tag:blogger.com,1999:blog-37857579209771452662024-03-13T05:03:24.559-05:00Life in 4B...'4B' was the code our school secretary used to easily identify our class back when I taught 4th grade. 4 = 4th grade. B = Bongers. I later went on to teach Language Arts at a middle school, so this blog documents the learning we did in reading and writing each day, in addition to many posts from when I taught fourth grade. I figured keeping it all in one place was better than having two separate blogs. One more thing: please feel free to PIN anything you see!Leanne Bongershttp://www.blogger.com/profile/16511446080674413404noreply@blogger.comBlogger75125tag:blogger.com,1999:blog-3785757920977145266.post-7997366242172870702015-02-27T08:20:00.003-06:002015-02-27T13:31:12.977-06:00Historical Fiction/Information Text Unit - Civil Rights Movement (Post 1)<div class="separator" style="clear: both; text-align: left;">
Our 7th grade team started a new unit this past week, as we aim to overlap research, reading and writing informative texts, reading literature, and historical fiction narrative writing with a powerful movement in history - the Civil Rights Movement. To start the unit, we told our students that we weren't going to tell them what our new unit was about until later on in the day. They were totally weirded out by that concept, but I think it hooked them early on. (Also, please note that we see our students twice in a day for two 43-minute class periods.)</div>
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During our first hour classes, we told students we were going to read a text to learn more about the Greensboro Sit Ins. We read <i>Freedom on the Menu: The Greensboro Sit-Ins</i> by Carole Boston Weatherford. (We did NOT read the author's note at the end.)</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQQfMJ04OahB3KVjq4GuwMT1ipbnvQhzDaovnz_pFwemYTm4lXm5QBP2FOBRGN1HpiyjnnfZa6mC4jGj_dlQlcA2KCleqoGaWvRY98pchCZ-yR2biDoNF3u7U5K7r2bL1juh2bLISbR4rM/s1600/002.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQQfMJ04OahB3KVjq4GuwMT1ipbnvQhzDaovnz_pFwemYTm4lXm5QBP2FOBRGN1HpiyjnnfZa6mC4jGj_dlQlcA2KCleqoGaWvRY98pchCZ-yR2biDoNF3u7U5K7r2bL1juh2bLISbR4rM/s1600/002.JPG" height="480" width="640" /></a></div>
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After we read the historical fiction narrative, students took a Google Form survey about the text. The five questions students were asked were:<br />
1. What are the main ideas of this text?<br />
2. Who were the main people in this text?<br />
3. What is the author's purpose for writing this text?<br />
4. What words BEST describe this text?<br />
5. How is the information in this text organized?<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLEhOjL8kvasMc-QgZINw7vJOZbU2-4W0jfJDhzCpLLn_E2qecn2Qn9O9DlvOY7CJdkwgnprH0ZMh6E4NEsADQLp1rA9cCovX8kWLT1EzqCm6oDuilHbuEsx16hZYDaGTdkHAUX_qefUYd/s1600/001.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLEhOjL8kvasMc-QgZINw7vJOZbU2-4W0jfJDhzCpLLn_E2qecn2Qn9O9DlvOY7CJdkwgnprH0ZMh6E4NEsADQLp1rA9cCovX8kWLT1EzqCm6oDuilHbuEsx16hZYDaGTdkHAUX_qefUYd/s1600/001.JPG" height="480" width="640" /></a><br />
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In our second hour class, we took the same approach in not telling our students what our new unit was about but we did tell them we would be reading a text about the Greensboro Sit Ins. To this class, we read the author's note from <i>Freedom on the Menu: the Greensboro Sit-Ins </i>on the doc cam. (We copied it and cut off the words "Author's Note" from the top of the copy we made, just so students wouldn't make the connection that it was the author's note to a historical fiction narrative. We did NOT read the historical fiction narrative to this class of students. After we read this informative text to students, they also took the same exact survey with the same exact questions that our first hour students took.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTRp6f8y1BJ3o67kY5NNkhKZJGLBHDsJVW1vmEQRsyUTH9xh3c2hG0amyymlodksE-J9-c1fI0ELI3t1YXBpgbcWixaMlliiZDc9On3Ay3BeBATUj6WxtaO0CEkxPbR-6hT9yZTeMGMCK-/s1600/003.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTRp6f8y1BJ3o67kY5NNkhKZJGLBHDsJVW1vmEQRsyUTH9xh3c2hG0amyymlodksE-J9-c1fI0ELI3t1YXBpgbcWixaMlliiZDc9On3Ay3BeBATUj6WxtaO0CEkxPbR-6hT9yZTeMGMCK-/s1600/003.JPG" height="480" width="640" /></a></div>
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*Let's recap: At the end our first two classes each class had read a text about the Greensboro sit-ins. One class read the historical fiction narrative about the sit-ins; the other class read an informative text (the author's note) about the sit-ins. Both classes took the same Google Form survey after the read aloud.<br />
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The next time that we saw each of the classes, we explained that we read a text about the Greensboro sit-ins to both of our morning classes and that each class was asked the same questions. We then pulled up the survey results from each class and compared them. Here are the results from one of the questions that asked students how the text they had read was organized. Results on the left were from the class that read the historical fiction narrative; the results on the right are from the class that read the informative text.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5g1oxXSgw_kHgHXciB2crbSPk9oOeVems56bQuoMo1cXJXkcUFxv4PM5X0nq5nK6x2mfg7dhNfEsim78AJlHhcDH93U0dhg4KhsNIn4l8DcivPWeNy_53vz86OpyJHOEYpwHjFWnL5RkG/s1600/004.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5g1oxXSgw_kHgHXciB2crbSPk9oOeVems56bQuoMo1cXJXkcUFxv4PM5X0nq5nK6x2mfg7dhNfEsim78AJlHhcDH93U0dhg4KhsNIn4l8DcivPWeNy_53vz86OpyJHOEYpwHjFWnL5RkG/s1600/004.JPG" height="480" width="640" /></a></div>
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As we analyzed the results to each of the questions, we recorded our discoveries on an anchor chart. We then held a discussion about how it was possible for the survey to yield these results when BOTH classes read a text about the Greensboro sit-ins. Eventually, students came to the conclusion that each class read a different text - that one was more "story like" and one was "just the facts". We categorized these by what they are REALLY called - historical fiction narrative and informational text, and that the informational text was actually the author's note/partner text to the historical fiction narrative. We then read the text to each class that they had not read yet and pointed out how the characteristics on our anchor chart lined up with each. It pulled together the whole picture of how the two texts were very related but their characteristics were very different, aside from the overall main ideas.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgb9YHknc7HZai3d_k3fWoY9GSNdw6uErdZGDivTvsCTrV3CNNRLNxXAclv7NvIz01ymljCRto6TYbjyBQOV3L_q4fDMAwvA9R85T5LV6qz-qp2L-WsUJakYGCSr29vSAVPVAszhrDojFWd/s1600/008.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgb9YHknc7HZai3d_k3fWoY9GSNdw6uErdZGDivTvsCTrV3CNNRLNxXAclv7NvIz01ymljCRto6TYbjyBQOV3L_q4fDMAwvA9R85T5LV6qz-qp2L-WsUJakYGCSr29vSAVPVAszhrDojFWd/s1600/008.JPG" height="640" width="480" /></a></div>
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The next day, we revealed to students that our goal over the next three-week unit was to write a historical fiction narrative with an accompanying informative author's note related to an event during the Civil Rights Movement. The best way to start the process of becoming writers of historical fiction is to study real historical fiction writers. Who better to study than the author of <i>Freedom on the Menu: the Greensboro Sit-Ins - </i>Carole Boston Weatherford. We read some of her biography, watched a short video clip, and recorded some of her words of wisdom on an anchor chart we titled "Advice from Real Historical Fiction Authors".<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBAKfV51mFq_1gpyCk-sGAHGq32Bctjx29ScBu2cY9Ib1mz0rBRaBx0qlPGRsuPyfa6hHLSiy6e3AbVBzTVLjukr_vspK8z-ks9Em1dyMA3v8hKAq1rvvuZVfUjpl5fiw9xUn7Y3FXh0jx/s1600/005.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBAKfV51mFq_1gpyCk-sGAHGq32Bctjx29ScBu2cY9Ib1mz0rBRaBx0qlPGRsuPyfa6hHLSiy6e3AbVBzTVLjukr_vspK8z-ks9Em1dyMA3v8hKAq1rvvuZVfUjpl5fiw9xUn7Y3FXh0jx/s1600/005.JPG" height="480" width="640" /></a></div>
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We also fell upon five tips from historical fiction author, Tanya Landman. We discussed and summarized the main ideas and added them to our Advice from Real Historical Fiction Authors anchor chart.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9EhqMS90y7We26oCG_hQHOyx4OHhmsgppH-aO8vVw2bnx0eK7yBE2UDxtee6uA0UwGF_qiz6Z5d_ktkXLLNq0ZbqHZSgOs7ReARvHRjpXmBtIHVNsvIz7qJ75r3H8lj8JSmZajg3OELOq/s1600/006.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9EhqMS90y7We26oCG_hQHOyx4OHhmsgppH-aO8vVw2bnx0eK7yBE2UDxtee6uA0UwGF_qiz6Z5d_ktkXLLNq0ZbqHZSgOs7ReARvHRjpXmBtIHVNsvIz7qJ75r3H8lj8JSmZajg3OELOq/s1600/006.JPG" height="480" width="640" /></a></div>
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Here is the anchor chart we co-constructed. When we asked students to look for themes in the advice we learned from real historical fiction authors, students discovered the word 'research' appeared often. This was exactly what we hoped they would discover! Doing research about the Civil Rights Movement was where we needed to start our journey! By researching several of Civil Rights Movement events, students would eventually pick one to feature in their historical fiction narratives/author's notes.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiou1S8qO_P_qORbh29tQ3GBsVd5jyts4FfMwKqxzjbEW2Fz4SpYR7SF-RUs0Aumgc0znxnz10J_pAHHKCp3kdU5T1dysccV5EPTkaty8GQCYR5BU1sZpUuIAzHj6NtbCyBlp7fjYEKpgll/s1600/007.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiou1S8qO_P_qORbh29tQ3GBsVd5jyts4FfMwKqxzjbEW2Fz4SpYR7SF-RUs0Aumgc0znxnz10J_pAHHKCp3kdU5T1dysccV5EPTkaty8GQCYR5BU1sZpUuIAzHj6NtbCyBlp7fjYEKpgll/s1600/007.JPG" height="640" width="480" /></a></div>
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On the third day, we accessed our background knowledge about the Civil Rights Movement. We asked students to divide their notebook page into three sections - people, events, ideas. A student asked if we could add 'places' to the page - a great idea! After reflecting independently, we shared out about our background knowledge, and we recorded students' answers in green. We were then ready to start the research process.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7Tis_U3f-jzMN9Lo7WtxSYVOiWkasqPd-Xsu4T8kZUke1KO27eUwlk-w_scHcDWjktrraBS5DWh81WbPobSwjWZYTMogc3gJ-I1_lO3RP9u-nk2tXqUb_GC2ZVI1uFPodl8EVPhIrPQZU/s1600/009.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7Tis_U3f-jzMN9Lo7WtxSYVOiWkasqPd-Xsu4T8kZUke1KO27eUwlk-w_scHcDWjktrraBS5DWh81WbPobSwjWZYTMogc3gJ-I1_lO3RP9u-nk2tXqUb_GC2ZVI1uFPodl8EVPhIrPQZU/s1600/009.JPG" height="640" width="480" /></a></div>
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We taught students about a reading strategy called 'close reading' that our department recently learned about during a professional development session with our literacy coach. 'Close reading' does NOT mean holding a text close to our face; it means a reader carefully and purposefully rereads a text to deepen his/her comprehension. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaYm6Sv-M1ywEW3b9a6bGUdBNjRKSmV-XxFCtqYQW26Qn7xVB4fPXwQzLo9JNCM_XBVsMMCjggsdDXNiQBDShaGyWzVK1ChNaIYDhGqNLE6oXcNosJCoooCwun3w7p9I1XdMpe0nIZ6uT2/s1600/010.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaYm6Sv-M1ywEW3b9a6bGUdBNjRKSmV-XxFCtqYQW26Qn7xVB4fPXwQzLo9JNCM_XBVsMMCjggsdDXNiQBDShaGyWzVK1ChNaIYDhGqNLE6oXcNosJCoooCwun3w7p9I1XdMpe0nIZ6uT2/s1600/010.JPG" height="640" width="480" /></a></div>
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In the first read of the text, we wanted students to GET THE GIST - to ask "What is the text all about?" We used the multimedia source "<a href="https://www.youtube.com/watch?v=Ow-bdFDrkAw" target="_blank">A Time for Justice</a>" as our first source. (There are actually three parts to this video series, so be sure to find all three!) We teachers modeled how to do a first read of the first 8 minutes of the video source and recorded the big ideas we teachers discovered on our Civil Rights Movement anchor chart below. You can see on our background knowledge chart in blue we added Emmett Till's murder and Montgomery and added a blue check next bus boycotts to confirm those were ideas we found in our first read. For guided practice, students watched the last 8 minutes of part 1 of the video, and we shared out the big ideas. You can see those in blue below too, with check marks confirming the background knowledge we had listed.</div>
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For students' SECOND READ, we wanted them to dig deeper into each event we had discovered in the first read and "re-read" to record specific details about each event. The advice we had learned from real historical fiction authors revealed it is important to learn everything you can about an event. This is beneficial for when it comes time for us to write our author's note, even if we only end up revealing a little bit of what we know in our narratives.<br />
