Students will be wrapping up the annotation process for "The Green Man" on Monday. For the remainder of the week, each learner will be using evidence from the text to create a visual representation of the Green Man. This learning task will enable students to use their artistic abilities. It will also allow them to use imagery and to use specific details within the text to create their products. In addition to their artwork, students will be responsible for composing a brief paragraph that demonstrates the change that the main character underwent in the story. I am eager to observe each student's work. Once everyone is finished, we will read the picture book which will enable the learners to compare and contrast their work with the illustrations within the book. This is a major highlight and I expect that the students will be extremely shocked to see what the Green Man actually looks like.
Showing posts with label 3PA. Show all posts
Showing posts with label 3PA. Show all posts
3PA Update
Last week, students read "The Green Man" by Gail Hailey. They were intrigued by the plot of the story and had various theories about the main character. During the upcoming week, students will work to clarify their understandings of the main character's transformation as well as other important events in the story. This work will occur during a close reading of the text. Students will be annotating the text and will focus on internal and external change, details, big ideas, symbolism, etc... This work will span across the entire week. Each learner has been exposed to annotation and has a good grasp of the concepts. As a result, I will be encouraging independence with this skill. We will begin the week with a model and shared practice. Then, students will be responsible for completing this task independently. Please be aware that students will be given specific portions of the text to annotate and will not be required to annotate the entire text.
3PA Update
This week, students will be wrapping up their work with literary essays. This process has been slow-paced; however, each learner is beginning to understand the structure of this form of writing. I have guided students throughout the process and introduced the students to R.A.C.E. This acronym stands for restate, answer, cite evidence and explain. I have also encouraged students to color code the different components of their essays so that they can ensure that they have included all of the essential parts. I have been extremely happy with the students' efforts!
For the remainder of the week, 3PA will begin reviewing vocabulary for the upcoming story using Quizlet, an online site that assists students in learning new terms through interactive games. Students will then read "The Green Man" by Gail E. Hailey. If time permits, students will complete a literature web in order to examine the key words, big ideas, symbols, and feelings within the text.
For the remainder of the week, 3PA will begin reviewing vocabulary for the upcoming story using Quizlet, an online site that assists students in learning new terms through interactive games. Students will then read "The Green Man" by Gail E. Hailey. If time permits, students will complete a literature web in order to examine the key words, big ideas, symbols, and feelings within the text.
3PA Update
Last week, students were introduced to literary essays. We discussed some important vocabulary in relation to this topic. They include the following: claim, thesis statement, quotation, and supporting evidence. Students have been exposed to some of these terms in their classroom setting, as well as Project Arrow. During the upcoming week, students will be reading A Chair For My Mother by Vera B. Williams. We will work collaboratively to answer the essential question, "What does the main character in A Chair For My Mother value?". We will be composing a thesis statement and collecting supporting evidence. Then, students will complete a shared writing of a literary essay. They will also be encouraged to use a specific structure or format within their writing and will be taught how to explain or justify the evidence included in their essay. I am looking forward to our new learning opportunities and to observing the great work students will be completing.
3PA Update
Students have been hard at work writing their diamante poems in connection to "The Ugly Duckling." This week, students will spend some time revising and editing their work. We will review the rubric to ensure that their poems align with academic expectations. Students will be responsible for typing and illustrating their poems. We will share our poems at the end of the week to celebrate their published work. Please be aware that PA will be canceled during the week of January 27th and February 3rd due to Project Arrow testing.
3PA Update
During the upcoming week, we will begin by wrapping up our New Year's resolution writing. Then, students will be working on diamante poems in connection with the story "The Ugly Duckling" by Hans Christian Andersen. They will be learning about the structure of this type of poem and will focus on the change the main character undergoes throughout the story. Each learner will be encouraged to create original pieces. They will also be encouraged to integrate creative word choice. Students will be typing their poems and adding illustrations that connect to what they have depicted in their poems. I am looking forward to seeing the final products.
3PA Update
Happy New Year!! I just wanted to do a brief check-in regarding the week of January 6th. We have only been able to meet two days due to benchmarking. However, students were able to consider their personal goals and began writing resolutions for the new year. I was able to share a wonderful picture book entitled Someday by Eileen Spinelli. The text had an inspirational message about endless possibilities, exploration and the courage to think big. This aligned extremely well with our writing task. We will continue working on resolutions next week. Stay tuned for more info.
