Hello Omega Parents,
We are deeeeeep into research. Many Omega Ones have already completed at least three fact cards, and many Omega Twos have completed five. The goal is for O1s to have ten fact cards with at least three sentences each and for O2s to have fifteen fact cards with at least three sentences each. Students are free to go above and beyond, and I know some of them will. If your child is finding this goal particularly stressful and difficult to reach, please talk to me about a modified plan. My goal is for all kids to have finished collecting facts by the beginning of next week so that they can start writing and drawing pictures. There may be homework for some kids this weekend. Feel free to pop in and check with me about your child’s progress. I am not available Thursday (2/36) or Friday (3/27) afternoons, but will be here in the morning. Monday (3/30) I’ll be here in the afternoon until 4:00, but will not be available in the morning.
Research has been taking up a lot of our literacy time, but we are still squeezing in some spelling, quiet reading, and story writing when we can. I am keep as much consistency with kids’ spelling programs as possible so that students are continuing to make progress. So far, it is going smoothly.
We haven’t done a whole lot with our mapping unit since we’ve started research, but we did make a floor plan of the reading corner.
With the great spring weather we had last week, I took the opportunity to start a Yoga of Spring unit with the Omegas. We talked about yoga as mindfulness what that means- paying attention, being here now, being observant. We took a mindful walk around the wetlands and searched out some signs of spring. The kids sketched what they saw on the front of their Yoga of Spring journals. As the weather continues to warm up, we will continue to take mindful walks and look for signs of spring. Each time students will document their findings in their journals using a different artistic medium: watercolor, pastels, paper cut-outs, collage. If you are interested in helping with any of these art activities/lessons, please talk to me, and we can find a time that works for you to come in.
In Friendship Group last week, we talked about what makes a friend. Kids were very thoughtful in answering the questions: What does a friend do? Friends are ___. Some of their responses are:
“I like my friends to play with me.” “Friends invite you to their birthday parties.” “Friends will listen to you if you have something to say.” “Friends share.”
Friends are encouraging, helpful, fair, respectful, nice, generous, flexible, open, willing, supportive and understanding.
You all have very insightful kids. I truly enjoy working with each and every one of them to help them understand their worlds.
:) Rachel
Wednesday, March 25, 2009
Sage Literay Lounge
Hello Sage Parents,
The Sages and Sagers spent the first part of this month learning about author’s purpose and author’s craft. Learning conversations about author’s purpose centered on the questions: Why does an author write? Who is the audience? How do the purpose, audience, and format of the writing affect the tone? The students then took on a different role and wrote from that perspective in a specific format to a specific audience. The activity is called a RAFT: Role, Audience, Format, Topic. The students’ writings are in the hallway behind the Omega room door.
Then we shifted gears and moved toward author’s craft: imagery, metaphor, simile, exaggeration, and point of view. The Sages and Sagers did a fun activity with imagery, metaphor, and simile in which I gave each student a strange picture and they had to describe it using sensory language, a metaphor, and a simile. They were not allowed to share their picture with anyone. Then everyone shared their writing and the class had to figure out which picture was being described. The pictures and descriptions are in the hallway behind Fran’s door.
Desi wrote his paragraph from the point of view of the picture itself, so we were able to have an authentic transition into discussing point of view. What is first person? What is third person? Why isn’t there a second person? (There is in choose your own adventure books.) What would be the benefits of writing in first person, third person? The kids determined through our discussion that the benefit of a first person point of view is that the reader really gets to know the main character well- his/her thoughts and feelings. It is easy for the reader to put him/herself in the main characters shoes. The advantage of a third person point of view is that the reader understands multiple characters’ perspectives. The writing may be more objective. I was very impressed with the kids’ ability to analyze the differences in points of view.
Then we worked with exaggeration. The kids all had to write about an event that really happened in their lives and make it bigger than real life. Those writings are also in the hall next to the Sage room.
As a culmination of our study, we created a new literature circle job centered on analyzing author’s craft. Students brainstormed names for the job and voted on Creator’s Craft. Then they hashed out what the requirements of the job should be and what a kid would need to do to go above and beyond. The Sages and Sagers decided that the person who does the Creator’s Craft job should have to identify at least two literary devices, read them aloud to the group, and explain the craft (ex. It is a simile because so-and-so is being compared to a song using the word like). The student also has to talk about how the author’s use of that literary device makes the work better. To go above and beyond, the student would need to meet the above requirements and create a discussion among the group. WOW! What great thinkers!
