Fairy Tale Recounts

The past two weeks in English, we have been working with fairy tales and learning how to retell one in our own words. We studied the main structure of all fairy tales including the setting, characters, problem or goal, 3-4 main events and the solution. After a variety of activities that allowed the students a chance to become familiarized with these components, students each chose one fairy tale to retell to a small group of peers. We made "yellow brick roads", which were paths made out of 8 squares of yellow bristol board, each labelled with one of the components of a fairy tale (setting, characters, etc) that the children walked on as they practiced retelling their tales. The classes really enjoyed this kinesthetic practice and I was very impressed with the final results of their presentations. 

In earlier posts, I described the classroom management tool that I had been using called the Bingo board. I wanted to try something new, so I have replaced the Bingo board with the Bead board. Each student in the class has a pipe cleaner hanging from the wall. When they are caught working hard, answer one of my challenge questions correctly, modelling good behaviour, helping out, or they "beat the teacher" (catching an error or omission that I make!), I have them add a bead to their pipe cleaner. Sometimes the class will earn a "class bead" and the whole class will be rewarded with a bead each. At the end of the month, the pipe cleaners and beads are taken down, and each student gets to take it home as a bracelet. The kids have really taken to this incentive and I am finding it much easier to manage. 

A relatively new weekly activity that we have begun is called "Mystery Word". Each week, I choose a new secret word from our word wall. Then, each day, I reveal one clue that will help students guess the word. The clue may be the part of speech the word is, the number of letters, an antonym for the word, etc. This activity has been a hit! If the students guess the word correctly before the end of the week, they receive a bead on their pipe cleaner as a prize.

Next up: some grammar! We will be reviewing parts of speech (adjectives, adverb, nouns and verbs), as well as word endings ('ed' for past tense, and words that change before an ending is added such as baby to babies, ride to riding, cut to cutting). 

PBS Kids Website

This week we have been using cereal boxes to discuss how marketers target kids. We have been looking at cereal boxes and their use of strategies such free products or toys, shelf placement, slogans, catchy descriptions, highlighting certain ingredients, cartoon characters, and even colour choice to make their product more appealing. My students loved looking at the website:http://pbskids.org/dontbuyit/advertisingtricks/cerealbox_flash.html and asked that I publish it here so that they could explore it further at home.

Cereal Boxes

Next week we will begin another media literacy unit. We will review advertising tricks used in media and delve into some more specific tactics used to target kids. The unit will culminate with designing our own cereal boxes. For this activity, I would like each child to bring in one, or more, empty cereal boxes for us to analyze and then re-cover. If possible, please have them in by Friday April 24^th. 

Questioning Unit

My apologies for not having posted in the past couple of weeks while we finished up our persuasive paragraph writing unit. My goal is to post once a week in order to keep you all in the loop, but somehow I fell short on that recently!

We have begun a new unit based on the reading comprehension strategy of questioning. When readers learn to question while reading, they are learning that asking questions can lead them to a greater understanding of the text, while being encouraged to be curious readers. Readers will learn that not all questions have answers, and often these unanswered questions will help them to get at the heart of the story and to analyze deeper than those that can be answered. We call these "deep thinking" or "thick" questions in class.

Welcome Back after March Break!

Over the next couple of weeks, I will be teaching my grade two students how to write persuasive paragraphs using the format of a topic sentence, three sentences to support the point of view, and a concluding sentence. I use the analogy of a hamburger: the bun pieces are the introduction and concluding sentences and the "meat and toppings" are the reasons for thinking that way. As always, before getting to any independent writing, we will spend time orally practicing how to support our points of view and writing many examples of persuasive paragraphs together as a whole group.

Tomorrow, March 24, community resident Mark Sutcliffe will be running 50km across Ottawa in an effort to  raise $50K for United Way. You can read more about it here:
http://ottawacitizen.com/news/local-news/sutcliffe-chases-goal-of-50-km-run-for-50000-united-way-donation  We will take a short break from our persuasive paragraph discussions to help cheer him on tomorrow morning as he passes by our school.

Animal Reports, etc.

The students are continuing to use their non fiction animal books to research and write short reports.  Next week I will be splitting the class into two groups. Presenters will sit with one person at a time to answer questions about their animal. We will brainstorm as a class potential questions that can be asked of the presenter- both "thin" questions (questions that can be answered from facts in report itself), and "thick" questions (questions that require a bit more thought, or opinion). The children have really enjoyed writing their reports and seem to have learned a lot of interesting information about their animals to share! 

This week, the word wall word duotang contained words that your child has chosen to practice from past weeks. Next week there will be five more words, as well as a new activity to help practice the words at home. 

We have also been reviewing some of the vowel rules in the classroom, namely the "magic e" and "when two vowels go walking". Some cute you tube videos that explain these rules are: 

https://www.youtube.com/watch?v=bZhl6YcrxZQ

https://www.youtube.com/watch?v=7fb3Pdt8kxg

Non-Fiction Texts and Animal Book Reports

The month of February has had us busy! We started the month by discussing the differences between fiction and non-fiction texts and learning about the different features of non-fiction texts including table of contents, glossaries, indexes, text boxes and captions. Students are putting their learning into practice and are now using a non fiction text about an animal of their choice to write a mini-report on that animal's diet, habitat, life cycle, predators and appearance. Currently they are finishing up the research and jot note taking stage and will soon move into writing their first draft and editing their work.

Since it is also Black History Month, I have taken the opportunity to read a number of read-aloud stories about Rosa Parks, Henry "Box" Brown and Martin Luther King Jr. This has led to a number of very interesting and thought provoking questions and discussions in class.

