner Template
In fourth grade, I am continuing to work on having students document their own data and growth. They will then use this to reflect on what they can do to continue to grow as a learner. This week we focused on math. We will still continue to use our reader’s response data sheet.
| Date: 2-1-19 |
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Learning Partner Conversation: We talked about students reflecting on their math data sheets to come up with a study plan. Students will look at the most common mistakes they made and use that to guide their studying. On the blog, students will write a plan about what they need to focus on when studying and why. |
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Reflection: (need prompts?) Fourth grade students have been keeping track of math mistakes that they make. They do this to help them figure out what they need to work on as a math student. There are three types of errors, careless, conceptual and computational. When students get a problem wrong, they need to figure out what type of mistake they made and correct it. This forces students to think about what they are missing and what they need to work on.
By having students keep track of their math data, they own their learning more. It also forces them to think about the errors and how to correct them. One thing I need to work on as a teacher is continuing to model different math mistakes, how to correct them and how to use that to help me study.
After taking the test, students will reflect on how the math data sheet and study plan helped them on the unit test. Students will reflect using these questions:
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Explicit Examples in Student Work (when applicable): MATH STUDY GUIDEWhat do I need to focus on when studying? For math my study plan is to check my math work and slowing down to look over my work. Why did I chose this to focus on? I chose to study this because checking my work and slowing down is what I needed to work on most. I know this because I use a math data sheet to keep track of my work.*
*A math data sheet is a sheet that shows what we have gotten wrong the most.
Unit 3 Math Study Plan:I have to work on division and multiplying because on my math data sheet I have colored in 3 slots for each subject. I also have to work on my handwriting. To fix both of those problems I have to slow down. |
My focus is having students document their growth across different subject areas starting with reader’s workshop and moving into math.
| Date: 1/8/19 |
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Learning Partner Conversation: Students will use a reader’s response strategy check list to keep track of how they are using their reader’s notebook. Students will then reflect on their reader’s notebook with a focus on volume, variety, thoughtfulness and being intentional. Students will use reflection questions and post their thoughts on the blog. My goal is for students to use their reader’s response notebooks in a way that help them gain a deeper understanding to what they are reading. By having students keep track of how they are using their notebooks and reflecting on it gives students ownership of their learning.
I had students use their blogs to reflect on their R.R.N. |
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Reflection: (need prompts?) Today I had students use their strategy check list to reflect on themselves as a reader. They went through and answered questions related to volume, variety, thoughtfulness and intention. Students did a great job being honest with themselves about what they did well and what they needed to work on. Next time we do this activity, I would like to reflect with students what deeper understanding means and how to use your reader’s notebook to create deeper understanding. I would also like to review with students how to gain a better understanding of what they are reading by making inferences and predictions. I will do this by modeling how to make inferences and predictions in their R.R.N. Next Steps: review Readers response logs every 5 weeks. Start the process for math. Next week review the next set of math logs. |
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Explicit Examples in Student Work (when applicable): Here are links to three students reflections.
http://edublogs.mjds.org/zamesserman/
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Learning Partner Template
Copy & Paste into your Learning page
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Learning Partner Conversation:
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Reflection: (need prompts?)
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Explicit Examples in Student Work (when applicable):
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Learning Partner Template
Copy & Paste into your Learning page
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Learning Partner Conversation:
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Reflection: (need prompts?)
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Explicit Examples in Student Work (when applicable):
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