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I modeled how to do a second read of the introduction, listening carefully and pausing to type details to support my learning about the Civil Rights Movement. For guided practice, students did a second read of the Emmett Till murder case and the Montgomery bus boycotts, which were the events that came next in the video. We shared out about what we found, creating a detailed notes sheet for the first three segments of the video (intro, Emmett Till murder, bus boycotts).<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjd0YV-zgxsZTLJpifTZFn2Ii6s8dBwoW7RsrkA3u7fNeq_OWRGTA-YXU_OcgzBP7fSpuMICel4I9LRxb1yXbS1_vdLmdDjqNaWNcP7JRLOS7zq3DVzAtfPIRx0tGtnZpSvajbpTaKLomLY/s1600/003.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjd0YV-zgxsZTLJpifTZFn2Ii6s8dBwoW7RsrkA3u7fNeq_OWRGTA-YXU_OcgzBP7fSpuMICel4I9LRxb1yXbS1_vdLmdDjqNaWNcP7JRLOS7zq3DVzAtfPIRx0tGtnZpSvajbpTaKLomLY/s1600/003.JPG" height="480" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPNNmBisMcjZ4JmzySR9xnQnxhjxuBECq2cEezkLLdmff9jfgZYFYEG99uOCYa7X86rBnD_HZNhBVIlvsmyLfB2XSeqTAyW3fnq476cFTYBgeLSq6L4a53lwJHCsu77iImXTbAeq5ftnzt/s1600/004.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPNNmBisMcjZ4JmzySR9xnQnxhjxuBECq2cEezkLLdmff9jfgZYFYEG99uOCYa7X86rBnD_HZNhBVIlvsmyLfB2XSeqTAyW3fnq476cFTYBgeLSq6L4a53lwJHCsu77iImXTbAeq5ftnzt/s1600/004.JPG" height="480" width="640" /></a></div>
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In our next session together, we divided students into groups of four. We color coded the rest of the events we had listed in our first read and assigned each student a color which corresponded to two events each student was responsible for doing a second read/digging deeper into their assigned events. Students worked collaboratively within the same Google Doc, recording the details that defined each event. By the end of the day, every student had detailed notes for event event in the video.<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwiZuFUY7DGUte9cvmMD681eKA3XXHb99UtVnWBCMW2tWCJc-6XFxxszK4ZggKNMjTNo2rj7HVjo5o2E5eCC3rVlAFyR4YI-LeHNuQWmVyIrrWHXj8i25f2BL2gcH7IOeyB387mZbGwlDl/s1600/002.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwiZuFUY7DGUte9cvmMD681eKA3XXHb99UtVnWBCMW2tWCJc-6XFxxszK4ZggKNMjTNo2rj7HVjo5o2E5eCC3rVlAFyR4YI-LeHNuQWmVyIrrWHXj8i25f2BL2gcH7IOeyB387mZbGwlDl/s1600/002.JPG" height="480" width="640" /></a><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEip_eElrCCZjTvDDWGwVpUBD1kDIuf9HxXwimD4danLm3WFnmP2srjr5dL9rOjwODftCXOzKjB14PnGSh_jQyAqpRzYx7hvHcAZ56qfqU2e522wZ4r9gxMvPXHDHPO14M7i8m92ISCYBp29/s1600/005.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEip_eElrCCZjTvDDWGwVpUBD1kDIuf9HxXwimD4danLm3WFnmP2srjr5dL9rOjwODftCXOzKjB14PnGSh_jQyAqpRzYx7hvHcAZ56qfqU2e522wZ4r9gxMvPXHDHPO14M7i8m92ISCYBp29/s1600/005.JPG" height="480" width="640" /></a><br />
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This student used the split screen feature to complete his portion of the assignment - Google doc notes to type in on the left; video source to watch and pause on the right.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYPn8BbFFcu6RmxGqlx_YksDXM2MLM8RzA38AnA5j5zfZiqgyis9tEPOyE9FqRhfo2f5pRPTetIyb03BE1toLUKZUc5yK85BxGu3rMq2QmTkr4Y9eAjZNYJ9kRIaSecwQmu6cdxjoZpg_G/s1600/011.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYPn8BbFFcu6RmxGqlx_YksDXM2MLM8RzA38AnA5j5zfZiqgyis9tEPOyE9FqRhfo2f5pRPTetIyb03BE1toLUKZUc5yK85BxGu3rMq2QmTkr4Y9eAjZNYJ9kRIaSecwQmu6cdxjoZpg_G/s1600/011.JPG" height="480" width="640" /></a></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8CSCp8YtRE9qROkYBE0TNq5jh-OzYtZaK-IZmdon8_7ccigf72cRqMLZb4nv72DdUBINTjIL68l8r4UVOGW1Ei707RpQf5fmQX4IyQFByPDVNoHoYci31aXHzdRCOaqo8H0OQUUknjAbJ/s1600/001.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8CSCp8YtRE9qROkYBE0TNq5jh-OzYtZaK-IZmdon8_7ccigf72cRqMLZb4nv72DdUBINTjIL68l8r4UVOGW1Ei707RpQf5fmQX4IyQFByPDVNoHoYci31aXHzdRCOaqo8H0OQUUknjAbJ/s1600/001.JPG" height="480" width="640" /></a>Leanne Bongershttp://www.blogger.com/profile/16511446080674413404noreply@blogger.com8tag:blogger.com,1999:blog-3785757920977145266.post-86476031293266931432014-12-22T15:56:00.000-06:002014-12-23T11:33:06.869-06:00Preparing for the Smarter Balanced Assessment<div class="separator" style="clear: both; text-align: left;">
All year long, we have been learning various skills on how to be stronger readers and writers. In the beginning of the year, we also introduced the Smarter Balanced Assessment and began preparing students for what it is, how it's organized, and how to do well on it. These are the charts my students and I co-constructed in September as I taught them about the Smarter Balanced Assessment. </div>
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In addition to explaining about the assessment, we also broke apart a sample Smarter Balanced performance task. We used highlighters and annotation to really help students understand all the parts that make up a performance task.<br />
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These were the focus areas and descriptors that we pointed out to students as we helped them understand the assessment. There are a LOT of directions, so we wanted to point out how much information is IN those directions and why it's so very important not to skim/skip over them!<br />
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We also brainstormed good test-taking strategies. Each strategy was added to this chart. You can see how each mini-lesson focused on a different strategy to help students be successful on the performance task.<br />
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In September, we had students take a sample Smarter Balanced performance task and as a school we collected baseline data to assess areas/Common Core standards where we needed to focus our instruction to help students increase their achievement. This data was also our baseline data for our School Learning Objective. In January, our students will be taking a second practice Smarter Balanced Assessment. We will compare the data to our beginning of the year data to see where students are making gains and where to continue to focus our instruction. The good news is that many of the Common Core English Language Arts standards overlap with ones students need to apply on the assessment. Our curriculum is directly related to the skills students are being assessed on and it continues to help them feel more comfortable with such a strange, new assessment!<br />
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Last week, I reviewed the performance task charts we created at the beginning of the year. To help prepare students for the mid-year Smarter Balanced Performance Task, I had students read a sample performance task and identify the topic, audience, purpose, and format of the task. The performance task asked students to read several sources about various winter holidays. Two of the sources they had to read were online articles. Student received a note-taking sheet to help them organize their notes.<br />
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Here is one student's notes sheet after having read the performance task and the first online article about Hanukkah.<br />
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We also had them practice the split screen feature to help become familiar with how the real Smarter Balanced Assessment will be organized on a computer. Text on the left - questions on the right.<br />
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Students problem solved with the best ways to take notes. We provide graphic organizers for students' beginning-of-the-year and mid-year practice tests so students can easily create something similar on their own when it comes time for students to take the real Smarter Balanced Assessment in May. On that assessment, students will only get scratch paper or an electronic notepad called "Global Notes".<br />
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Here's another look at the split screen feature with questions on one side and a source on the other. Two scroll bars enable students to scroll through two different documents on one screen.<br />
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Common Core stresses the importance of students knowing how to 'read' various kinds of texts. This includes being able to listen/watch a video clip to gather information. Two of the sources for my students' performance task on various winter holidays were videos. We discussed the best ways to take notes from a video clip - mentioning how important it is to pause and re-listen to parts that may seem important to the task. This is similar to what students will likely be asked to do on the real Smarter Balanced Assessment in May.<br />
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Here is one of my students completed graphic organizers. At the top, you can see she identified the topic, the audience, the purpose, and the format that was laid out in the performance task itself. She also identified that the task asked her to take notes on the symbols, traditions, and cultural beliefs of the four winter holidays discussed in each of the sources. She also recorded the source titles which will enable her to correctly cite her sources when she drafts her longer explanatory speech later in Part 2 of the performance task.<br />
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When we return from break, I will help students use their notes to answer short answer questions and draft their informative/explanatory speech as is outlined in the performance task.<br />
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Happy holidays, everyone!</div>
Leanne Bongershttp://www.blogger.com/profile/16511446080674413404noreply@blogger.com6tag:blogger.com,1999:blog-3785757920977145266.post-3277658686307761352014-12-17T14:04:00.003-06:002014-12-19T15:55:57.012-06:00L.7.4b - Using Greek/Latin Roots to Determine the Meaning of Complex Words<div class="separator" style="clear: both; text-align: center;">
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With an understanding of Greek and Latin roots, students can determine the meaning of difficult words - or at least get closer to what those difficult words might mean. I started by connecting this skill to real life. I found two online texts that had words in their titles that were complex and had roots in them that we would study in our lesson.<br />
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This online text had the word <i>benevolent</i> in the title. Most students don't know what this word means when they encounter it, so I explained that I would be teaching them a strategy to help them get closer to its meaning.<br />
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I then showed students the following slide that had the word <i>malice</i> in the title. We discussed how the word <i>malice</i> is a complex word for most middle school students, but with knowledge of Greek and Latin roots, students can get closer to its meaning!<br />
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I used the following SMARTboard presentation to help me introduce the concept of using Greek and Latin roots as a word-solving strategy.<br />
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As a seventh-grade team, we decided on several roots that we felt were prevalent in complex words middle school students typically see in texts. The root 'bene'/'bon' was one root we decided to teach.<br />
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Students took notes on each word in the Language section of their Thoughtful Logs, and as I revealed each definition, students started to notice a common pattern - all of the words had something to do with GOOD.<br />
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We also decided that the root 'mal' was an important root to teach.<br />
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Again, students took notes on each of these words and recorded their definitions. There was definitely a common pattern to their definitions. They all had something to do with BAD.<br />
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Here is one student's notes from the lesson.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9gyGOyGRu12o1niyHBXCm9G8_QD_wM7DspNJiipkS9wNGZ8R0urDzB5oOavGsaSYCF15WLDYYiUY4KSyRZtjYCWAJ7ROl6q5KGwQ-wpZuH5cJEzCQRKN7h5U7Ky53Whuu6xhQaIpquhNj/s1600/012.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9gyGOyGRu12o1niyHBXCm9G8_QD_wM7DspNJiipkS9wNGZ8R0urDzB5oOavGsaSYCF15WLDYYiUY4KSyRZtjYCWAJ7ROl6q5KGwQ-wpZuH5cJEzCQRKN7h5U7Ky53Whuu6xhQaIpquhNj/s1600/012.JPG" height="480" width="640" /></a></div>
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We returned to the two articles from the beginning of the lesson to relook at the words <i>benevolent</i> and <i>malice</i>. In addition, we watched a video clip of the "Malice at the Palace" to see what 'bad' took place during the incident. It was clear that players and fans fighting, throwing food, cups, and drinks at one another, and rushing onto the court supported the fact that 'malice' is not a good thing!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNp9Kx8hst8iUHvk3oZATBzPfu03lHAjAKkjwjGsUhgSjob8GgQrHPaL7-n1N6LGN-fKhlJJF91rpSTWnJXbncdwTBPl3_TzOy5_jlGrgQjP8kLsVhB2IAzNiMOSu60tCKuIaLWIMfHAxI/s1600/028.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNp9Kx8hst8iUHvk3oZATBzPfu03lHAjAKkjwjGsUhgSjob8GgQrHPaL7-n1N6LGN-fKhlJJF91rpSTWnJXbncdwTBPl3_TzOy5_jlGrgQjP8kLsVhB2IAzNiMOSu60tCKuIaLWIMfHAxI/s1600/028.JPG" height="480" width="640" /></a></div>
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For guided practice, students completed this activity to start identifying roots in complex words.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNS3IwoHOU6v_SaNUGQXT5uUe0HvDYgUFSlUNaltbr9tiyJhKks3r5aDMPwd3dX2ivIzY_hM1JoIJzkNsFKknb4rGzDo9PCab3mrZUiWHZhMtsaMZaqCp6Nj4hl4tV9Z56a6oKB3Oqdde6/s1600/002.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNS3IwoHOU6v_SaNUGQXT5uUe0HvDYgUFSlUNaltbr9tiyJhKks3r5aDMPwd3dX2ivIzY_hM1JoIJzkNsFKknb4rGzDo9PCab3mrZUiWHZhMtsaMZaqCp6Nj4hl4tV9Z56a6oKB3Oqdde6/s1600/002.JPG" height="480" width="640" /></a></div>
