Friendly Letters

The next couple of weeks we will be working on the components of a friendly letter. These include the heading (at this point this includes only the date and a few different ways of how to write it), the greeting, the body of the letter, the closing and the signature. At this point, I am focusing on having the students understand what these key components are and where they are written in a friendly letter layout. Our shared reading this week reviews many of these concepts. I expect the date to be written at the top and over on the right side of the page. The greeting should end with a comma, and the body should include at least one question. The closing is also written on the right side of the paper ending with a comma, and the signature is written directly below that. I am hoping that with lots of reinforcement activities, games and review in class, that this layout will be second nature to them when they move on to actually writing and editing their own friendly letters in a few days time. I know that the French teachers are also planning a letter writing unit in December which will build on and support their learning with me.

This week in English

My apologies for not posting earlier in the week as I usually do. I was away from school on Monday to attend a fantastic workshop and then a sick baby at home has kept me from my regular school routine more than I would like! As a result of my absences, the memory box oral presentations have been taking longer to get through than I had planned. There are just a few more for Monday and then we will move on to a new unit: Personal Letter Writing.

I hope to be able to see at least a few of you tonight and tomorrow at parent-teacher interviews. Unfortunately, my own kindergarten homeroom interviews will keep me from attending most of the scheduled interviews with Mme. Domingue and M. Lachapelle.

Memory Box Presentation

As you are well aware, Remembrance Day is this week. As a poppy is a symbol of remembrance, our learning this week will also reflect on their personal memories. I would like each student to choose a small item from home that will fit in a 3 inch by 3 inch box for this Wednesday November 12. This item will serve as a symbol of a personal memory that your child will recount in writing and then present  to the class. 

For example, perhaps they have memories of going on a holiday with their family. They could bring in a shell from the beach and describe the trip using the 5 W’s (what the item is, who they went with, where they went, when they went, and why it is a special memory/how it makes them feel) . Or perhaps they have won a medal for some athletic endeavor. They could again describe the event and how it made them feel.

Below is the marking rubric that I will be using for their oral presentation. They will be given ample time in class to write and then practice their presentation. All they need to do at home is find an appropriate item to bring in on Wednesday. 

If you have any further questions about this activity, please do not hesitate to email me. 

	Level 1	Level 2	Level 3	Level 4
Description of Memory	Identifies and describes a special memory with assistance and multiple prompts	Identifies and describes a special memory with some assistance and a few prompts	Identifies and describes a special memory with limited or no assistance	Identifies and describes a special memory in detail
Speaking and Language	Speaks using incomplete sentences. Uses simple and basic vocabulary	Speaks using simple sentences Uses expanding vocabulary	Uses simple and complex sentences Uses a range of descriptive vocabulary	Speaks fluently and effectively, demonstrating command of the language Effectively uses a wide range of descriptive vocabulary
Clarity	Rarely speaks with clarity Needs assistance	Speaks with some clarity Needs some assistance	Speaks clearly and precisely, using eye contact	Speaks clearly and confidently, using eye contact
Audience Skills and Interaction	Demonstrates poor audience skills Asks questions when prompted Answers no questions	At times, demonstrates good audience skills Asks some questions Answers some questions	Demonstrates when to speak, when to listen and when to respond Asks relevant questions Answers most questions	Demonstrates when to speak, when to listen and when to respond Asks relevant questions Answers all questions

Reading Activity for at Home

When they are working with me in small groups during Literacy Stations this week, each child will be given a leveled book to keep. In our group, students are reading the book and practicing using decoding strategies while I listen in. When they are successful decoding a difficult word, they are instructed to circle the word with a highlighter. If they are unable to decode it, they highlight the word completely. Afterwards, we discuss these circled or highlighted words as a group. Students have a chance to explain how they decoded words, or if they were unsuccessful, we work together as a group to  figure it out. This activity has been extremely successful in helping students to think about their learning and how to apply the decoding strategies. I have asked the students to read the book at home with someone and to discuss the decoding strategies with them. I have only worked with two or three groups from each class so far, so if the book does not arrive home tonight, you can expect it over the next day or two. The children are very proud of their learning and I hope that you are able to take the time to discuss it with them (:

Weekly Update

Today I am sending home a package of work that your child has done with me over the last couple of weeks. I invite you to take some time with your child to go through it and discuss it with them. One of the sheets is a review of many of the high frequency words that we have studied so far this year. It was not a test per se, but allowed the children to see which words they would benefit from having extra practice with.

The remainder of the week will be spent at Literacy Stations- a favourite of my classes! The children will be working in small groups to complete activities including list writing, word wall word practice, independent reading, and working with me on targeted reading skills. If your child has a book that they are reading at home that they would like to use during their independent reading station, they are welcome to bring it in. Otherwise, I will have books available to them.