3PA Update
This week students will be wrapping up their annotations for The Ugly Duckling by Hans Christian Andersen. For this piece, we delved deeper into the annotation process. Students focused on the generalizations of change, internal and external change, character traits and symbolism. I have been very impressed with their level of thinking. For the remainder of the week, students will be participating in discussions about the text through a routine known as "Chat Stations." They will be provided with time to consider the questions being posed and then share their perspectives with their peers. Students will also be writing diamante' poems that express the internal and external change of the main character. I would like to wish you and your family a wonderful holiday season and a Happy New Year!
3PA Update
This week, students will complete their reading of "The Ugly Duckling" by Hans Christian Andersen. They will be guided through the annotation process and will focus on internal and external change, theme, and symbolism. We will work on annotating the text Monday-Wednesday. Then, students will participate in an activity referred to as "Chat Stations". Students will be provided with higher-level questions and will use text evidence to support their responses. This will be a wonderful way to foster discussion about the text and will encourage students to use critical thinking skills. Also, students will practice appropriate speaking and listening skills. I look forward to observing these conversations and hearing their thoughts and opinions about the text.
3PA Update
This week, students will be learning about internal and external traits. Students will be encouraged to use the thoughts, words, and actions of a character in order to identify internal traits. We will be applying their new knowledge by reading a book entitled The Invisible Boy by Trudy Ludwig. Students will participate in character analysis and will use inferential thinking to determine the character's traits. Learners will also be prompted to use evidence from the text to support their thinking. Each individual will make a personal connection by exploring their own internal and external traits. Finally, students will be reading "The Ugly Duckling" by Hans Christian Andersen and completing a literature web that will call for students to identify key words, big ideas, feelings, and symbols/images.
3PA Update
This week, students will be wrapping up their work with Sachiko Means Happiness. We will be completing our close reading of this story and completing an activity entitled Step Inside. This learning activity focuses on multiple perspectives and will allow students to view the events from the characters' point of view. Students will be presented with the following questions: What does the character see, feel and notice? What might the character know, understand, or believe? What might the character care deeply about? What might the character wonder about or question?
Students will also be reading a book entitled The Remember Balloons which is a wonderful book that has many parallels with Sachiko Means Happiness. James’s Grandpa has the best balloons because he has the best memories. He has balloons showing Dad when he was young and Grandma when they were married. Grandpa has balloons about camping and Aunt Nelle’s poor cow. Grandpa also has a silver balloon filled with the memory of a fishing trip he and James took together.
But when Grandpa’s balloons begin to float away, James is heartbroken. No matter how hard he runs, James can’t catch them. One day, Grandpa lets go of the silver balloon—and he doesn’t even notice!
Grandpa no longer has balloons of his own. But James has many more than before. It’s up to him to share those balloons, one by one.
Students will also be reading a book entitled The Remember Balloons which is a wonderful book that has many parallels with Sachiko Means Happiness. James’s Grandpa has the best balloons because he has the best memories. He has balloons showing Dad when he was young and Grandma when they were married. Grandpa has balloons about camping and Aunt Nelle’s poor cow. Grandpa also has a silver balloon filled with the memory of a fishing trip he and James took together.
But when Grandpa’s balloons begin to float away, James is heartbroken. No matter how hard he runs, James can’t catch them. One day, Grandpa lets go of the silver balloon—and he doesn’t even notice!
Grandpa no longer has balloons of his own. But James has many more than before. It’s up to him to share those balloons, one by one.
I look forward to meeting you at conferences and discussing your child's learning. I sent home conference reminders on Thursday, November 14th. If you did not receive one, please feel free to contact me by phone or email, and I will be happy to inform you of your conference time. Conferences will take place on Thursday, November 21st from 4:30-8 p.m. and Monday, November 25th from 8:00 a.m.-8 p.m. Please be aware that conferences will only be 10 minutes.