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The second part of the activity asked students to find a word in the dictionary with each of the roots and an appropriate "good" or "bad" definition (depending on the root they were looking up).<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYrtGprMciIL6-Gu0FzFof4ZIzNUbpohdmxFENfMhtQDBTTmWnXQW1E_zrAoGOY6lEqaKIvEPTLpOLeNJ0y7QiXq9bysPE1XwX0TTDR_zQqzYS1qfLzgcR7gxCfspQE_kThwAWhPtX28_z/s1600/005.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYrtGprMciIL6-Gu0FzFof4ZIzNUbpohdmxFENfMhtQDBTTmWnXQW1E_zrAoGOY6lEqaKIvEPTLpOLeNJ0y7QiXq9bysPE1XwX0TTDR_zQqzYS1qfLzgcR7gxCfspQE_kThwAWhPtX28_z/s1600/005.JPG" height="480" width="640" /></a></div>
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The next day, students wrote each of their dictionary words and their definitions on two different post-its. We looked at each word and definition under the doc cam and discussed them. Several students came up with the same words so we grouped them. It was easy for me to see who understood this skill and who didn't. Some students wrote down words like 'mallard' - a type of duck. This was the perfect opportunity for me to discuss that not ALL words that have 'bene', 'bon', or 'mal' in them are related to the root, but many words are. </div>
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I recorded each of the 'bene', 'bon', and 'mal' words students had found and put them on large chart paper to hang in our room for easy reference. Students are encouraged to find words with these roots in them in the books/texts they read on their own and in other subject areas. If they find a word, they are to let me know, and they'll get a smelly sticker in return for sharing it with the class. This is a wonderful way for students to independently identify words with roots outside of our classroom. (It's also amazing how much tweenagers love smelly stickers!!)<br />
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During a different week, we studied the roots 'man', 'manu', and 'corp' using these slides during the lesson. Again, students took notes and noticed patterns in their definition to infer the meaning of each root. </div>
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Afterwards, students practiced identifying their new roots, in addition to the roots we learned the week before to spiral students' learning.</div>
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They also looked up 'bene', 'bon', and 'manu' words in the dictionary for each root and recorded the definitions, so long as the words' definitions had something to do with 'hands' or 'body'.<br />
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<br />Leanne Bongershttp://www.blogger.com/profile/16511446080674413404noreply@blogger.com9tag:blogger.com,1999:blog-3785757920977145266.post-83827792487503869262014-12-05T11:23:00.004-06:002014-12-05T11:23:45.379-06:00RL.7.6 - Comparing Two Perspectives in Touching Spirit BearI used this anchor chart to kick off teaching about comparing perspectives. The following questions guided our thinking about how a narrator communicates the different perspectives of characters in their stories. To model, I read aloud pgs. 137-139 from <i>Touching Spirit Bear </i>to refresh students on Cole and Garvey's perspective of the hotdog in the chapter 16. They have two very different perspectives! I also recorded what actions, dialogue, or thoughts as evidence the narrator provided for these characters that supported each of their perspectives. You can see my thinking recorded on the anchor chart below. (A) stands for an Action; (D) stands for Dialogue.<br />
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After watching me model how to record the two different perspectives about the hot dog in Ch. 16 and evidence to support each perspective, students practiced the same skills using the stick presented in Ch.17 on pgs. 144-146. Both Cole and Edwin view the stick differently.<br />
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Students skimmed through their books to find actions and dialogue that supported each character's perspective.<br />
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The next day, we shared out about the two perspectives Cole and Edwin had about the stick. I recorded those perspectives on our chart. Then I had each student take a post-it and write one piece of evidence they found for either Cole or Edwin. We reviewed these as a class using the document camera. Many students found the same actions and dialogue which was affirming; it also helped me identify which of my students were still struggling.<br />
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Here's an upclose shot of the evidence students gathered to support Cole's perspective of the stick. This gave students who were absent a chance to quickly get caught up and a chance for students who didn't have enough evidence or the wrong kind of evidence to fix what they had.<br />
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This part of the chart helped us store evidence students found to support Edwin's perspective of the stick. Afterward, students worked to find evidence to support each character's perspective about the rock in Ch. 18.<br />
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Then it was time to use this information to respond to a prompt that asked students to compare two characters' perspectives about an item in the book. I brought out a previous anchor chart we had used for responding to a short answer question. We originally used it more in the context of informative writing, but I wanted to make the connections to writing about literature, too. One of the problems I've noticed in my students' writing is that they are good at finding evidence to support claims and main ideas, but they do very little to<b> explain</b> why the evidence supports their claim or main idea. So, as students shared with a partner about the evidence they found for each character's perspective about the rock in Ch. 18, I was sure to push them to use the following stems: One piece of evidence I found to support ____'s perspective about the ___ is _____. <i style="font-weight: bold;">This dialogue/action shows that... </i>Then when we shared out as a class, I was sure to have students use that same phrase. You can see I wrote it at the top of my board above the chart.<br />
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I modeled responding to the following prompt, using the perspectives of Cole and Garvey about the hotdog. My notes from the graphic organizer came in handy for helping me plan my writing!<br />
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We nearly ran out of time as I hand-wrote my model of responding to the prompt, so for the next class, I typed up my response and color-coded it so students could see each part of a strong response. (You'll see that these colors are also indicated on the checklist in the next picture.) I emailed this sample response to students so they had something to refer to when drafting their own response.</div>
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I had students use this checklist to help them organize their writing.</div>
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This writing assignment required that students do many things - refer to their graphic organizer of notes and the checklist, skim the book for appropriate page numbers and to clarify information, and type of their response. Talk about synthesizing materials to put them all together into one response! Because I modeled my response using the hotdog, students go to choose if they wanted to compare Cole and Edwin's perspectives about either the stick OR the rock. </div>
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You can see that students color-coded their response as they drafted to 'prove' that had each part of the response. They also checked it off on their checklist.</div>
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Some students chose to hand-write their response but referred to my sample response to help guide them in drafting their own.<br />
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Students peer revised with one other person in the class by electronically 'sharing' their response. Peer revisors used the Google comment tool to highlight areas of the writer's work that needed more attention and leaving a comment about what to fix. Students then made the recommendation fixes based on their peer's feedback. Then it was time to print. Here is one student's final response comparing Cole and Edwin's perspective about the rock.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpNFrpylXahlXPU1Dz0ddFb_0EelNSJWXd4PUvjF8KomS_1t6aN28MYzkoA7VgQMBoulM0qNzeIKpGPP3ZeJ5x45Kc_XwlGdEHDsmdndFVSy-d_2LrYgRCd3rQYuJWrol0S2H3BBaUHLFX/s1600/019.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpNFrpylXahlXPU1Dz0ddFb_0EelNSJWXd4PUvjF8KomS_1t6aN28MYzkoA7VgQMBoulM0qNzeIKpGPP3ZeJ5x45Kc_XwlGdEHDsmdndFVSy-d_2LrYgRCd3rQYuJWrol0S2H3BBaUHLFX/s1600/019.JPG" height="640" width="480" /></a></div>
This student chose to compare the two perspectives Cole and Edwin had about the stick.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVJPcxDVa5yBaRsiAASrOWMNSeSYDT6PIm98jlrxLHXo7n8i-bB7lauGYNWKYTuL9A6QnC0X7XMUr-GUYJbbd9OS-B3ue1a-TqT_CcY_flUOHAYRml-6JqDmiRxUuFrQOrbP32z6NPxsg1/s1600/020.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVJPcxDVa5yBaRsiAASrOWMNSeSYDT6PIm98jlrxLHXo7n8i-bB7lauGYNWKYTuL9A6QnC0X7XMUr-GUYJbbd9OS-B3ue1a-TqT_CcY_flUOHAYRml-6JqDmiRxUuFrQOrbP32z6NPxsg1/s1600/020.JPG" height="480" width="640" /></a></div>
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We will continue to grow in our ability to respond to prompts using:</div>
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<li>topic sentences</li>
<li>paraphrased or word-for-word evidence from the text</li>
<li>cited page numbers and sources</li>
<li>explanations for why the evidence supports the topic sentence</li>
<li>concluding sentences</li>
</ul>
It can't all happen overnight, but we're getting there!Leanne Bongershttp://www.blogger.com/profile/16511446080674413404noreply@blogger.com9tag:blogger.com,1999:blog-3785757920977145266.post-20566414683299483552014-11-24T16:58:00.000-06:002014-11-24T18:15:57.750-06:00RL.7.6 - Point of View & Plot Elements Affecting One Another, & W.7.3 - Writing Strong NarrativesAuthors make explicit decisions about what point of view to write from depending on the kind of connection they want their readers to have with the text and/or the characters in the text. I recently anchored our learning about point of view on this anchor chart. Students received an identical chart to glue in their Thoughtful Logs.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2wxcg6YL0xYBZmu2sTwmJy2HTKIWT37-emvbbiNPCvqKmoHDUuA4nNmqbtobbvAH9t6YC1Krh6wLThGUzOVB_wXPCbxZ7CiSAC4uAiiM1RIcPWAkdmbZznnFfRG8DRsnJnHr-SJ6mThxQ/s1600/004.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2wxcg6YL0xYBZmu2sTwmJy2HTKIWT37-emvbbiNPCvqKmoHDUuA4nNmqbtobbvAH9t6YC1Krh6wLThGUzOVB_wXPCbxZ7CiSAC4uAiiM1RIcPWAkdmbZznnFfRG8DRsnJnHr-SJ6mThxQ/s1600/004.JPG" height="640" width="480" /></a></div>
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To help students practice this this skill, I created 13 stations around the room. Each station had a short excerpt from a real text. I modeled the process at one of the stations so students knew exactly what to do and the expectations I had of their written responses. Students read the excerpt together, and through discussion, they had to determine:</div>
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1. What point of view is the excerpt written from?</div>
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2. How do you know? </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzgR3rm6Rwg5ozWD6JKh5WPGevCPrNKC6yNlExu0sAsj_SghyAERwX9Jk_BxuLogAyj_XwaPL5-o9RnIclbUTNWZOShbFjJ1vJ8DjU25q8wPq_uXZHMmYy62529d-w7r3vOECNZUk8zF-h/s1600/008.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzgR3rm6Rwg5ozWD6JKh5WPGevCPrNKC6yNlExu0sAsj_SghyAERwX9Jk_BxuLogAyj_XwaPL5-o9RnIclbUTNWZOShbFjJ1vJ8DjU25q8wPq_uXZHMmYy62529d-w7r3vOECNZUk8zF-h/s1600/008.JPG" height="320" width="320" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEGdueizhMpIB0wHc8sr-rRGDT0R_z0cqQVWZZu2zdXtIgZwJ4iI62rRwDmDk1ZI8TZkowizwgk5SHggCslt9wJPOxnLwl3XQ1B54ebO-xCuJziXS4Z2NFrO51TIK9FDuXTP1D05Vy5tyC/s1600/002.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEGdueizhMpIB0wHc8sr-rRGDT0R_z0cqQVWZZu2zdXtIgZwJ4iI62rRwDmDk1ZI8TZkowizwgk5SHggCslt9wJPOxnLwl3XQ1B54ebO-xCuJziXS4Z2NFrO51TIK9FDuXTP1D05Vy5tyC/s1600/002.JPG" height="480" width="640" /></a></div>
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Students referred to the chart in their Thoughtful Logs that had the information we had learned about the different points of view. This chart became a valuable resource for helping students defend their thinking.<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnhqFaaG6jTw0oJtigJZJ_i4gJBgfTCiVAksIuKV9hfByBT4qpaaNv3PK8AKVfFLXk3O-xKs-s1vnY76bYr0CnDekt1dYEFwjdaWZ0Tc43dWHSlwMwZFa5ukrgUCKfolVb4uC3yAgz-Q1x/s1600/003.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnhqFaaG6jTw0oJtigJZJ_i4gJBgfTCiVAksIuKV9hfByBT4qpaaNv3PK8AKVfFLXk3O-xKs-s1vnY76bYr0CnDekt1dYEFwjdaWZ0Tc43dWHSlwMwZFa5ukrgUCKfolVb4uC3yAgz-Q1x/s1600/003.JPG" height="480" width="640" /></a><br />