So we added the Creator’s Craft job to our repertoire and began literature circles. All of the kids are reading The Revealers by Doug Wilhelm. He is a Vermont author from Rutland. His book made a big splash in the education community a few years ago when it came out because it deals directly, and on an appropriate level, with the hard and, unfortunately, all too common issue of bullying in school. The kids can relate to the kids in the story and use the book as a place to begin talking about how to deal with a bullying situation. I found the book to be very empowering! So, of course, in addition to talking about The Revealers as a piece of literature, we will incorporate the social/emotional piece. Hopefully kids will come away with some strategies in their social navigation toolbox. At some point during this round of literature circles, Cory will lead a lesson about the book from a human development perspective (her major)…sort of like a friendship group (from lots of these kids’ Omega days). I am also trying to figure out how we can arrange a visit from Doug Wilhelm or create an online forum to engage him in a discussion about his book. If you have any ideas, concerns, questions, or suggestions, please chat with me. I know I’m dealing with a heavy and sensitive topic. Thanks for your support, as always!
:) Rachel
p.s. We are still doing spelling, too.
The Sages and Sagers spent the first part of this month learning about author’s purpose and author’s craft. Learning conversations about author’s purpose centered on the questions: Why does an author write? Who is the audience? How do the purpose, audience, and format of the writing affect the tone? The students then took on a different role and wrote from that perspective in a specific format to a specific audience. The activity is called a RAFT: Role, Audience, Format, Topic. The students’ writings are in the hallway behind the Omega room door.
Then we shifted gears and moved toward author’s craft: imagery, metaphor, simile, exaggeration, and point of view. The Sages and Sagers did a fun activity with imagery, metaphor, and simile in which I gave each student a strange picture and they had to describe it using sensory language, a metaphor, and a simile. They were not allowed to share their picture with anyone. Then everyone shared their writing and the class had to figure out which picture was being described. The pictures and descriptions are in the hallway behind Fran’s door.
Desi wrote his paragraph from the point of view of the picture itself, so we were able to have an authentic transition into discussing point of view. What is first person? What is third person? Why isn’t there a second person? (There is in choose your own adventure books.) What would be the benefits of writing in first person, third person? The kids determined through our discussion that the benefit of a first person point of view is that the reader really gets to know the main character well- his/her thoughts and feelings. It is easy for the reader to put him/herself in the main characters shoes. The advantage of a third person point of view is that the reader understands multiple characters’ perspectives. The writing may be more objective. I was very impressed with the kids’ ability to analyze the differences in points of view.
Then we worked with exaggeration. The kids all had to write about an event that really happened in their lives and make it bigger than real life. Those writings are also in the hall next to the Sage room.
As a culmination of our study, we created a new literature circle job centered on analyzing author’s craft. Students brainstormed names for the job and voted on Creator’s Craft. Then they hashed out what the requirements of the job should be and what a kid would need to do to go above and beyond. The Sages and Sagers decided that the person who does the Creator’s Craft job should have to identify at least two literary devices, read them aloud to the group, and explain the craft (ex. It is a simile because so-and-so is being compared to a song using the word like). The student also has to talk about how the author’s use of that literary device makes the work better. To go above and beyond, the student would need to meet the above requirements and create a discussion among the group. WOW! What great thinkers!
So we added the Creator’s Craft job to our repertoire and began literature circles. All of the kids are reading The Revealers by Doug Wilhelm. He is a Vermont author from Rutland. His book made a big splash in the education community a few years ago when it came out because it deals directly, and on an appropriate level, with the hard and, unfortunately, all too common issue of bullying in school. The kids can relate to the kids in the story and use the book as a place to begin talking about how to deal with a bullying situation. I found the book to be very empowering! So, of course, in addition to talking about The Revealers as a piece of literature, we will incorporate the social/emotional piece. Hopefully kids will come away with some strategies in their social navigation toolbox. At some point during this round of literature circles, Cory will lead a lesson about the book from a human development perspective (her major)…sort of like a friendship group (from lots of these kids’ Omega days). I am also trying to figure out how we can arrange a visit from Doug Wilhelm or create an online forum to engage him in a discussion about his book. If you have any ideas, concerns, questions, or suggestions, please chat with me. I know I’m dealing with a heavy and sensitive topic. Thanks for your support, as always!
:) Rachel
p.s. We are still doing spelling, too.
Sunday, March 1, 2009
Omega World News
Welcome back after a gorgeous vacation filled with snow and sunshine! Omegas are gearing up for our study of island cultures. We will spend some time this week reviewing text structures that can assist readers with finding information (table of contents, index, glossary, titles, heading, subheadings, bold-faced and italicized words, and pictures and their captions). Omegas will also review some basic non-fiction text patterns: main idea and supporting details, cause and effect, and comparison and contrast. We will also work more with using context clues to determine the meaning of unfamiliar words and distinguishing between fact and opinion. It is my goal to finish our non-fiction review just before it's time to start research. While Omegas are reading for information and collecting facts, literacy lessons will be individualized and directly related to what each student needs in order to be successful in his/her display. Spelling will continue as normal.
We will continue with weekly friendship group lessons. Over the past couple of months, Omegas learned about put downs, assertiveness, repairing relationships, and the need for clear communication. Our lessons this month will focus on communicating without words- body language and tone of voice. If you have any concerns, questions, ideas, or suggestions, please chat me up.
