Welcome to Mr. Peralta's Classroom

• News from 109

• My Educational Background:

• My Learning Profile:

• The Year at a Glance
• State Standards
• Grading Procedures
• Daily Schedule
• Parent Involvement
• Homework Assignments
• Resources

Peralta's Points to Ponder...

Welcome Back 4th Graders!!

          As the first few weeks of school comes to a close, I am proud to say that we have all survived.  Whether it was learning new faces, figuring out the right place to be at the right time, examining new found homework, or surviving the heat, or dealing with their teacher being out with some strange illness, students in Room 109 have amazed me with their abilities and determination.  Over the past weeks, our students have eased back into the routine of school and are starting to feel more comfortable.  It is my philosophy that students learn best when they are confident and happy with school.  It is my goal everyday to keep them wanting to come back.  If your child experiences a problem during the school day, please let me know and I will do all I can to help.

          This week in 4^th grade, we began the year by building our classroom community and practicing the routines of school. In math, we just completed our first unit on geometric figures. We explored such concepts as line segments, rays, angels, triangles, and quadrangles. We are now currently working on place value and the interpretation of data with graphs.  In reading, we finished our first read-aloud Sideway Stories at Wayside School by Louis Sachar. We also began our third Words Their Way unit in spelling.  Please work on this list with your child and make sure they are ready for the spelling test next Friday.

Midquarters

          Attached to this letter, you will find a copy of your student’s midquarter grades up to this point.  I would like to take this opportunity to remind guardians that these grades are just an indication of where students are at this point.  There are many tests, projects, and papers that will be figured into the final grade and with a small amount of assignments completed at this time, each grade is weighted more heavily.  Also, there are many occasions when students turn in work, but without a name.  If you find that students are missing assignments, I will do my best give them an opportunity to redo the work.  Once again, if you have any questions or concerns, please let me know.

Grading- I will be grading and returning math and spelling homework this year. The homework will be graded on a 5 point scale. Generally speaking if a student gets at least 80% of the problems correct, I will assign a 5/5 for that assignment. If the student gets between 60-80% correct it will receive a 4/5, 40-60% will receive a 3/5, 20-40% will receive a 2/5, and 0-20% will receive a 0/5. Usually I will not return homework with a grade lower than a 3/5 without first allowing the student to re-do the assignment. Please remember that this is just a general framework for grading. Assignments that are more difficult will be given more leniency in terms of the grading scale.        

          Also, please keep in mind that I will likely only grade homework that comes from our Everyday Math series. I grade in order to find out who comprehends our math and who needs to revisit a topic. Throughout the year, the students may receive other math homework (i.e. multiplication sheets, rounding exercises, etc.) but I will not likely factor these assignments into the students’ final grades.  

Website

          I have, after much delay, finished updating Room 109’s website.  This site will be valuable for parents to see what homework is due, what materials are covered in class, and what students can look forward to for the next week.  Along with classroom information, a library of learning objectives, educational links, and videos are attached to help with additional information on Social Studies and Science topics studied in school.  If you have any questions regarding information on this site, please let me know.

Important Dates

• September 23^rd – Unit 2 Math Test
• September 25^th – Animals Test (sorry about the confusion)
• September 14th – DRA Reading assessment begins
• September 24th - Open House
• September 25th - Friends and Family Picnic

Thanks again and have a fabulous Weekend,

Mr. Peralta

News from 109

Important Dates

• September 23^rd – Unit 2 Math Test
• September 25^th – Animals Test (sorry about the confusion)
• September 14th – DRA Reading assessment begins
• September 24th - Open House
• September 25th - Friends and Family Picnic

Homework Assignments
 

SPELLING LISTS

Like most of my students, I am a local boy.  I was born in Urbana and raised in Mahomet.  I enjoy my local ties and always seem to see someone I know.  I obtained my bachelor degree in Elementary Education with an endorsement in middle level math from Eastern Illinois University in Charleston, IL and I am currently working on my Masters for Educational Administration from EIU.  My teaching experiences early on were in several rural school settings, but my student teaching experience was at Yankee Ridge school in Urbana.  My student teaching, I also spent a semester as a substitute teacher in a number of districts in the area.  Since then, I have spent five wonderful years teaching 4th Grade at Bottenfield.

