Dear 4th grade parents,
In the past several years, we have had the opportunity, scheduling-wise, to provide a longer allocation of time for integrated writing and social studies for students over an hour and fifteen minute or hour and a half block each day. When we have needed to make scheduling adjustments for increased, in-depth, workshop writing time at certain points in the year, this has been easy and successful for the students with simple assignment adjustments, etc. without any notable scheduling adjustments. This works for all students through third grade anyway through the nature of the self contained classroom. Teachers generally have flexibility in learning time with students based on their strengths and needs with respect to different content as well as the time factors associated with specific projects, lessons, etc.
This year in 4th grade, with the current configuration of time for writing and social studies as two distinct periods, students in several classes go to two separate teachers for writing and social studies for shorter periods of time rather than in a combined block for a longer length of time. As a result, some of the ease of integration and additional time for the writing process for students becomes more of a challenge as students attempt to write lengthier and more in depth pieces in the spring and also when they need time for additional revising and editing instruction/practice. Given this need for more flexibility and integration, our 4th grade teachers are teaming together to increase expository/content-based reading in social studies and science during their reading blocks while we provide some additional time for student writing by combining the social studies and writing blocks as one continuous block of time. This allows for an increased length of integrated time for the writing process and/or revising and editing needs over the next several weeks.
Working and planning with Mrs. Klein and Mrs. Cole, our primary writing teachers, we have also enlisted some additional support and help of certified teacher, Clayton parent, and language arts specialist, Kimberley Watts, who will round out our team of instructors and allow us to reduce class ratios and provide varied support and instruction. By increasing staff and time for some further integration for the next several weeks, this means that we can heighten time for differentiation among students, provide more specific feedback, and offer tiered instruction for learners needing either extension or intervention, etc.
As a result, this means that any of the students in our 4th grade homerooms (those that rotate typically to Mrs. Klein for writing) will be working with Mrs. Klein and/or Mrs. Watts at any point in time for part of their writing instruction, as they team teach and plan for children and their needs within and across classes. Also, these two will join with Mr. Miller and Mrs. Lauderbach to make meaningful and integrated adjustments to the instructional day within the same week and across upcoming weeks, and they will assist in instructing and supporting students in their writing as well during these joint blocks. Utilizing all of the strengths and talents of our staff as well as providing some shorter term additional staff to reduce student ratios and provide more specific extension or support, we feel we can best meet the varied and differentiated strengths and needs of our students. As always, our interest is in providing flexible instruction based on best practices to meet the strengths and needs of all of our students.
Thanks for your help and support.
Best regards,
Clayton 4th grade teachers and administrative team