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After students orally discussed their answers, they recorded the point of view and an explanation of their thinking in their Thoughtful Logs.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjBe0xmXWVWGBitwAIqVVj5zefZc3Sb9QI5gC6xPq4Nm3pf_1bcO6sOPzWQI3v4w3fOyXkC1FREZx8o_yZfXB3MI1tDPSGCBDnoyCqYqd0Sa9ZH08MGtn9Ho-CXkVPCTiBUmjMX6zdmIrnf/s1600/011.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjBe0xmXWVWGBitwAIqVVj5zefZc3Sb9QI5gC6xPq4Nm3pf_1bcO6sOPzWQI3v4w3fOyXkC1FREZx8o_yZfXB3MI1tDPSGCBDnoyCqYqd0Sa9ZH08MGtn9Ho-CXkVPCTiBUmjMX6zdmIrnf/s1600/011.JPG" height="640" width="480" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgeqU-75Q7je6YqWnhM2tuoP2dnspxohxHR32GoOijvE1al6Lz3lycEuGq0RRIhTw8ejG0F6jYKCzz4J5w0VWXpSYXJUJFd6oiVVyHwaaRTByGHh0sJvLkRnNQFpH_Yfxh8rFRbk5ctNcLi/s1600/009.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgeqU-75Q7je6YqWnhM2tuoP2dnspxohxHR32GoOijvE1al6Lz3lycEuGq0RRIhTw8ejG0F6jYKCzz4J5w0VWXpSYXJUJFd6oiVVyHwaaRTByGHh0sJvLkRnNQFpH_Yfxh8rFRbk5ctNcLi/s1600/009.JPG" height="640" width="640" /></a></div>
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Here is one student's Thoughtful Log. I modeled #1 and had students record it in their Thoughtful Logs so they had a sample written response to refer to no matter what station they were at. When students finished at one station, they looked around to see what other station was open and rotated to it whenever they were ready. You can see this student rotated from station #6 to #13 to #12 to #7.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcW7DG9N0Ncc7T38WSfGi456GWAowqB4mMtNgs7I7q_3hnbL-1ze9_bcaYzpwL4VhdcHrcz2yeKonvTCUFcuUf7P3GCNs3D1tGdLcH0yzgAG8z6n7pYfHgAkVEa9EA_FdHE3T4nMgQUXO6/s1600/010.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcW7DG9N0Ncc7T38WSfGi456GWAowqB4mMtNgs7I7q_3hnbL-1ze9_bcaYzpwL4VhdcHrcz2yeKonvTCUFcuUf7P3GCNs3D1tGdLcH0yzgAG8z6n7pYfHgAkVEa9EA_FdHE3T4nMgQUXO6/s1600/010.JPG" height="640" width="640" /></a></div>
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You can see that this students also went to stations #12 and #6 and got the same answers as the previous student, despite them being in different partnerships. This process helped me identify which students needed more support and who was independent in the skill.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdB2mz0uWu3afE9ADyQa13o2s3_kxtzH918Q3Vht_TKdYUR6R1ypqElNmTmjaz9jsGSzUKQ6B6F28YsumC2tA8PYdMvhjvE81uvUwoLNlYokegCTLtMA0xw3WgtQl_VkqY_GMxJTnegrkc/s1600/005.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdB2mz0uWu3afE9ADyQa13o2s3_kxtzH918Q3Vht_TKdYUR6R1ypqElNmTmjaz9jsGSzUKQ6B6F28YsumC2tA8PYdMvhjvE81uvUwoLNlYokegCTLtMA0xw3WgtQl_VkqY_GMxJTnegrkc/s1600/005.JPG" height="640" width="640" /></a></div>
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We have also been discussing the impact plot elements have on one another. Earlier in the month, we read a story about two boys named Carlos and Martino who went hiking on their own for the first time. Martino battled a man vs. self conflict, constantly doubting his abilities and worrying about what would happen with his parents not there. With this plot diagram, I changed the exposition to include the entire family going on the hike. (You'll notice I filled in the exposition with this changed information.) Students planned for the rest of the narrative using this plot diagram; they also had to pick a new conflict since the original man vs. self conflict was eliminated with Martino's family going on the hike together. By changing a plot element (the family hiking together rather than the two boys hiking alone as in the original version), the story had to take a different turn and put my students in charge.</div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCDh1zKSrLW37SHkxzqYd-n0MJrGlm9qAzRRi-kmnw70jg1Z1TRPtzOqpuVjnhDMV6cw8vs_nFBqoz5uPZcZ5PELIU8U-Gis9ak3_6L2w2eJ-gf5SK4bMxfw_rFpmeqCvHzyax5wMQOFN-/s1600/044.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCDh1zKSrLW37SHkxzqYd-n0MJrGlm9qAzRRi-kmnw70jg1Z1TRPtzOqpuVjnhDMV6cw8vs_nFBqoz5uPZcZ5PELIU8U-Gis9ak3_6L2w2eJ-gf5SK4bMxfw_rFpmeqCvHzyax5wMQOFN-/s1600/044.JPG" height="480" width="640" /></a><br />
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After students planned their stories, they started their first drafts.</div>
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In a future lesson, I pointed out that great narratives have transitional phrases that help to move the story along. We read a mentor text called "The Party" and as I read, I had students record on the back of their planners all the transitional phrases they saw/heard and the paragraph where those phrases were found so we could easily locate and highlight them as a class after I read. Students then went back into their first drafts and revised their narratives to include transitional phrases. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLksZi3gWaaP49xQdTT1eyW0aXGZbTYwpFFgZEufcZRTiiWoxsrCSZG446tMf451u4MOydAa17com3HfV9iB4PE9snDSRgvkDq0DahC5JN44QjVJD0iTRy_GLvvbWjW11PHFEFb_vikSXJ/s1600/045.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLksZi3gWaaP49xQdTT1eyW0aXGZbTYwpFFgZEufcZRTiiWoxsrCSZG446tMf451u4MOydAa17com3HfV9iB4PE9snDSRgvkDq0DahC5JN44QjVJD0iTRy_GLvvbWjW11PHFEFb_vikSXJ/s1600/045.JPG" height="480" width="640" /></a></div>
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In another lesson, I pointed out that great narratives also have specific nouns. We looked at the first draft of a "Carlos & Martino" story that I had written and on the left recorded the common nouns in my draft. On the right side, students helped me brainstorm specific nouns that I could use for each of my common nouns. I also encouraged students to use Google to find the names of specific nouns if they were unsure of ones themselves. Students then went into their own narratives to make their common nouns more specific!</div>
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<br />Leanne Bongershttp://www.blogger.com/profile/16511446080674413404noreply@blogger.com2tag:blogger.com,1999:blog-3785757920977145266.post-47172444144898781632014-11-19T07:46:00.000-06:002014-11-19T07:51:42.135-06:00Two Ideas for Keeping Kids Involved with Their CommunityMy co-advisor and I are so excited to take our FINS Student Senate to an all-day leadership conference in Madison, WI tomorrow. We are especially proud of them because they are taking on an extra leadership role to present a sectional entitled "School Spirit + Community Donations = SUCCESS!" All of our Senators have a speaking part in a play that they will perform at the their sectional for other student senators from around the state. The skit we are presenting showcases our school's idea to add community donations to each spirit day during spirit week to help out area organizations. This Animoto video is also one that will be part of the kids' sectional. It sums up the project we did last school year. We will definitely be doing it again this year!<br />
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We are also very excited about the Veterans Day project we implemented in early November. Every student in our school played a part in creating a giant American flag THANK YOU to all of our veterans. What's even greater, is that we displayed our flag at conferences on Nov. 11 and Nov. 13. Our FINS Senators worked a table near the flag where parents and students could add additional chain link thank yous to the flag. Way to go, Fort Atkinson students!</div>
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* What do your schools do to keep students and staff involved with their communities? We are always looking for new ideas to keep our students engaged in great volunteer work! </div>
Leanne Bongershttp://www.blogger.com/profile/16511446080674413404noreply@blogger.com0tag:blogger.com,1999:blog-3785757920977145266.post-41013108230069932412014-10-16T17:22:00.000-05:002014-10-16T17:27:34.219-05:00SL.7.1 - Fishbowl Discussion ActivityMy co-worker, Erin, shared a great activity called a Fishbowl to help students truly practice the art of collaborative discussions. We have done several lessons about body language and purposeful talk so today was a day for students to truly be speakers and listeners and develop good habits of both. These are the behaviors we have discussed over the past several weeks that students were expected to apply today during their fishbowl discussions.<br />
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I picked 5-6 students to be my 'fish inside the fishbowl' who would discuss with one another the question I posed about the book we have been reading called <i>Touching Spirit Bear. </i>(I asked each group 3 total questions.) Students who were not in the fishbowl were observers of the fish discussion, although I selected 5-6 of the observers to <b>formally</b> observe one particular 'fish' to monitor that student's contributions to the discussion. These formal observers used the sheet you see below. Every student got to be a 'fish' and every student got to formally observe another 'fish' through the 4 rounds of questions.<br />
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Students who discussed sat in the middle and had a copy of <i>Touching Spirit Bear </i>to reference and support their thinking. Students on the outside observed the discussion. Careful listening was in order for all students as I eventually opened up the discussion to the whole class after the conversation in the fishbowl 'died off'. (P.S. - It was Favorite Sports Team Day today at school so some kids wore hats.)<br />
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Formal observers received this observation sheet to record the contributions of one particular fish.<br />
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Here you can see one of my students watching her 'fish' with her blue observation sheet in front of her. She carefully listened to his contributions and recorded what he said and his behaviors.<br />
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As I mentioned earlier, I opened up the discussion to the rest of the class after the students in the 'fishbowl' were done discussing. I was pleasantly surprised with how many students wanted to respond to things that were said 'inside the fishbowl'. Some of our discussions for one question lasted 10 minutes. It was focused, respectful, and meaningful discussion!<br />
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The activity started off very slow and awkward. These kids are great at chatting in the hallway and at lunch about the latest gossip and who likes who, but when it comes to purposeful discussion intended to help our brains grow - they struggle. With this activity, students picked up on the tone, the organization, and the focus of this discussion and really impressed me. They sounded like miniature adults! Many students asked when we could do it again. I will definitely keep this discussion activity in my bag of tricks. Tomorrow I plan to have students self-reflect on the process so students can recognize their strengths and areas to grow for next time.Leanne Bongershttp://www.blogger.com/profile/16511446080674413404noreply@blogger.com1tag:blogger.com,1999:blog-3785757920977145266.post-18444450645959168362014-10-15T15:23:00.000-05:002014-10-15T15:30:18.757-05:00Taking Notes, Donorschoose Books, & Thanking Our Donors<div class="separator" style="clear: both; text-align: left;">
We continue to embark on taking notes to gather information from multiple sources about our focused topic. The topic I'm modeling with is spirit bears, as it relates well to the novel <i>Touching Spirit Bear</i> that is guiding a lot of our learning we are doing this quarter. Yesterday I modeled taking notes from watching a video about spirit bears. Today I modeled how to take notes from a website. This is the website I used:</div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFtiddN7zcQrwr3jJsWDKeVpFERT5IRAAnTki21nJ7kX7fy1KXx2ZTPbAwghNF2jRrbb_LB-TLB8js974QipZaym3O-i77K10rtFzcK-uWn_HUDmhRSh05YSXXiM_m-wcaFuGdfUJf8Xfw/s1600/004.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFtiddN7zcQrwr3jJsWDKeVpFERT5IRAAnTki21nJ7kX7fy1KXx2ZTPbAwghNF2jRrbb_LB-TLB8js974QipZaym3O-i77K10rtFzcK-uWn_HUDmhRSh05YSXXiM_m-wcaFuGdfUJf8Xfw/s1600/004.JPG" height="480" width="640" /></a><br />
As I read from the website, I noted key words and phrases that I felt were important for the public to know about spirit bears. I recorded those ideas on the graphic organizer below (and on the back!)<br />
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After I modeled, students tried on the skill of reading from a website and taking notes about circle justice, another topic from novel <i>Touching Spirit Bear</i>. I sent the website to their email to read online. <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpkr7M6IDM3Wj3vlZ8WBp_V9uBT65kZCWUqf-cjq0bvTOltb6u01Q2rjFBu7IKE_fgj7-5p_K7MsE9xtZkJS1jWe5wysC1hE-v9gkDTJEkPPC5sn6qNMbvXAoq0sSx3Um7RZUMJPsH5bhZ/s1600/005.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpkr7M6IDM3Wj3vlZ8WBp_V9uBT65kZCWUqf-cjq0bvTOltb6u01Q2rjFBu7IKE_fgj7-5p_K7MsE9xtZkJS1jWe5wysC1hE-v9gkDTJEkPPC5sn6qNMbvXAoq0sSx3Um7RZUMJPsH5bhZ/s1600/005.JPG" height="480" width="640" /></a></div>
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Students added notes to their graphic organizer from this second source. This graphic organizer is one all disciplines in our school are using to help scaffold the writing process of any informative/explanatory writing task in any subject area. By consistently using the same graphic organizer, our hope is that kids will eventually be able to create one from scratch as they organize their writing in the future when we teachers are not around or aren't allowed to help them (a.k.a. taking the Smarter Balanced Assessment!)<br />
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Notes that didn't fit on the front were written on the back.<br />
