October 23rd - 27th


What Did Students Do?

Students have been working on their reading comprehension strategies in different ways. In our class read aloud of the book Wonder, students have focused on making connections that include text to self and text to text. Then, students focused on making predictions by synthesizing information from their background knowledge, personal experiences, and clues from the text. We discuss these comprehension strategies in whole class and small group discussions. Students also record their connections and predictions in their Reading Response Journals. In addition, during small reading groups, students have improved their comprehension by learning about and identifying a variety of text features that communicate information, such as images, captions, pictures, glossaries, bolded words, etc. They read a booklet on Grasslands, related to our Social Studies curriculum, and identified different text features and how these features helped them with their comprehension.

Learning Outcomes:

I can make connections that support my reading comprehension, including text to self and text to text. 

I can use my background knowledge, personal experiences, and clues from the text in order to make predictions about what outcomes or events will come next.

I can examine a variety of text features that provide important information in a text.

Questions to Ask Your Child:

-What text to self connection can you make to the story Wonder?

-What text to text connection can you make to the story Wonder?

-Predict what you think will happen next in your class read aloud.

-What text features did you see in the Grasslands Booklet?

-How did these text features help you understand what you were reading?

Student Work:












Comments

Post a Comment

Popular posts from this blog

Image
 October 16th - 19th  What Did Students Do? Students have spent the last few weeks being fantastic scientists. We have done a lot of work around the science topic: Plant Growth and Changes. Students have spent a lot of time outside noticing different aspects of plants and their changes. They have done observations, research, sketching, writing, art, and buddies!  If your child has not already shared about being an older buddy this year, please have them share about this experience! They were all amazing leaders and role models.  Learning Outcomes: Science I can describe the purpose of plant leaves. I can recognize plant requirements for growth. I can describe the role plants have in the environment. I can synthesize a variety of information. I can investigate the nature of things and develop inferences supported by observations.  Questions to Ask Your Child: -What are the parts of a leaf? -What is chlorophyll? -Why do leaves change colour? -Explain the process o...
Read more
Image
January 22nd - 26th English Language Arts and Literature  Social Studies  This week, students had the privilege of having Knowledge Keeper, Hal Eagletail, come to our class to share his knowledge with us. Prior to his visit, students learned protocols in place to honour and respect Elders and Knowledge Keepers. Then, students focused on listening to Hal Eagletail's teachings. During his time with us, Hal Eagletail taught students many things and left us with the message to get out on the land and "get dirty!" Following our time together, students went onto the land and explored the learning grounds. Many of them certainly got dirty! Then, they spent time reflecting on the teachings they had learned in a sit spot. Finally, students completed a one-pager sharing their take-aways from their time with Knowledge Keeper, Hal Eagletail. I can identify that oral tradition is listening and speaking to pass information from generation to generation. I can discuss how oral stories s...
Read more
Image
April 15th - 18th English Language Arts Reading: This week, we finished our class read aloud of The Miraculous Journey of Edward Tulane. We had great conversations about the text as we read this novel. Next week, students will create a one-pager reflection, focusing on what they enjoyed, their personal connections, predictions they made, major and minor characters, and the lesson of the story. Students also continued reading novels in their small reading groups. A few groups have finished their first novel and moved onto a new one. I can use strategies and make connections to support my comprehension. Questions:  How did Edward Tulane end? Who are some of the major and minor characters? What novel are you reading in your small group?  Writing: Students continued with their Minecraft challenge. They finished their build and then wrote speeches explaining each element of it. They practiced their speeches, ensuring they were speaking clearly and using the right volume.  I ca...
Read more