After peer conferences, students poems looked very ... COLORFUL! You can see this writer's original ideas in pencil, her own revisions adding adjectives and extending her ideas in red, and fixes made during her peer conference in blue.
Now that their poems had been taken through the writing process, I had students publish their poems in our computer lab to learn that word processingt is another way to publish writing. Students are learning typing skills during IMC time with Mrs. Barels - our awesome library media specialist. They are getting faster and faster with word processing! (Note: I encourage students to wear their headphones while typing to help eliminate distractions and extra talking. I highly recommend it!)
I also taught students to insert a text box and fill it with their color using the paint tool and use the 3D word art tool to type the name of their color. I plan to have students put a little flap over the name of their color so their audience will truly have to infer the color they are writing about before peeking at the answer. Students poems were proofread by an adult prior to printing (this one still needs an adult eye!) ;)
In social studies, we are continuing to use our leveled immigration readers to learn more about the reasons immigrants left their homelands, the challenges they faced, and the contributions they've made to American society. The texts below came from National Geographic. I love them because the look of the books is the same, as are the three main ideas discussed in each of the books. It's the complexity of the content that is differentiated, allowing ALL students to access information at their independent reading level. Yay!
For this lesson, I had students use a two-column note-taking technique to record important information. In one column, students listed the challenges their immigrant group had on their journey to America. In the other column, students listed the challenges their immigrant group had in America. Again, each student was given a reader that was appropriate for their independent reading level.
After students finished recording the challenges for their specific immigrant group, they met with everyone else who read about the same group of immigrants to compare information and make revisions to their notes, if needed.
Here's a clip of some of the groups as they discuss their immigrant groups. It's a little hard to hear what they're saying but I assure you they were focused on the topic (immigrant challenges).
Here is one student's graphic organizer on the challenges Chinese immigrants faced on their journey to America and the challenges they faced once they got here.
In a final lesson last week, students read the four pages from their reader that discussed the ways their immigrants have contributed to American society. By looking at students' graphic organizers, I could easily monitor the kind of information students were deeming important and support students who needed me the most.
Here is one student's web on how German-Jewish immigrants have contributed to American society! I could tell this student understood that German-Jewish immigrants have written books and music, made films, shared their knowledge and skills, and contributed to medicine, biology, and inventions. At the time I took this picture, he was adding in the names of specific German-Jewish immigrants and linking their names to the appropriate bubble on the web.
In reading, we are continuing on with explicit mini-lessons on determining importance. On Friday, I taught students that when reading a piece of non-fiction text, good readers should:
- Identify the the main idea
- Infer the author's opinion and perspective about the topic
- Think about their own opinion in comparison to the author's
For guided practice, I gave students a different article called Turn It Off! The article focuses on TV Turnoff Week (which just happens to be this coming week!).
Students read the article and thought about the main idea, the author's opinion, and their own opinions regarding TV Turnoff Week. Students wrote their own response to the article in the My Thinking tab of their Thoughtful Logs to help me assess their ability to think about main idea and author's perspective. I left my own modeled response up on the SMARTboard as a scaffold for students while they worked independently.
Here is one student's response. You can see she was able to pull out the main idea, identify the author's perspective about the topic, and think critically about her own opinion. When I conference with her, I will applaud her ability to do these three tasks as a reader of non-fiction. My teaching point will be to stress the importance of rereading her writing to make sure it makes sense from beginning to end. :)
Lastly, Casey was person of the week this week. He brought in his dog, Trevor, for us to enjoy! It was a wonderful way to end the week!