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Here is an example of one student's notes from the website about restorative justice/circle justice. Many students made comparisons to this factual information and how Ben Mikaelsen used these facts as part of his novel. My favorite quote from today was, "So, Miss Bongers - spirit bears and circle justice are real things? I thought Ben Mikaelsen just made those things up for his story!" Helping kids see these connections - that real authors pull in facts to write fictional stories will help as we draft our own narratives later.<br />
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After students finished reading their second source and taking notes, they read Ch. 6 from <i>Touching Spirit Bear</i>. In this chapter, Cole (the protagonist) encounters the spirit bear for the first time. There is also narrative in this chapter about Cole's circle justice hearing. Our research helped inform students about both of these topics so that their comprehension of the text would increase.<br />
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In our next class, students shared the notes they recorded from restorative justice website. Before they discussed with one another, we reviewed our rules for collaborative discussions.<br />
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Partners practiced these behaviors during their discussions.<br />
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Students recorded any facts their partners shared that they did not have on their own sheet.<br />
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Then we came together as whole class, and I had every student share one thing they learned from the website as a way to 'hear all voices'. This was the final set of notes for one student after independent work, partner chats, and whole class discussion.</div>
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In other news, our shipment of new books came from Amazon as a result of our project getting funded at Donorschoose.org. Check out all the great new titles that will now be in the hands of our 7th grader! Thank you to all of the community members (parents, grandparents, friends, and strangers) who donated to this project. I wanted to give a special shout-out to U.S. Cellular who funded the projects of MANY teachers all over the country. Thank you for supporting education!</div>
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The kids were excited to get their hands on these new books today!<br />
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(PS - It's Superhero Day at our school, so some of our students have costumes and hats on!)<br />
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I am very grateful to the donors who were so kind to help fund our project. Because we want them to know how thankful we are, we wrote thank you letters to all of them. So, to Mom & Dad, Libby Jones, Pat Jones, Michelle Hase, Dusty Jacobson, Meghan Cropp, Heather Trevino, and U.S. Cellular - THANK YOU for keeping the excitement of reading alive in our 'tweenagers'!</div>
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And one more picture because one of my 7th graders ROCKED Superhero Day with his pink tights and cape:</div>
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Leanne Bongershttp://www.blogger.com/profile/16511446080674413404noreply@blogger.com0tag:blogger.com,1999:blog-3785757920977145266.post-10789054121866618782014-10-13T18:40:00.002-05:002014-10-13T21:18:25.739-05:00W.7.1 - Informative Writing & RI.7.8 Taking Notes from Digital TextAt the end of the day last Friday, we looked at an informative article and recorded some of the characteristics of good informative writing. Students recorded the information in the Writing section of their Thoughtful Logs. Today I posed the following prompt, selecting non-fiction topics that we are reading about in the fictional novel, <i>Touching Spirit Bear</i> by Ben Mikaelsen:<br />
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<b>Write an informative article about spirit bears. </b></div>
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To start this process, I recorded 10/14 (I accidentally wrote tomorrow's date) next to the two characteristics of informative writing that we would be focusing on today. Spirit bears was the topic I modeled with and recording notes about spirit bears from a variety of sources was the process I started today using a media text (video).</div>
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I modeled recording notes from a video text entitled <a href="http://video.nationalgeographic.com/video/magazine/ngm-kermode-bear" target="_blank">National Geographic: Searching for Spirit Bear</a>. I paused the video multiple times to record information about spirit bears on this graphic organizer. Note: all content area teachers are being encouraged to use this same graphic organizer to promote writing in their disciplines.<br />
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<span style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: left;">To have students follow this same process of taking notes about a focused topic from a media source, I gave students the following prompt: <span style="text-align: center;"><b>Write an informative article about Circle Justice. </b>I emailed students a <a href="https://www.youtube.com/watch?v=g8_94O4ExSA" target="_blank">link to a video about Restorative Justice</a>.<b> </b>Students watched a short video about Restorative Justice as it is used at a high school in Colorado. As students listened, they took notes that would help inform/explain to the public about Circle Justice.</span></span><br />
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Here are the notes one student took about Circle Justice as a result of watching the video.<br />
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Here are the notes a different student took about Circle Justice as a result of watching the video.<br />
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Leanne Bongershttp://www.blogger.com/profile/16511446080674413404noreply@blogger.com0tag:blogger.com,1999:blog-3785757920977145266.post-49902279773231949242014-10-13T17:30:00.001-05:002014-10-13T18:41:16.275-05:00RL.7.6 Character Maps, W.7.2 Writing Prompts, & L.7.4 Context CluesI modeled for students how to use a character map to show how an author develops a character in a story. My students don't normally struggle with finding examples from the text to support each trait, rather they struggle to explain why the example is evidence of the trait. To help push their examples to a higher level, I had students color code their writing. Text in black was the paraphrased example from the book. Text in red was their own thinking for why the example supported the character trait.<br />
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For guided practice, I had students complete a character map for the characters of Edwin and Garvey. Early in the story, both men serve as mentor characters to Cole. We first brainstormed character traits to describe Edwin and Garvey. Here was our list:<br />
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Students pulled up the character map on their Chromebooks, typed 'Edwin and Garvey' into the character box and selected three character traits from the board that they wanted to prove and explain with evidence from the text. Students skimmed chapters 1 & 2 (which we had read on a previous day) to find examples.<br />
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This student found two examples from the text that supported the fact that Edwin and Garvey are wise, helpful, and patient men.<br />
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Our next lesson required students to use their character maps to respond to a prompt about how Ben Mikaelsen develops characters in <i>Touching Spirit Bear</i>. I modeled how to analyze a prompt by color-coding each of the expectations of the prompt. As I started drafting, I color-coded each section to show where in my draft I addressed each part of the prompt.<br />
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Students then went in and color-coded their writing to identify areas where they weren't answering the prompt. This process helps students realize there are many things a writer may need to pay attention to in a prompt in order to receive full credit. The Smarter Balanced Assessment will definitely require students to analyze a prompt and respond to multiple parts!<br />
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The next day, students read Ch. 3 & 4 on their own and practiced using context clues independently. As they read, they recorded two examples of difficult words as they read, what they inferred them to mean, and the context clues that helped them understand better.<br />
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Later on that day, students shared their words/charts with a partner.<br />
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Partners picked two of their words to create a Context Clues poster together. The following expectations were posted on the board for students to use as a guide.<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-WInAUq9mneV9bpp7imyZS0omizJjxwGRd3IRiHsXp4pHMKirnPbrh3q-1UaoXa8EKIpdSe2BmdiEOXmtIWxg6lzRha4KXh1vsNR3H3DmZYqR3RwSXwFryc6vdn9J6eRf4GGoATO5S7AZ/s1600/033.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-WInAUq9mneV9bpp7imyZS0omizJjxwGRd3IRiHsXp4pHMKirnPbrh3q-1UaoXa8EKIpdSe2BmdiEOXmtIWxg6lzRha4KXh1vsNR3H3DmZYqR3RwSXwFryc6vdn9J6eRf4GGoATO5S7AZ/s1600/033.JPG" height="480" width="640" /></a><br />
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Here was the sample Context Clues poster I made so students had an idea of what the final product should look like. </div>
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When students felt they were 'done', I handed them a mini-checklist to help them assess whether they had everything they needed on the poster.<br />
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Leanne Bongershttp://www.blogger.com/profile/16511446080674413404noreply@blogger.com0tag:blogger.com,1999:blog-3785757920977145266.post-83146254620142706632014-10-07T17:03:00.000-05:002014-10-13T18:41:22.582-05:00RL.7.6 - Character Development & L.7.4 - Word-Solving StrategiesYesterday we started discussing how an author develops a character through the character's thoughts, actions, and dialogue. As we read aloud Ch. 1 of <i>Touching Spirit Bear</i>, we looked for examples of thoughts, actions, and dialogue that revealed more about Cole. We sorted them on our chart.<br />
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Afterwards, I had students categorize sentences I took from Ch. 1 of the text. On the left side, they labeled each sentence with either 'thought', 'action', or 'dialogue'. This helped them explicitly recognize the difference between the three which will come in handy later when we write narratives. On the right side, I had students infer character traits for Cole (the protagonist) as a result of reading each sentence. It was safe to say that many of the thoughts, actions, and dialogue author Ben Mikaelsen writes in <i>Touching Spirit Bear</i> help us understand Cole's character; he is an independent, fearless, disrespectful, abandoned, angry teenager.<br />
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Today we previewed some new words that students would hear in Ch. 2. We are continuing to practice using context clues and online resources to determine meanings of unknown words. I don't plan to do this for EVERY chapter, but I do want students to have word-solving skills early on while reading this book so they can apply them as they take on chapters independently later and in their own independent reading books. I will be giving a quiz soon on some vocabulary words from <i>Touching Spirit Bear</i> that we haven't talked about yet that will require students to demonstrate their ability to use context clues and online resources to word solve.<br />
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Similar to a previous lesson, students highlighted context clues and inferred the meaning of the vocabulary word. They confirmed and/or revised their inferences using dictionary.com.<br />
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<br />Leanne Bongershttp://www.blogger.com/profile/16511446080674413404noreply@blogger.com1tag:blogger.com,1999:blog-3785757920977145266.post-84643330014404106532014-10-03T14:51:00.001-05:002014-10-13T18:41:35.093-05:00L.7.4 - Word-Solving Strategies: Context Clues & Other ResourcesIn continuation of yesterday's lesson, we reviewed the use of context clues (words before or after a difficult word) to help a reader come closer to the meaning of an unknown word. Sometimes there aren't context clues to help us or we need to confirm our inferred meaning. One way to do this is to use a dictionary. Students used dictionary.com to check their inferred meaning and refined their understanding with the information provided in the online dictionary. You'll see in the far right column, this student added information that may have been missing from her original guess.<br />
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We have a word wall that will continue to grow as we read more and more into <i>Touching Spirit Bear</i>. We added our own meanings in red next to each vocabulary word to remind us of their definitions while we read. We start Ch. 1 on Monday!<br />
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<br />Leanne Bongershttp://www.blogger.com/profile/16511446080674413404noreply@blogger.com0tag:blogger.com,1999:blog-3785757920977145266.post-82837207103418693632014-10-02T18:01:00.000-05:002014-10-02T18:24:57.997-05:00Introducing Touching Spirit Bear: Making Predictions & Using Context Clues (L.7.4)<div style="text-align: center;">
The Power of Choice: How Do Our Decisions Affect Our Lives and the Lives of Others?</div>