3PA Update
This week, students will be moving on to a new book entitled Sachiko Means Happiness. Initially, students will be shown images of elderly people in order to determine their emotions/feelings. The goal of this learning activity is to assist students in making strong connections with the main character in the story. It will also enable them to infer the emotions/feelings of the character with more ease. My hope is that these images will also evoke compassion and sympathy among every learner. We will be completing a first read and then venture into a close read of this text. Learners will be having in-depth discussions about their reading and will be asked to identify the various themes and the generalizations of change that are apparent in the text. Students will also focus on symbolism and perspective. Finally, learners will be reviewing plot development and begin working on a plot development chart in connection with the story.
Reminder: Last week, I sent home a parent homework sheet that will help me to prepare for conferences. If possible, please have your child return this form by Thursday, November 14th. Thank you!
Reminder: Last week, I sent home a parent homework sheet that will help me to prepare for conferences. If possible, please have your child return this form by Thursday, November 14th. Thank you!
3PA Update
Students will be wrapping up their work with the story "Shells" by Cynthia Rylant. We have identified generalizations of change and implicit themes within the text. Students have also engaged in thoughtful conversations through the use of a discussion strategy entitled "Stoplight Discussions". Please ask your child about the expectations of this discussion. I was very impressed with each learner's thinking and their communication skills.
During the upcoming week, each learner will have the opportunity to observe authentic shells and identify what they notice and wonder during their observations. Students will be required to jot down their thinking using an online discussion board called Padlet. Each learner will also complete a Flipgrid video response during which they will share a time in their lives when they "came out of their shell". The goal is that each student will be able to continue to gain a clear understanding of what it means to "come out of your shell". Finally, students will be introduced to a book entitled Sachiko Means Happiness. We will take some time to do some important background building prior to reading the story. If time allows, students will be completing a close read of the text and engaging in conversations that help them to gain an in-depth understanding of the author's message.
During the upcoming week, each learner will have the opportunity to observe authentic shells and identify what they notice and wonder during their observations. Students will be required to jot down their thinking using an online discussion board called Padlet. Each learner will also complete a Flipgrid video response during which they will share a time in their lives when they "came out of their shell". The goal is that each student will be able to continue to gain a clear understanding of what it means to "come out of your shell". Finally, students will be introduced to a book entitled Sachiko Means Happiness. We will take some time to do some important background building prior to reading the story. If time allows, students will be completing a close read of the text and engaging in conversations that help them to gain an in-depth understanding of the author's message.
3PA Update
3PA will be wrapping up their annotating for the story "Shells" by Cynthia Rylant. We will be filling out a graphic organizer to explore the change in the main character. Students will be analyzing the character's dialogue, thoughts and actions to determine the change. We will also be having an in-depth discussion regarding the text. The use of higher-level questions will be used to encourage critical and inferential thinking skills. If time permits, students will be investigating shells and thinking about what they notice and what they wonder. We will then make the connection between a literal shell and a metaphorical one. The goal is for ALL students to understand the various "shells" that were preventing the characters from creating a strong bond.
On Thursday, October 31, we will be having a "Glow Day". Students may wear white or neon clothing. The activity is TBD. I know the students will have LOTS of FUN!
On Thursday, October 31, we will be having a "Glow Day". Students may wear white or neon clothing. The activity is TBD. I know the students will have LOTS of FUN!
3PA Update
During the upcoming week, 3PA will continue to explore a literary piece entitled "Shells" by Cynthia Rylant. The students will be introduced to text annotation and will be responsible for identifying generalizations of change examples within the story. We will also be discussing and identifying various themes within the text. Theme is often referred to as the "big idea" and is inferred by the reader. The students will be encouraged to look for clues to determine what the author wants the reader to understand (e.g. honesty, compassion, trustworthiness, etc...). Towards the end of the week, learners will be participating in a literary discussion about the story. The goal will be for ALL students to contribute ideas that represent critical thinking. Interpretive questions will be posed that will allow students to use their personal experiences and evidence from the text to support their thinking.
Please be on the lookout for the first quarter progress report which will be sent home on Friday, October 25th.
Please be on the lookout for the first quarter progress report which will be sent home on Friday, October 25th.
3PA Update
3PA will continue to practice identifying generalizations of change by reading a humorous book called The Taking Tree by Shrill Travesty. This is a selfish parody and a twist on the picture book entitled The Giving Tree by Shel Silverstein. Students will engage in conversations about change and be required to identify examples within the text. Each learner will also be completing a pre-assessment to help determine their knowledge of specific literary concepts. We will also begin reading the story "Shells" by Cynthia Rylant.