I am also strongly involved in professional development, focusing towards pre-service teachers.  I am formerly the International Student Representative for the Association of Childhood Educators International.  This group focuses on student issues worldwide and teacher education.  I hope to use this training to make myself the best teacher that I can become.

According to the Kiersey Temperament Sorter, I am considered to be a Provider Guardian.  Statistically, about 50% of elementary school teachers are Guardians.  I am most definitely a "people person", but strict to schedules, rules, and procedures at school.  I try to be sensitive to the needs of others, and show compassion to all of my students and others.

Thinking and Learning

Thinking Style - I think I am a mix between Concrete Sequential and Concrete Random.  I love having my information ordered, and organized in a logical way, but I also have a sense of adventure and initiative towards everything I do.

Brain Dominance - As opposed to being completely right or left brained, I have found that I am fairly mixed between the two.  This means that I generally see the big picture before the details.  However, I also possess many of the organizational skills of the left-brained thinker.  Within my classroom, I will implement strict routines and structure balanced with open-ended, creative learning activities.   Because of this lack of dominance, I am fairly tidy when in comes to some things, but creatively organized when it comes to others.   I prefer face to face communication, so if possible, please call me anytime or plan a meeting. 

Multiple Intelligences - As a learner, my strongest intelligences are Mathematical/logical  and Kinesthetic.  When learning new information, I succeed when I am up and moving around.  This "hands-on" style of learning is an incredibly important method of learning and will be incorporated into my classroom.

Peak Learning- Peak learning occurs in the morning or late at night for me.  However, I need multiple opportunities to discuss ideas with others and time to move around.  Sitting for a long period of time causes my brain to disengage.  Likewise, in my classroom there is a balance between active/collaborative learning activities and independent/reflective learning activities. 

Influential People

My parents top my list of my most influential people because of their kindness, hard work, and especially patience.  I try to model my teaching after all tolerance they gave me.  I also admire people who have made their own way and refuse to give up.  Abraham Lincoln is a perfect example of a person worked hard and created his own success.  In my classroom, I will use this influence in always expecting the best in my students.  Failing is not an option!

How I Communicate

I use communication skills typical of both sides of the brain.  If there are things that I really need to accomplish, I will make a list and check-off as I go.  Likewise, I appreciate agendas and outlines at meetings and workshops which are well organized that will give me an overview of what I can expect.  On the other hand, when I am relating a personal experience to someone, I tend to talk all of the details and find it difficult to get to the point.  I know that this is very frustrating for left-brainers, but I typically do not want to leave anything out. 

Math-- Probability, Geometry, Measurement, Multiplication, Division, Fractions, Logic, Decimals, Fundamental Operations of Whole Numbers

Champaign Unit 4 Fourth Grade Math Curriculum

Social Studies-- Regions of the United States, States and Capitals, Geography of the World, Illinois History and Geography, and Government

Champaign Unit 4 Fourth Grade Social Studies Curriculum

Language Arts--Genre Studies, Creative Writing, Formulated Writing, Reading Strategies, Word Study, Public Speaking, Accelerated Reader, Poetry

Champaign Unit 4 Fourth Grade Reading and English Curriculum             

Science--Animals and Environment, Our Place in Space, Electricity and Magnetism, and Reflection of Light and Color

Champaign Unit 4 Fourth Grade Science Curriculum

My grading scale follows Unit #4 guidelines with a 90-80-70-60 scale with anything below 60% being a failing grade.  This scale will be used as a basis for report card grades and for many class assignments.  This grading scale will be adjusted at times, such as when an assignment is especially difficult, or if it is the first assignment completed after learning a new concept.  All assignments will not be averaged into report card grades.  It is sometimes difficult to assign a percentage to a completed project, so a letter grade may be assigned.  I also take into account the effort made by the student and the amount of improvement made by a student when determining grades.  Missing work impacts grades significantly.  A missing assignment is a zero until completed.  Missing assignments will be accepted for one week after the due date unless the student has been ill, or other arrangements have been made with me.  An occasional late assignment will not be a serious problem.  Everyone makes mistakes and I expect that everyone will will forget an assignment or two at home at some point this year, no matter how organized and conscientious they try to be. If late work becomes a persistent problem I will contact the parents.