I think middle school students can benefit a lot from learning units in themes. This summer I read <i>Touching Spirit Bear</i> by Ben Mikaelsen, and while the Lexile level is only 670, the themes in the book are complex and are ones that many middle school students will be able to relate to in some way, shape, or form. Life is all about making decisions, learning and growing from them, and transforming to become more of who you really want to be. That is exactly what the main character in this book experiences. The themes of justice, the power of nature, the circle of life, anger and revenge, culture, healing, and forgiveness are ones every human can learn from, especially adolescents. I'm planning to use <i>Touching Spirit Bear</i>, in addition to several non-fiction texts related to topics in <i>TSB</i>, to teach the Common Core Standards my co-workers and I have organized for this quarter. It's the first time I've tried this sort of unit, but I'm excited about the possibilities. I would like to give credit to Erin Grysko, whose <a href="http://smago.coe.uga.edu/VirtualLibrary/FSU/FSU2011_Grysko_ThePowerofChoiceConceptualUnitGRYSKO.pdf" target="_blank">unit guide</a> entitled "<span style="text-align: center;">The Power of Choice: How Do Our Decisions Affect Our Lives and the Lives of Others?" </span>has been one of my co-workers' and my main resources. Thank you for sharing your work with the world!<br />
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In previous days, we did a few activities that required students to think about choices and decisions that would prepare them for <i>Touching Spirit Bear</i> and realizing how choices and decisions play a role in ALL our lives. Some of the activities included: playing <a href="http://www.gettoknowu.com/LifeLessons/would_you_rather_questions_delta.php" target="_blank">Would You Rather?</a> , watching video clips of <a href="http://www.youtube.com/watch?v=dMriTkE3igY" target="_blank">Who Wants To Be A Millionaire</a> and <a href="http://www.youtube.com/watch?v=dZfGTL2PY3E" target="_blank">The Lion King</a>, listening to the song <a href="http://www.youtube.com/watch?v=7OqwKfgLaeA" target="_blank">Cat's in the Cradle</a>. As always, students responded orally and in writing to questions that asked them to reflect on how choices and decisions played a part in each. <br />
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Today it was finally time to start getting our hands on <i>Touching Spirit Bear</i>! Today's activities started like this:<br />
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So, that's exactly what my students did - they looked at the cover and made some predictions (inferences) based on the picture clues:<br />
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Here is what one student wrote as a result of that prompt. You'll notice the sentence stems helped him get his thinking started. Sometimes I feel like a few sentence stems are all kids need to get their thoughts going!<br />
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<span style="text-align: start;">Here is another student response:</span></div>
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Students shared their thinking as a whole group, and we created a KWL chart of some things that we KNOW for sure about the book and things we WANT TO KNOW as a result of the cover and back blurb. </div>
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Students recorded the KWL chart underneath their predictions.</div>
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In my next class with my students, I introduced some vocabulary from Ch. 1. I modeled using context clues as a word solving strategy by highlighting the clues in each of the example sentences that lead me to make an inference about what the word might mean. I modeled the first two. Students did the rest of them on their own, highlighting the clues in the sentence that led to their inference. This strategy is Common Core State Standard L.7.4. The student learning target is: I can infer the meaning of unknown words using context clues (examples found in surrounding text).<br />
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For some words, context clues aren't always an option for word solving, so we used Dictionary.com as an electronic resource to confirm whether our inferences were right. This strategy is Common Core State Standard L.7.4. The student learning target is: I can verify my inferred meaning of an unknown word by consulting general and specialized references (dictionaries).<br />
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Students filled in the definition if it was different than their inferences and/or revised their original inferred definition.<br />
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<br />Leanne Bongershttp://www.blogger.com/profile/16511446080674413404noreply@blogger.com4tag:blogger.com,1999:blog-3785757920977145266.post-38814784435592675802014-10-02T17:26:00.003-05:002014-10-02T18:05:27.133-05:00RL.7.1 - Make Inferences, Cite Textual EvidenceWe zoomed in more heavily on inferring today. Inferring was a 'thinking code' I introduced earlier last week, but it definitely is a skill that needs more attention. I used this chart to anchor what it means to infer.<br />
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Textual evidence and background knowledge are essential for inferring. To help students remember to include both when writing about their inferences, I used these sentence stems as prompts. You'll see on the chart that it says "word-for-word support" and "paraphrased support" which are ways to cite text that I taught last week. Refer to this <a href="http://lifein4b.blogspot.com/2014/09/r71-citing-textual-evidence.html" target="_blank">blog post</a> for those anchor charts!<br />
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Students did a practice activity on the computer in which I sent them the following passage that I found on <a href="http://www.ereadingworksheets.com/reading-worksheets/inferences-worksheet-7.htm" target="_blank">this website</a>:<br />
<span style="color: purple;"><i><span style="background-color: white; font-size: 16px;"><span style="font-size: 11pt;">Screech! </span></span><span style="background-color: white; font-size: 11pt;">Karen stomped on the gas pedal the moment the light turned green. She looked over her left shoulder and <span class="SpellE">zigged</span> past a semi-truck. She zoomed ahead and looked over her right shoulder and then<span class="SpellE">zagged</span> past a motorbike. She glanced at the clock on the console of her vehicle and darted into the parking lot. Whipping into a parking spot, she grabbed her suitcase and ran through the lot, up the escalator, and into the terminal. Her heavy suitcase was smacking and bouncing the whole way. As soon as entered the terminal, she heard an announcement over the loudspeaker, "Final boarding call for flight 205 to JFK..."Karen looked at her ticket and then at the line to get through the security checkpoint, which wrapped around several turnstiles and slithered like a lethargic snake. Karen sighed and then slowly walked to the customer service desk.</span></i></span><br />
<span style="color: purple;"><i><span style="background-color: white; font-size: 11pt;"><br /></span></i></span>
<span style="background-color: white; font-size: 15px;">I asked two questions that required students to infer. They were:</span><br />
<span style="background-color: white; font-size: 15px;">1. Where is Karen?</span><br />
<span style="background-color: white; font-size: 15px;">2. Why does she walk slowly at the end of the passage?</span><br />
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Here are two student responses for question 1:<br />
*<b> I infer</b> that Karen is at an airport. <b>I think this because the text says</b> she heard an announcement that said it was the final boarding call. <b>From my background knowledge</b> I know that airports will go on the loudspeaker and announce one last time before the plane takes off These are called boarding calls. <b>Therefore,</b> that is how I came to infer that Karen is at an airport.<br />
* <b>I infer</b> Karen is at an airport. <b>I believe this because in the text it says</b> that she was rushing through the terminal and she had a suitcase with her. <b>It also talked about </b>her boarding a flight. <b>From my background knowledge, I know</b> that at airports they have terminals to separate flights and a suitcase is often something people bring to the airport to take on a plane. <b>Therefore, I infer that</b> Karen is at an airport.<br />
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Here is a student response for question 2:<br />
*<b> I infer that</b> Karen is walking slowly at the end of the passage because shse probably missed her flight! <b>I infer this because</b> it says the line went all the way down the hall way and "Karen sighed and then slowly walked to the customer service desk". <b>From my background knowledge I know </b>that if someone sighs, it usually means you're disappointed and a line that goes down the hallway means it will take a while to get to the front. <b>That's how I came to infer</b> that Karen missed her flight!<br />
<br />Leanne Bongershttp://www.blogger.com/profile/16511446080674413404noreply@blogger.com0tag:blogger.com,1999:blog-3785757920977145266.post-3858445277323434612014-09-23T10:30:00.000-05:002014-10-02T17:26:59.358-05:00R.7.1 - Citing Textual Evidence: Word-for-Word & Paraphrased SupportLast week, we talked about how READING is THINKING! Your inner voice should talk to you while you're reading and say things like, "This part is confusing..." or "I predict this will happen..." or "That makes me think of this one time when I..." or "Now I get it!" I modeled how to use post-its to flag thoughts in my book while I was reading and 'code' them with the kind of thought it was. Students then did the same thing for their independent chapter books.<br />
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This led naturally into students needing to use textual evidence to support their thinking because all of their thoughts were sparked by something they read. One day we discussed word-for-word support and practiced. The next day we discussed paraphrasing to support your thinking. Here are the anchor charts and student practice examples:</div>
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Leanne Bongershttp://www.blogger.com/profile/16511446080674413404noreply@blogger.com8tag:blogger.com,1999:blog-3785757920977145266.post-69138677536737204952014-09-22T22:08:00.001-05:002014-09-22T22:09:30.337-05:00My Latest DonorsChoose.org Project: Unplugging from Gadgets & Plugging into Books!This blog has been invaluable for connecting our classroom with other classrooms and teachers across the country to share ideas and help all students grow. We are a virtual community that supports one another in the work that we do every day. I'm excited to spread the word about a DonorsChoose.org project I recently proposed to help get high-interest books in the hands of my seventh-grade students. If you're looking for a way to give back to education and/or support the literacy skills of adolescents today, please consider donating. <b>Note: Any donations made between today and Sept. 26 <u>will be matched dollar-for-dollar</u> if you <u>enter the code INSPIRE</u> when you donate.</b> Here is a link to our <a href="http://www.donorschoose.org/project/unplugging-from-gadgets-and-plugging-int/1359068/?rf=facebook-siteshare-2014-09-project-donor&utm_source=dc&utm_medium=project&utm_campaign=facebook&fb_action_ids=914906838537513&fb_action_types=og.shares&fb_source=aggregation&fb_aggregation_id=288381481237582" target="_blank">Unplugging from Gadgets and Plugging into Books project</a>! Thanks for considering it!<br />
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- Leanne<br />
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Leanne Bongershttp://www.blogger.com/profile/16511446080674413404noreply@blogger.com0tag:blogger.com,1999:blog-3785757920977145266.post-6366619914274238302013-06-26T08:38:00.001-05:002013-06-26T08:39:38.589-05:00CLM ConferenceCandice and I are very excited to present our journey with the Comprehensive Literacy Model at a conference in Naperville, IL today! Here is the powerpoint we will be using today.<iframe allowfullscreen="" frameborder="0" height="356" marginheight="0" marginwidth="0" mozallowfullscreen="" scrolling="no" src="http://www.slideshare.net/slideshow/embed_code/23513499" style="border-width: 1px 1px 0; border: 1px solid #CCC; margin-bottom: 5px;" webkitallowfullscreen="" width="427"> </iframe> <br />
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<strong> <a href="http://www.slideshare.net/lmbongers/creating-and-organizing-literate-environments-ppt-niu-62413" target="_blank" title="Creating and organizing literate environments ppt niu 6.24.13">Creating and organizing literate environments ppt niu 6.24.13</a> </strong> from <strong><a href="http://www.slideshare.net/lmbongers" target="_blank">lmbongers</a></strong> </div>
Leanne Bongershttp://www.blogger.com/profile/16511446080674413404noreply@blogger.com3tag:blogger.com,1999:blog-3785757920977145266.post-9469308729738141042012-07-25T23:26:00.002-05:002012-07-25T23:33:33.473-05:00The End of One Dream, the Start of Another...<div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><i><span style="font-size: large;"> "Trust in what you love, continue to do it, </span></i></div><div class="separator" style="clear: both; text-align: center;"><span style="font-size: large;"><i>and it will take you where you need to go."</i><b><br />