Inferring

Last week we began a new reading unit: Inferring. "Reading between the lines" is one way to think abut inferring. It is filling in, in your head, what is  not written on the page. When readers to learn to infer while reading, they learn to look for clues in text, in pictures and in their own knowledge that will help them make sense of the text. This is a challenging reading strategy but I will be introducing it using simple texts and providing many opportunities for students to easily and successfully fill in parts of the story to practise their inferring skills.

Procedural Writing and Reading A-Z

Procedural Writing
The newest activity that we are working on in English is procedural writing. Earlier in the week we read a book about the steps involved when making a snowman and highlighted the transitional words such as "first", "then" "next" "finally" that were used. We then did a full group shared writing about how we would make snowmen using playdoh, raisins and mini carrot as the materials. We then created snowmen using these materials in small groups following the steps that we had written.This helped the kids see how important it is to add detail and to be clear when writing procedures while getting supported practice. 

Next we played a game using coloured foam blocks to orally give directions on how to recreate pictures of structures made with four or five of these blocks. Currently, students are now designing their own structures using the same blocks and writing their instructions on how to recreate it. The main things that I want students to get out of this writing activity is the use of transitional words and using adequate detail and clarity to write instructions that others can follow. 

Reading A-Z

I will soon be starting to bring my own personal copies of Reading A-Z books to class for students to borrow rather than waiting for individual accounts. I have recently acquired a filing box system that will make it easier for me to bring my books from my office to my classrooms that I visit. I plan on doing book exchanges once a week and letting students choose their own books. Students are not required to borrow books, but I did want to make the option available. I plan for Mondays to be the book exchange day. If your child will not be exchanging books and would like to use this time for independent reading, they are welcome to bring a book to class to read. Otherwise, I will have a short activity for them to do at this time. 

Media and Advertising

This week we have been learning about persuasive devices used in advertising (print ads and commercials). Students have been learning how to identify and think critically about techniques used that make a product more appealing such as: a slogan or jingle; using a famous person (star power); claims of being new, improved, or fast acting; bandwagon (everyone else is using it!, 2 out of 3 people prefer...!); and promoting a product's ability to make you happier or healthier. We have had a lot of really good discussions and it has been a fun week. 

Tomorrow I will be away at a workshop, but I will have my coverage teacher hand out the Word Wall Word Duotangs that I mentioned in last week's post. There is no expectation of when and how often your child will be completing these activities, and I will not be collecting any completed work. I do ask however that your child brings the duotang to school every Monday so that they can add the new weekly words to it. 

Next week we will begin a unit on procedural writing. More on that to come!
 

Similes and Descriptive Writing

This week we are finishing up our unit on Visualization. We are now focusing on adding descriptive detail to our writing to make our readers best be able to visualize what we are writing about. To do this, I have taught the students about similes (see our Shared Reading this week for a poem that is full of similes: comparisons of two things using the words 'like' or 'as'). After reading through this shared reading poem and identifying the similes, I presented the class with a large collection of Pet Shop Animal figurines. In small groups each student practiced describing a mystery figurine in enough detail to have the others in their group guess which animal they were describing. Now that they have had enough practice with their oral descriptions, they will choose one figurine to write three descriptive sentences or similes about to help me guess which figurine they are describing.

I am currently working on a duotang to send home with each child to help review their word wall words at home. In it, you will find a list of all the words we have already learned, as well as a collection of word wall games and activities we have used in class to practice spelling these words. There will also be a space for the new words to be added each week. Every so often, I will send home new games or activities that can be added to the collection to keep the learning fresh and interesting. I am sure that the students will love teaching you the games that we have played, and it will help to give you some ideas of how you can help your child review their words at home as needed. I hope to be able to send home these duotangs next week.

Visualization

The next few weeks we will be talking a lot about "Visualizing". When readers visualize, they are using the words they hear or read in a text to create visual images or movies in their mind. They are training their brains for when they read books that don't include pictures with the texts. We will discuss how every person's mental images will be different since they combine their own background knowledge with the words of the author. The more descriptive the author is, the clearer the visualization can be.  These mental images enhance their understanding and to bring what they read to life.

Letter Writing continued

We are continuing our letter writing activities this week. After reading the book "Dear Tooth Fairy", students have written their own letters to the Tooth Fairy. Some other students also chose to write friendly letters to a class friend, "Gus the Goose", who migrated to Florida and has been sending us letters and pictures of his travels. After writing a rough copy of their friendly letter, students highlighted the key components of a letter from a posted checklist to proofread their work. For example, they checked that they included a comma after the greeting and then highlighted it. Once their proofreading was complete, they started their good copies which they are finishing up now. 

There is no new shared reading or word wall words this week. I encourage students to keep up their practice of word wall words at home. We will also be using some class time this week to review them. 

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.

Posters Continued and Contractions

We continue this week working on our text to world posters. After reading The Lorax, we discussed the importance of taking care of our environment (similar to how the Lorax warned the Onceler in the story). We brainstormed some suggestions and students have been making posters of ways to conserve trees, keep our air clean and conserve water. This ties in to the grade 2 Science unit that they are currently working on with their homeroom teachers.

You will notice that this week's shared reading has a number of contractions in it. I have used this poem as a springboard for talking about contractions: what they are, how they are formed, and why they are used. Students will play a few games in which they are asked to make and deconstruct contractions. They will continue their practice of them next week during literacy centres. There will not be a shared reading next week.

More Connections

We are continuing to make connections in our reading this week. We have now completed text to self, and text to text connections, and are working on text to world and text to media connections. We will finish the unit by making posters related to our text to world readings.

Today I distributed the Decoding Strategies information sheet that I mentioned in a prior post. You can find it in your child's agenda pocket. They are encouraged to use a variety of these decoding strategies when they come to unknown words in their reading.