3PA Update
Students in 3PA have been hard at work learning about generalizations. Each learner should now understand that they are broad statements about a subject based on information, observations, and experiences. They are logical but unproven. During the upcoming week, students will be reviewing generalizations and taking a brief assessment on Monday.
We will move on to learning about generalizations of change. They are as follows: change happens over time, change can be predictable or unpredictable, change can be positive and/or negative, change is everywhere, change may happen naturally or be caused by people. Students will brainstorm examples of change and categorize their ideas based upon the aforementioned categories. Students will also apply their learning by identifying examples of change in picture books. If time permits, we will begin our first literature piece entitled "Shells" by Cynthia Rylant.
We will move on to learning about generalizations of change. They are as follows: change happens over time, change can be predictable or unpredictable, change can be positive and/or negative, change is everywhere, change may happen naturally or be caused by people. Students will brainstorm examples of change and categorize their ideas based upon the aforementioned categories. Students will also apply their learning by identifying examples of change in picture books. If time permits, we will begin our first literature piece entitled "Shells" by Cynthia Rylant.
3PA Update
This week, we will be wrapping up our study of the eight parts of speech by learning about interjections. Students will also have a short quiz on Monday. Please encourage your child to do a review of the grammar pages located in the resource section of their binder. They will only need to be aware of the following parts of speech: nouns, pronouns, adjectives, verbs, adverbs, conjunctions and prepositions. Please have students refer to these pages only. There are additional pages; however, they will not need to review these. Learners will be responsible for analyzing sentences and identifying the various parts of speech.
For the remainder of the week, your children will be learning about generalizations. They will learn that generalizations are broad statements about a subject based on information, observations, and experiences. They will also be introduced to the generalizations of change and be asked to apply their knowledge in various ways.
Last week, I sent home some information about Seesaw via backpack. If for some reason you did not receive it, please let me know. You may also click HERE to be taken to the digital version. Enjoy your weekend!
For the remainder of the week, your children will be learning about generalizations. They will learn that generalizations are broad statements about a subject based on information, observations, and experiences. They will also be introduced to the generalizations of change and be asked to apply their knowledge in various ways.
Last week, I sent home some information about Seesaw via backpack. If for some reason you did not receive it, please let me know. You may also click HERE to be taken to the digital version. Enjoy your weekend!
3PA Update
Students have now learned about nouns, pronouns, adjectives, and verbs. One way that students can practice their learning is by going on a book hunt and finding examples of the parts of speech they have studied. During the upcoming week, students will be learning about adverbs, conjunctions, and prepositions. Most likely, the concepts being examined will be new to students. I will continue to use engaging activities and Kagan structures to help solidify understandings.
Last week, we began exploring Seesaw. This is an online program that will serve as a digital portfolio of the work students complete throughout the year. Seesaw will also be used as a communication tool for quick reminders that I would like to share with you. Please be on the lookout for both a paper copy and a digital document that will provide you with information about how to get the Seesaw app and view your child's work. Below is a quick video about Seesaw.
3PA Update
We are well on our way to becoming grammar experts in 3PA. During the upcoming week, students will be learning about adjectives, subjects, predicates, and verbs. Students participate in daily readings as well as Kagan structures which help to solidify their understandings of the grammar concepts being studied. These structures also help students to work on their communication and collaboration skills. There will be a short quiz over nouns, pronouns, and adjectives on Tuesday.
Last week, we began learning about plot development through the use of a short fable entitled The Lion and the Gnat. Students were exposed to a plot development chart and reviewed the following elements: exposition, rising action, falling action, and resolution. This week, we will continue to use The Lion and the Gnat to work on inferential thinking and identify consequences and implications. Students will also be writing a similar short story. Learners will be required to include the story elements previously discussed. I am so impressed with your children and their enthusiasm about learning.
Last week, we began learning about plot development through the use of a short fable entitled The Lion and the Gnat. Students were exposed to a plot development chart and reviewed the following elements: exposition, rising action, falling action, and resolution. This week, we will continue to use The Lion and the Gnat to work on inferential thinking and identify consequences and implications. Students will also be writing a similar short story. Learners will be required to include the story elements previously discussed. I am so impressed with your children and their enthusiasm about learning.