- Natalie Goldberg </b></span></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjoysZhvsdTwU28xvCjGR4szs7VJcQ2TrgjTMQt2-KFBPaRhUM36UP_UK8Ig8KTUeNmFA4lU5AhmycNMPUUW5Jb_ThdnfEtyT2UF2NNcmKwgI80s1svHOuMv5HbpVF1HRNGlLXUukaQQHQP/s1600/2012-07-24_13-46-02_676.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="478" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjoysZhvsdTwU28xvCjGR4szs7VJcQ2TrgjTMQt2-KFBPaRhUM36UP_UK8Ig8KTUeNmFA4lU5AhmycNMPUUW5Jb_ThdnfEtyT2UF2NNcmKwgI80s1svHOuMv5HbpVF1HRNGlLXUukaQQHQP/s640/2012-07-24_13-46-02_676.jpg" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhx2LtJsfQFR3UD8SubicouTt-g33Db2axuKiIPM_20d2LWhCne5DilZrLK36KhkYMkIpA-GL-j4TfUIVQbw1rWY021AOv4jAK7lVje9Jpr-LdzxiSQggA3JIDxGnZ9drztjK7pFn4T-qSJ/s1600/2012-07-24_13-45-51_750.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="478" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhx2LtJsfQFR3UD8SubicouTt-g33Db2axuKiIPM_20d2LWhCne5DilZrLK36KhkYMkIpA-GL-j4TfUIVQbw1rWY021AOv4jAK7lVje9Jpr-LdzxiSQggA3JIDxGnZ9drztjK7pFn4T-qSJ/s640/2012-07-24_13-45-51_750.jpg" width="640" /></a></div>My dream job was always to become a fourth-grade teacher and for the past nine years I have been one. The amazing thing about teaching is that you end up learning just as much about yourself and life as the students you teach. If we are to expect of ourselves what we expect of our students, at some point, we should reflect on all we've learned and continue to grow. To say I'm incredibly grateful to the students, families, and staff at Barrie is an understatement. I'm not sure words can frame how I feel about a place that has felt more like home than any of the 10 places I have lived in since moving out of my parents' house after high school graduation. <br />
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If you've spent any time with me in person or on this blog, you are aware that my experience getting coached in the Comprehensive Literacy Model has completely transformed me. I went from dreading teaching reading and writing to becoming obsessed with it. A sixth- and seventh-grade language arts position opened up at our middle school shortly after the school year ended and it caught my eye instantly. While I'm so, so sad to leave Barrie, I know that this new position will offer me opportunities to practice what I know at a different level and learn even more along the way.<br />
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At this point, I have no plans to 'shut down' LifeIn4B, as I hope the ideas I used in my fourth-grade classrroom will continue to inspire you for as long as you need inspiration. I'm hoping to start up a new blog (or continue writing on this one) for what teaching and learning looks like in our middle-school language arts classroom. Lastly, thank you for <b>your</b> support in my journey. LifeIn4B has helped me connect with so many of you out there who have the same passion, mission, and vision for our youngsters as I do! Keep on keepin' on!<br />
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</span></div><div class="separator" style="clear: both; text-align: center;"><i><span style="font-size: large;"><b>"</b></span><span style="font-size: large;">Sooner or later we must realize there is no station, no one place to arrive at once and for all. The true joy of life is the trip." </span></i></div><div style="text-align: center;"><span style="font-size: small;"><b> </b><span style="font-size: large;">- Robert J. Hastings </span></span></div><div class="separator" style="clear: both; text-align: center;"><br />
</div>Leanne Bongershttp://www.blogger.com/profile/16511446080674413404noreply@blogger.com30tag:blogger.com,1999:blog-3785757920977145266.post-39937911089359858912012-06-04T19:11:00.002-05:002012-06-04T19:20:57.318-05:00Synthesizing, Counting Change, & Dewey!That's right, folks. It's the last week of school and you better believe we're still learning! I know, I'm an eeeevil teacher. :)<br />
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Today we talked about synthesizing - when our thinking changes as we read. I read <i>The Littlest Matryoshka</i> by Corinne Demas Bliss last week to introduce the idea of nesting dolls and how the littlest doll fits inside of the next doll which fits inside of the next, and so on. The nesting dolls become a concrete example for explaining synthesizing. We start with a small idea of what a topic or book is about, and as we read more, we add more and more layers to our original thinking to deepen our understanding of a text.<br />
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During the mini-lesson, I actually modeled my own process of synthesizing using a non-fiction text on competitive horse shows. I started by writing on my first post-it what I knew about competitive horse racing. As I read a few more pages, my understanding deepened which caused my thinking to change so I recorded my new thinking on the next post-it, and so on. As I wrote each post it, I used my real nesting dolls to show how each layer built upon the one before it. Concrete examples are so helpful for kids learning complex processes like this! (The idea came from <i><a href="http://www.amazon.com/Comprehension-Connections-Bridges-Strategic-Reading/dp/0325008876">Comprehension Connections</a></i> by Tanny McGregor!)<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4He1e-ZztS2iHxbBs1pBtW90CkWjorNrCwQbaQM0Q0dOgJ4EDnr15KVDyBqhwV3PlSYApbA6lcWpACNFk19qYjg-Z1leYJnzupKyPmd-h1lGOmWV9XDtTUylFRLWuhSNGSmLf9wEqSKYO/s1600/Dewey+in+Tub%21.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4He1e-ZztS2iHxbBs1pBtW90CkWjorNrCwQbaQM0Q0dOgJ4EDnr15KVDyBqhwV3PlSYApbA6lcWpACNFk19qYjg-Z1leYJnzupKyPmd-h1lGOmWV9XDtTUylFRLWuhSNGSmLf9wEqSKYO/s640/Dewey+in+Tub%21.jpg" width="478" /></a></div>Through my DonorsChoose.org project that I proposed and got funded in March of 2012, I was able to purchase several high-interest non-fiction readers of varied reading levels that I decided to have my students use to practice synthesizing. I gave each student a book at his/her reading level and also had them glue a similar nesting doll anchor chart into their Thoughtful Logs.<br />
<div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqaZzCXiF3No9DHfnMr6YzTj0WAi4q_hS0bsQOWlU8SSik_J055MIPwY3AF2YhyphenhyphenOBpHE5bYWn9JOQdkhnEPDkADXyDIXaHQdMP_7JTurCVeT7YAzkAB6ocYxV6kgRoVQhcZg1I3tz5H3ZQ/s1600/Dewey+in+Tub%21+018.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqaZzCXiF3No9DHfnMr6YzTj0WAi4q_hS0bsQOWlU8SSik_J055MIPwY3AF2YhyphenhyphenOBpHE5bYWn9JOQdkhnEPDkADXyDIXaHQdMP_7JTurCVeT7YAzkAB6ocYxV6kgRoVQhcZg1I3tz5H3ZQ/s640/Dewey+in+Tub%21+018.jpg" width="478" /></a> </div>As students read through their readers, they stopped after every of couple pages to put together their new learning with what they already knew to form new thoughts about their topic.<br />
<div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigpw3vuDp4yPacMkHocj2S6miIQjGuO4dzkv2FPKnEDAQbQC2UVQWFA0Ob12ETiMFRFKG9QOFdikctARnFSzs1kLEXJoGpNypeWYuD0fpWzojsKKxcdUAh1RL4WxjzXW37sXeJgiIOUQh6/s1600/Dewey+in+Tub%21+020.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="298" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigpw3vuDp4yPacMkHocj2S6miIQjGuO4dzkv2FPKnEDAQbQC2UVQWFA0Ob12ETiMFRFKG9QOFdikctARnFSzs1kLEXJoGpNypeWYuD0fpWzojsKKxcdUAh1RL4WxjzXW37sXeJgiIOUQh6/s400/Dewey+in+Tub%21+020.jpg" width="400" /></a></div><div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhA8oghKgrc0TRtnyXaAZmZSfCpYUUAcIjck95_lA5eI8llKcY-rphprys87G9O4um7yo6mW6_nF9A6hD3Hmi4b7en5yt0ZyrbDd_qIqGYebmU1oBkN7g9Wboi1JNh5QqDZw3PFGgEr7rZ4/s1600/Dewey+in+Tub%21+021.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhA8oghKgrc0TRtnyXaAZmZSfCpYUUAcIjck95_lA5eI8llKcY-rphprys87G9O4um7yo6mW6_nF9A6hD3Hmi4b7en5yt0ZyrbDd_qIqGYebmU1oBkN7g9Wboi1JNh5QqDZw3PFGgEr7rZ4/s640/Dewey+in+Tub%21+021.jpg" width="478" /></a></div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcQ_vFvNZ7bz0vdQUxlFjYcjqE2jxMHNKhxAPt1MXjpa_Og15sGl7aiy-oWvMpJI2o06mZHqZmf1R9elyUG_H1h3MWkKSgeeQCYPeWzHpDA1UoyB9M7BL47g5CLmfZYYxtfbhIrB1LWE2u/s1600/Dewey+in+Tub%21+019.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="478" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcQ_vFvNZ7bz0vdQUxlFjYcjqE2jxMHNKhxAPt1MXjpa_Og15sGl7aiy-oWvMpJI2o06mZHqZmf1R9elyUG_H1h3MWkKSgeeQCYPeWzHpDA1UoyB9M7BL47g5CLmfZYYxtfbhIrB1LWE2u/s640/Dewey+in+Tub%21+019.jpg" width="640" /></a><br />
<div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_xspwtkadC7AcKF_AtpSKOw0D80t8fu5khEXCuehvSQRdfWrGF2ApUeKrX9nFXXZb2CQXN36DF3qcuPz0p9K6WEF2EfKcMw6phsgZ4_v9G0GkCLj0Tc6ZW6KdOUCLbG6Of5CJy-fQvp7y/s1600/Dewey+in+Tub%21+024.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_xspwtkadC7AcKF_AtpSKOw0D80t8fu5khEXCuehvSQRdfWrGF2ApUeKrX9nFXXZb2CQXN36DF3qcuPz0p9K6WEF2EfKcMw6phsgZ4_v9G0GkCLj0Tc6ZW6KdOUCLbG6Of5CJy-fQvp7y/s640/Dewey+in+Tub%21+024.jpg" width="478" /></a></div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgz_IV9aB8Su432_NOpv1dgOkiAvsKyN7C30UDUJKGdxxvI-LJwfZRyxFvTkTQbZLkAY85NhaBzXV3YEV2YVoT2ueUiUit-hTLnQfsBAUtzXizwcobxQG753SHIuEJsO9aGxAf8m7OJ7S73/s1600/Dewey+in+Tub%21+022.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="478" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgz_IV9aB8Su432_NOpv1dgOkiAvsKyN7C30UDUJKGdxxvI-LJwfZRyxFvTkTQbZLkAY85NhaBzXV3YEV2YVoT2ueUiUit-hTLnQfsBAUtzXizwcobxQG753SHIuEJsO9aGxAf8m7OJ7S73/s640/Dewey+in+Tub%21+022.jpg" width="640" /></a><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgZ0u9ywGsTu95hDkATBYBWhCeVCTibOuziWpvCSx1E18S5Aqv1KCxXYjVn2xq3RwzP8OqNo_4BvxtzdmJS8MC4EwMhDhiHJlYC-QEoVWXPM2QtL6jI4qBPFJmuQliHXJBaY85Qm3dQCCl/s1600/Dewey+in+Tub%21+025.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="478" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgZ0u9ywGsTu95hDkATBYBWhCeVCTibOuziWpvCSx1E18S5Aqv1KCxXYjVn2xq3RwzP8OqNo_4BvxtzdmJS8MC4EwMhDhiHJlYC-QEoVWXPM2QtL6jI4qBPFJmuQliHXJBaY85Qm3dQCCl/s640/Dewey+in+Tub%21+025.jpg" width="640" /></a><br />
Thank you to all my DonorsChoose.org donors! Even when I told the kids they could put their books away, I found that most of the class didn't want to! They just wanted to finish 'one more page'! Not too shabby for the last week of school! Go, 4B!<br />
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Last week we also started working more with money and using the 'counting up' method for making change. I put students in pairs to work together to find the right amount of change without needing to use subtraction at all! <br />
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Lastly, Casey (my boyfriend) and his dog came down to visit this weekend. Casey and I did a workout (Insanity!) video in my classroom since my home DVD player wasn't hooked up. Dewey (Casey's adorable Vizsla (pronounced '<b>veesh</b>-la')). came with us into my classroom and found a nice home ... IN THE BATHTUB! He didn't want to go outside, and his ears perked up when I asked Dewey if he wanted to read a book! Love that dog! :) I tell stories about Dewey often to my fourth graders so I showed them this video this morning of Dewey in the tub, and they loved it so much they asked me to put it on the blog. Here it is!<br />
<div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dwrgu08im_orbunaTu8R8Bk_9idJq6q8xSMKqkvNDsfZjB7eyPsSHNIqj6q5NxCRYdOoEFDU0FKwL4WLObhZA' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div>A few more great shots that we got...<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjALEm1UWk0OOIdgCLXeRgg1q9tqgzDHFJP0ptM91IW08yesCqQLB8-fg-lqbwIeo-8duIe1o_DwfaZmKp0hDjA03cw2DkuBl21pG0iQPWd6sHLFMqyJMzM9chPGJjGLKnCOxO1_PbMd8ET/s1600/Dewey+in+Tub%21+010.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="478" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjALEm1UWk0OOIdgCLXeRgg1q9tqgzDHFJP0ptM91IW08yesCqQLB8-fg-lqbwIeo-8duIe1o_DwfaZmKp0hDjA03cw2DkuBl21pG0iQPWd6sHLFMqyJMzM9chPGJjGLKnCOxO1_PbMd8ET/s640/Dewey+in+Tub%21+010.jpg" width="640" /></a><br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfM0T_8SCStDHqSHGphYM6vkHgfPjcbJMlph7QJ2oHz4xk1QADqSxPgE2rBt4IH2fVdICrv-NRT_ijyAz340JEsB7k7gulreR3bdcGT-wbwfR8XsVF73SxtukjZ-9WebFox4w89Rlyp_Pk/s1600/Dewey+in+Tub%21+007.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfM0T_8SCStDHqSHGphYM6vkHgfPjcbJMlph7QJ2oHz4xk1QADqSxPgE2rBt4IH2fVdICrv-NRT_ijyAz340JEsB7k7gulreR3bdcGT-wbwfR8XsVF73SxtukjZ-9WebFox4w89Rlyp_Pk/s640/Dewey+in+Tub%21+007.jpg" width="478" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgo6DQIld8Py8g3oFoF6w65PhyphenhyphenDbQBcM19v0r-91IcvR4FFO3EwMDzk9MiDzGNdmWvOURldBxIbNgbF_fJMnszRO_nL4HqGp-rdIEZHpvgy7QBGP8t1Y9VBDStk2cSrlh-QUIc2q3vHZnCT/s1600/Dewey+in+Tub%21+006.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgo6DQIld8Py8g3oFoF6w65PhyphenhyphenDbQBcM19v0r-91IcvR4FFO3EwMDzk9MiDzGNdmWvOURldBxIbNgbF_fJMnszRO_nL4HqGp-rdIEZHpvgy7QBGP8t1Y9VBDStk2cSrlh-QUIc2q3vHZnCT/s640/Dewey+in+Tub%21+006.jpg" width="478" /></a></div><div style="text-align: center;">Too cute! </div>Leanne Bongershttp://www.blogger.com/profile/16511446080674413404noreply@blogger.com4tag:blogger.com,1999:blog-3785757920977145266.post-72416596315552229922012-05-30T16:28:00.000-05:002013-06-26T08:44:34.686-05:00Our American Heritage, Ethnic Smorgasbord & Culture Technology ProjectsToday was an exciting day in fourth grade! We celebrated our country and our individual cultures in a variety of ways. The day started with Mrs. Rawinski's class presenting their play entitled, <i>'Our American Heritage</i>'. In 15 minutes, we learned about the history of the United States. This is a picture from the '<i>Head'n West</i>' scene!<br />
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The Civil War...<br />
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America today! "This land is your land, this land is my land..."<br />