I will be grading and returning math homework this year. The math homework will be graded on a 5 point scale. Generally speaking if a student gets at least 80% of the problems correct, I will assign a 5/5 for that assignment. If the student gets between 60-80% correct it will receive a 4/5, 40-60% will receive a 3/5, 20-40% will receive a 2/5, and 0-20% will receive a 0/5. Usually I will not return homework with a grade lower than a 3/5 without first allowing the student to re-do the assignment. Please remember that this is just a general framework for grading. Assignments that are more difficult will be given more leniency in terms of the grading scale.        

Also, please keep in mind that I will likely only grade homework that comes from our Everyday Math series. I grade in order to find out who comprehends our math and who needs increased work. Throughout the year, the students may receive other math homework (i.e. multiplication sheets, rounding exercises, etc.) but I will not likely factor these assignments into the students’ final grades.  

Daily Schedule

We have already been hard at work in order to determine our daily schedule.  If you have any questions about it, please just let me know.                                                                                              4th Grade Schedule

Bottenfield is a wonderful school for a number of different reasons: hardworking students, interesting teachers, and an amazingly motivated and involved PTA.  Parents are the lifeblood of this school and help us in so many ways.  This involvement, although amazingly helpful for teachers, can sometimes be distracting to the students in the classroom.  With Fourth Grade being the first grade in preparation towards middle school, I strongly believe that students need room to develop their independence and show the responsibly to get assignments in by themselves. 

I want to make this clear that I want parents to know what is going on in the classroom and are more than welcome to come to visit their student from time to time.  Parents are welcome to come in tow work within our classroom and to observe their student or the material, but I do ask that they sit away from their child.  I apologize if this seems harsh and I would be more then happy to sit down with anyone to discuss this policy.  I also ask that all parents who have concerns to not hesitate to call, but please set up an appointment for any matter that needs both sides to sit down and talk.  It is very difficult for me to speak on all matters within the classroom without some time to either investigate or prepare material.  Please know that I am doing this for what I feel is in the best interest of growing maturity in our students.

Multiple Intelligences:

	Kinesthetic – These types of children  think  through movement with their bodies.  They like to dance, run, build, touch, role-play, and etc. Kinesthetic learners need activities that include role play, drama, movement, sports and physical activities, and hands-on opportunities for learning.
	Visual Spatial – Pupils who are visual spatial learners are those who think in images and pictures.  He or she will enjoy drawing and doodling. These children will need art, videos, movies, slides, mazes, imagination games, puzzles, illustrated books and trips to art museums.
	Verbal Linguistic – Children who are verbal linguistic will think in words.  They love to read, write, tell stories, and play word games. Verbal linguistic learners will need books, tapes, writing tools, paper, diaries, dialogues, discussion, and debate stories.
	Interpersonal – Students who are interpersonal think by discussing information with others.  They are students that love to lead, organize, relate to others, and mediate.  These students will need to work with friends in group games, social gatherings, community events, clubs, mentors, and apprentices.
	Intrapersonal – Learners who are intrapersonal think within themselves.  I would classify them as deep thinkers.  They love to set goals, meditate, dream, and have quiet time to reflect on their experiences.  They need an environment that allows them quiet time, time alone, and a secret place for them to reflect.
	Mathematical – Children who use the mathematical intelligence think by reasoning.  They like to experiment, question, solve problems and calculate.  These students will need experiments, manipulatives, and visits to planetariums and science museums.
	Musical/Rhythmic - Pupils who are musical/rhythmic think in melodies and rhythms. These students love to sing, whistle, hum, tap, and listen to others. Musical/Rhythmic learners need time to express themselves in music,  they need trips to concerts, and opportunities to play music in the home and school.
	Naturalist – The  naturalist thinks about the outside world. These students sense patterns and are good at categorization.  These students need time to study wildlife, topography, and the natural world around them.