Learning activities for the cultural display begin Monday with Fran's presentation on the universals of culture. Tuesday Nari will present on the relationship between culture and the environment. My presentation on Wednesday will focus on native populations, migrations, and immigration. Joni will present on Thursday (topic TBA), and we will brainstorm topics for the display on Friday. Monday we will pick topics. It would be great if books could start coming in on Wednesday. Be on the look out for updated display requirements in your mailbox.
In our spare time, we will continue moving forward with our mapping unit. Last month we began preparing for our cultural study by learning about maps and globes. How are they different? What are all the lines for? We walked around the SH property with my gps unit marking waypoints for a future mapping project. At this point, we are going to scale back and step back a little. We'll start getting our hands dirty with mapping by making a map of the classroom. During this project, we'll work with scale, relative location, and map keys.
Other dates to be aware of are:
Board Meeting, Tuesday, March 3
Open House, Tuesday, March 10
Community Meeting, Tuesday, March 17
1/2 day due to teacher inservice, Tuesday, March 24
no school due to teacher inservice, Wednesday, March 25
We will continue with weekly friendship group lessons. Over the past couple of months, Omegas learned about put downs, assertiveness, repairing relationships, and the need for clear communication. Our lessons this month will focus on communicating without words- body language and tone of voice. If you have any concerns, questions, ideas, or suggestions, please chat me up.
Learning activities for the cultural display begin Monday with Fran's presentation on the universals of culture. Tuesday Nari will present on the relationship between culture and the environment. My presentation on Wednesday will focus on native populations, migrations, and immigration. Joni will present on Thursday (topic TBA), and we will brainstorm topics for the display on Friday. Monday we will pick topics. It would be great if books could start coming in on Wednesday. Be on the look out for updated display requirements in your mailbox.
In our spare time, we will continue moving forward with our mapping unit. Last month we began preparing for our cultural study by learning about maps and globes. How are they different? What are all the lines for? We walked around the SH property with my gps unit marking waypoints for a future mapping project. At this point, we are going to scale back and step back a little. We'll start getting our hands dirty with mapping by making a map of the classroom. During this project, we'll work with scale, relative location, and map keys.
Other dates to be aware of are:
Board Meeting, Tuesday, March 3
Open House, Tuesday, March 10
Community Meeting, Tuesday, March 17
1/2 day due to teacher inservice, Tuesday, March 24
no school due to teacher inservice, Wednesday, March 25
Sage Literacy Lounge
Hello, all, and welcome back after a gorgeous vacation filled with snow and sunshine. This week the Sage class will wrap up some loose ends from prior to the break and begin a new unit. We will take the first couple of days to finish procedure writings and score them using the State of VT rubric. Then we will review text patterns by making posters to hang in the Sage room during research as a comprehension resource. This will be our final learning activity for non-fiction text patterns.
Then we move back to fiction and a study of author's purpose and author's craft. Students will learn why writers write and how they change their style based on the purpose and audience. We will also learn about what literary devices, or writing tools, author's use to create their works. Specifically, students will study imagery, simile, metaphor, foreshadowing, and personification. As usual, we will come at our literature study from the perspecitives of readers and writers. When students have become familiar and friendly with author's purpose and craft (hopefully after about a week), we will apply our new knowledge in literature circles.
Literature circles will begin a bit differently this time, as students will not be offered a choice in reading material. All students will be reading The Revealers by Doug Wilhelm, a Vermont author, in small groups. You may have heard of this story. It was published a few years ago and deals directly with the issue of bullying and harassment that often rears up in adolescent years. It is my goal that this round of literature circles reaches children on a social-emotional level, as well as cognitive, and helps prepare them to be assertive in the face of conflict.
From the back cover: "I really like this book. It really wakes people up and sends a message to use your voice and don't be afraid to stand up for yourself. -Ashley, age 12, Plainfield, Vermont"
Then we move back to fiction and a study of author's purpose and author's craft. Students will learn why writers write and how they change their style based on the purpose and audience. We will also learn about what literary devices, or writing tools, author's use to create their works. Specifically, students will study imagery, simile, metaphor, foreshadowing, and personification. As usual, we will come at our literature study from the perspecitives of readers and writers. When students have become familiar and friendly with author's purpose and craft (hopefully after about a week), we will apply our new knowledge in literature circles.
Literature circles will begin a bit differently this time, as students will not be offered a choice in reading material. All students will be reading The Revealers by Doug Wilhelm, a Vermont author, in small groups. You may have heard of this story. It was published a few years ago and deals directly with the issue of bullying and harassment that often rears up in adolescent years. It is my goal that this round of literature circles reaches children on a social-emotional level, as well as cognitive, and helps prepare them to be assertive in the face of conflict.
From the back cover: "I really like this book. It really wakes people up and sends a message to use your voice and don't be afraid to stand up for yourself. -Ashley, age 12, Plainfield, Vermont"
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