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At lunch, we had an ethnic smorgasbord! Over the past month, students did research on a country of their ancestry, and last night, families prepared a dish from a country of their ancestry and joined us for lunch!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUJnFfKHFKH8Ag3ydmugN2487jSUqUrZhDAzGaMjkNwkuaFLKsGXVxYGXVOr7He6DtKxCHFaKC_MsXlhyVQSHehLljPCYwlUu4hVgoM_87QCwL-KwA0Q24z2jjNKSyq2lfzg9OHQdo7Otv/s1600/Smorgasbord+027.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="478" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUJnFfKHFKH8Ag3ydmugN2487jSUqUrZhDAzGaMjkNwkuaFLKsGXVxYGXVOr7He6DtKxCHFaKC_MsXlhyVQSHehLljPCYwlUu4hVgoM_87QCwL-KwA0Q24z2jjNKSyq2lfzg9OHQdo7Otv/s640/Smorgasbord+027.jpg" width="640" /></a> </div>
Our halls were lined with all the flags of the countries where our ancestors are from!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvZ9o7rjvtObvt-iFm7crelexMqqr2EfmRTcRZQUQHJMp4sBxZxb0RqNBnmuZ9iUI1K7NNRdkBa6icWYxBnwN-Cl6iyJz9sr4exvnGDLGwK3ccpkBqwLjimBYgsk15-6k5MPxMNOAiczQQ/s1600/Smorgasbord+017.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="478" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvZ9o7rjvtObvt-iFm7crelexMqqr2EfmRTcRZQUQHJMp4sBxZxb0RqNBnmuZ9iUI1K7NNRdkBa6icWYxBnwN-Cl6iyJz9sr4exvnGDLGwK3ccpkBqwLjimBYgsk15-6k5MPxMNOAiczQQ/s640/Smorgasbord+017.jpg" width="640" /></a> </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1-FsvZmgnlyB3X8f1ePyFA8SNcUd4QXx30uCHzSb7khVA7GLoA9oIeKZkCACvXaZJpkCu_HC8H0982BteVA44SRkKeRQY3Hq0kUBTq25mymJ7thwQn6SDUCA4SOKcHzDG2eM9Isoh6qOW/s1600/Smorgasbord+015.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1-FsvZmgnlyB3X8f1ePyFA8SNcUd4QXx30uCHzSb7khVA7GLoA9oIeKZkCACvXaZJpkCu_HC8H0982BteVA44SRkKeRQY3Hq0kUBTq25mymJ7thwQn6SDUCA4SOKcHzDG2eM9Isoh6qOW/s640/Smorgasbord+015.jpg" width="478" /></a> </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaITpeefqptBXeWXzsvaPhuRLFYn-6NzOe4UgjKiCRye1QAiLf3pWJUgAgSvuGWD6iNM0cjRPRZMR_v6rMmQR_dqSc8sHueQ0ah1UNxG0f-X24Gtn571Zlb-4Qbsc17o-DSbMO7vWNFLUM/s1600/Smorgasbord+016.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="478" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaITpeefqptBXeWXzsvaPhuRLFYn-6NzOe4UgjKiCRye1QAiLf3pWJUgAgSvuGWD6iNM0cjRPRZMR_v6rMmQR_dqSc8sHueQ0ah1UNxG0f-X24Gtn571Zlb-4Qbsc17o-DSbMO7vWNFLUM/s640/Smorgasbord+016.jpg" width="640" /></a> </div>
We had five tables of cultural foods for everyone to try!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxJ3YHSbViFbXkkpjHFZLA-YU7_f9DIkRWf7BHHwMR4seDE9sb97afHfYtAaqhoiLcRSm2OAdQ1QiAv9hFiVBzUfcr-7l8qMqv46ZVu4RkS2Mxwg4Rh3jPVnJeiIHMWb-VQe5GdTvSBOMG/s1600/Smorgasbord+011.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="478" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxJ3YHSbViFbXkkpjHFZLA-YU7_f9DIkRWf7BHHwMR4seDE9sb97afHfYtAaqhoiLcRSm2OAdQ1QiAv9hFiVBzUfcr-7l8qMqv46ZVu4RkS2Mxwg4Rh3jPVnJeiIHMWb-VQe5GdTvSBOMG/s640/Smorgasbord+011.jpg" width="640" /></a> </div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfsTdctqCD9Jo8oRs_-t-Eo0pppucI7os7cCwlI_6E3zdhtxgtlnr25fl_sB9SZaT8V8ajddCUBHISD-WLYRTyzMm-6-4FA7rfYdEEglqFakFIHTiEuaCeCSuM6rMfDu1M_KUS8RL5Vilz/s1600/Smorgasbord+013.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="478" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfsTdctqCD9Jo8oRs_-t-Eo0pppucI7os7cCwlI_6E3zdhtxgtlnr25fl_sB9SZaT8V8ajddCUBHISD-WLYRTyzMm-6-4FA7rfYdEEglqFakFIHTiEuaCeCSuM6rMfDu1M_KUS8RL5Vilz/s640/Smorgasbord+013.jpg" width="640" /></a> <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXHiefVOKzi8fOn0mDVGa-OR7rBWG4acxhG4IP3bqj_uyrI6TCIJb1syy-O4P1FMB_inewIvXw6dvRByO3rJgttbijQeZPG0-ZQopBBKMs6hoRbSNv8gUTddS2H7UYaa5JkVKWWLxlsbXp/s1600/Smorgasbord+019.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="478" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXHiefVOKzi8fOn0mDVGa-OR7rBWG4acxhG4IP3bqj_uyrI6TCIJb1syy-O4P1FMB_inewIvXw6dvRByO3rJgttbijQeZPG0-ZQopBBKMs6hoRbSNv8gUTddS2H7UYaa5JkVKWWLxlsbXp/s640/Smorgasbord+019.jpg" width="640" /></a> <br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgn1lPIZ2HIofdgY4Xjp_nCTF1Ukxp0QObzuYtmKgjwt59Cj0FhsPUR2szXHgC_ne9k44E61rIwZvEHgZ4SdjPq0PKlxKrqU6QvzeHN4mQCbN87iPrkDWZBdLAjfeCwkWL7A7Oqf9hQfms6/s1600/Smorgasbord+020.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="478" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgn1lPIZ2HIofdgY4Xjp_nCTF1Ukxp0QObzuYtmKgjwt59Cj0FhsPUR2szXHgC_ne9k44E61rIwZvEHgZ4SdjPq0PKlxKrqU6QvzeHN4mQCbN87iPrkDWZBdLAjfeCwkWL7A7Oqf9hQfms6/s640/Smorgasbord+020.jpg" width="640" /></a> <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSxN6zltErYi8oyyR5mFUomZdnAVMDFg0pxzWocAuK6v3CIDDxEQoSm63MdaNnjQapr2vFJK0oK9FKv3Nz0QRAajOOpuYu1lm43kleoMMDWe4r-AO-UFZOmJiOtCD8a38QoXQfIEVriiRc/s1600/Smorgasbord+010.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="478" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSxN6zltErYi8oyyR5mFUomZdnAVMDFg0pxzWocAuK6v3CIDDxEQoSm63MdaNnjQapr2vFJK0oK9FKv3Nz0QRAajOOpuYu1lm43kleoMMDWe4r-AO-UFZOmJiOtCD8a38QoXQfIEVriiRc/s640/Smorgasbord+010.jpg" width="640" /></a> </div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_HpX_oIOBeePe48DEllVL7VBtiyC5T3XnoQ9U19IBQ7TzlH-ErrMCbMNv8g9FI0B5naqQRSM7Xl1qUprgQmfUjOJP6kLmJKB3RYsv3raNMJq1ZP5M6hCIL8JhAOmSNVHM28gETKaGNFOx/s1600/Smorgasbord+014.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="478" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_HpX_oIOBeePe48DEllVL7VBtiyC5T3XnoQ9U19IBQ7TzlH-ErrMCbMNv8g9FI0B5naqQRSM7Xl1qUprgQmfUjOJP6kLmJKB3RYsv3raNMJq1ZP5M6hCIL8JhAOmSNVHM28gETKaGNFOx/s640/Smorgasbord+014.jpg" width="640" /></a> <br />
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Students also escorted their guests to our computer lab where they showed the Power Point they made about the geography, traditions, famous people, and cultural foods of their country and a Photo Story they made about the history, traditions, and modern day life of the Ho Chunk nation.<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7E2bhlVGt0zfFoI_CIJwF3Adpm7nJYoA-m0i7nGH9KT5VRu9u-L-7-IrUHHV4y1otpLv4YvLdn5Jn-Wnm2TWeDYQKX9XjR7RepgJ3vd8xbP3iyMB0I1zQBExlZhEfeMiOfA9GINCLnhoJ/s1600/Smorgasbord+025.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="478" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7E2bhlVGt0zfFoI_CIJwF3Adpm7nJYoA-m0i7nGH9KT5VRu9u-L-7-IrUHHV4y1otpLv4YvLdn5Jn-Wnm2TWeDYQKX9XjR7RepgJ3vd8xbP3iyMB0I1zQBExlZhEfeMiOfA9GINCLnhoJ/s640/Smorgasbord+025.jpg" width="640" /></a><br />
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<img border="0" height="478" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvzzeozeGOoNY7YwuKI3dMy5LRaysCvkR6CZk7jY7Y04CskbRO4KMiw-MRxNq9H_kHak_5UK4vN7kt-SRh66kEMClsmMCKYnQ9ov6_SgC4ftfnTrLomzgN50BGWhbYni6r8KG0WleZi1j8/s640/Smorgasbord+024.jpg" width="640" /> </div>
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A special thanks to all parents who helped prepare food for this special day. I hope you engaged in great conversations with your children about their heritage! <i>E Pluribus Unum</i> is a Latin phrase meaning "<i>Out of many, one!</i>" We are a variety of cultures, but we are ALL American!</div>
Leanne Bongershttp://www.blogger.com/profile/16511446080674413404noreply@blogger.com3tag:blogger.com,1999:blog-3785757920977145266.post-67174698724882421892012-05-22T23:43:00.002-05:002012-05-23T14:01:41.435-05:00"Generations Apart" Oral History Project & OrchestraThe <a href="http://www.hoardmuseum.org/page.asp?content=1.asp">Hoard Museum</a> in Fort Atkinson sponsors a wonderful oral history project for all fourth graders in our city entitled "<i>Generations Apart</i>". The project connects students today with older family members/friends and their history. Students interview a grandparent or special person from an older generation and draft a biography about the person they interviewed.<br />
<div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNRCkQEY-OqmhDuheFIiccTx2vynO8PoercgtSwVDtYan-OjNPWF2ZSDQiX3HYKTByVQ30ljOceaotrUhj4qLahnNsmktC4P3146iY-so3OJvXb58u1sDPAPtq4DcNqGdFqAg1fePl-C7S/s1600/015.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNRCkQEY-OqmhDuheFIiccTx2vynO8PoercgtSwVDtYan-OjNPWF2ZSDQiX3HYKTByVQ30ljOceaotrUhj4qLahnNsmktC4P3146iY-so3OJvXb58u1sDPAPtq4DcNqGdFqAg1fePl-C7S/s640/015.JPG" width="480" /></a> </div>Four students from each classroom are selected to be honored at a celebration at the Hoard Museum. Here are the four writing scholars from our room standing next to their winning essays.<br />
<div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgN3smgJ6lAHqRjVWbssVKz6y-floBptTl_UFBRe_bAatLzIZoIMbCpE13uU7rPsh6AYU9_hdhRCYepwIAAPqy1kbjKxXDZ5jsP3QVFnS8M7LsDV8c-RtHcXCQzB0DTUtmDKT_fCLHX-tE_/s1600/001.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgN3smgJ6lAHqRjVWbssVKz6y-floBptTl_UFBRe_bAatLzIZoIMbCpE13uU7rPsh6AYU9_hdhRCYepwIAAPqy1kbjKxXDZ5jsP3QVFnS8M7LsDV8c-RtHcXCQzB0DTUtmDKT_fCLHX-tE_/s640/001.JPG" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiycfXUt_W2TcH4NfJLI_6-ZM5bHpPDfq4gW96FatZmnEcxvIs2qSUS5kxKea2kVQaO9zzW28W3tnaahGgVshKnEE0BXKY0xaM5Jbc0lQM0BuW6F8BtIS0hwAuLHjC1SbfZ5Rnv0UXLTHVt/s1600/002.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiycfXUt_W2TcH4NfJLI_6-ZM5bHpPDfq4gW96FatZmnEcxvIs2qSUS5kxKea2kVQaO9zzW28W3tnaahGgVshKnEE0BXKY0xaM5Jbc0lQM0BuW6F8BtIS0hwAuLHjC1SbfZ5Rnv0UXLTHVt/s640/002.JPG" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyExCKEuW_IxXg0DEsamZBS5LdiSNm0NrBIqGFXVV3pOAIpHUNegW0paAGPp4AxPRJLJ4YmFzegL3LrfaHyyGG3MG-kRe7K_q7cNRd9af9QOzAc-F4BGabspcjWU8qrdIbXEbYM9GEg7mg/s1600/003.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyExCKEuW_IxXg0DEsamZBS5LdiSNm0NrBIqGFXVV3pOAIpHUNegW0paAGPp4AxPRJLJ4YmFzegL3LrfaHyyGG3MG-kRe7K_q7cNRd9af9QOzAc-F4BGabspcjWU8qrdIbXEbYM9GEg7mg/s640/003.JPG" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgr3v1MvWrasnfX2-QThDrBWyEZxuHt-a9-3iUWDvA06LYOj09GePNdmWGP0Z5deZIQNuxk-i25aI5iZrtrPP5LwaugAppiLuYlnin2j51tz7l3TbDMwd_-Z3Idhz5AwE0gPGq5jNypfJxh/s1600/005.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgr3v1MvWrasnfX2-QThDrBWyEZxuHt-a9-3iUWDvA06LYOj09GePNdmWGP0Z5deZIQNuxk-i25aI5iZrtrPP5LwaugAppiLuYlnin2j51tz7l3TbDMwd_-Z3Idhz5AwE0gPGq5jNypfJxh/s640/005.JPG" width="640" /></a></div><br />
<div class="separator" style="clear: both; text-align: center;"></div><div style="text-align: left;">All winning essays were hung around the room for public viewing. <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqgJv10DIiIglR3SxvJ7CMH9MZeWUWPJb2isWDh4EfZ6C_evCs3a3BdekpCqYz-Rg2Sba28pQyHBRT7aeoLXYaZJdNHYe2RHMB3lzhP2ciaW_DSrVtwA4t5mc_SakI3Jl3iveY2HyFJEu_/s1600/014.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqgJv10DIiIglR3SxvJ7CMH9MZeWUWPJb2isWDh4EfZ6C_evCs3a3BdekpCqYz-Rg2Sba28pQyHBRT7aeoLXYaZJdNHYe2RHMB3lzhP2ciaW_DSrVtwA4t5mc_SakI3Jl3iveY2HyFJEu_/s640/014.JPG" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;"></div><br />
<div class="separator" style="clear: both; text-align: center;"></div>Each student was called to the front of the room to get recognized with the special person who was interviewed or a parent (if the person interviewed could not attend). Mrs. Oberle (the director of the Hoard Museum) read a short section of each student's essay to highlight a funny or interesting memory of the interviewee.<br />
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Tyler interviewed his Great Grandpa Louie but had another special person, his grandma, stand up with him!<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmjEa4vdOa60-henFf2mS23gL9tobqYsHBcPiBOa9oL60HN-BYccaIol14qbT7qvNIIC-zO6oKWIbMPEF-D10JGlWp-YweNsJltFbLveCFmje1mHHH6rSs5WIXSdyWfqXWiMn0pKVMdD2k/s1600/006.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmjEa4vdOa60-henFf2mS23gL9tobqYsHBcPiBOa9oL60HN-BYccaIol14qbT7qvNIIC-zO6oKWIbMPEF-D10JGlWp-YweNsJltFbLveCFmje1mHHH6rSs5WIXSdyWfqXWiMn0pKVMdD2k/s640/006.JPG" width="640" /></a></div><br />
Teagan wrote about her Grandma Karen who was able to attend the celebration with Teagan! <br />
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Adam's Grandma Faith was able to attend the celebration, too. <br />
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Eliot's Great Aunt Fanny wasn't able to attend the celebration so Eliot's mom stood up with her. What a proud moment!<br />
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<div class="separator" style="clear: both; text-align: left;">All fourth-grade student essays are stored in a binder at the museum. We encourage all families to visit the museum to view all the oral history essays and check out the other historical exhibits at the <a href="http://www.hoardmuseum.org/page.asp?content=1.asp">Hoard Museum</a>.</div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4Pmt3TJ_-3bCFoabgeuYjxPSgD_Ajoxv4RQuknjpBZ_YxGHOsYL8ZzAoehmurLYt_nbnthBYVwkS1V4I2CvNxzPBrRZSD7iKrWRToR8VcYN9PPpjQIfbu3qtAPMYuDn16lWfZZ_lu_qKY/s1600/016.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4Pmt3TJ_-3bCFoabgeuYjxPSgD_Ajoxv4RQuknjpBZ_YxGHOsYL8ZzAoehmurLYt_nbnthBYVwkS1V4I2CvNxzPBrRZSD7iKrWRToR8VcYN9PPpjQIfbu3qtAPMYuDn16lWfZZ_lu_qKY/s640/016.JPG" width="480" /> </a></div><div class="separator" style="clear: both; text-align: center;"><br />
</div><div class="separator" style="clear: both; text-align: left;">Today we had the 5th Grade/Middle School orchestra come to do a demonstration of all the instruments our students will get a chance to play next year. Students listened to the different instruments, got a chance to try each one, and got an information sheet from Mrs. Gary if they were interested in possibly playing one.</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKrtzuOHY6v0EDiJbaFSPzdeqVufSwNcdAqJLK-QQlLw806ObCh4vtHZmZfxbW6TjCKKX3DVbJdEyiFP_LwXijNsc3jz7HnczbllletFBsXxGMP4xcp1DTLHwpizLCkrpUvTjYM6_gBCip/s1600/p+063.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKrtzuOHY6v0EDiJbaFSPzdeqVufSwNcdAqJLK-QQlLw806ObCh4vtHZmZfxbW6TjCKKX3DVbJdEyiFP_LwXijNsc3jz7HnczbllletFBsXxGMP4xcp1DTLHwpizLCkrpUvTjYM6_gBCip/s640/p+063.jpg" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihfIur1FBAsQq3VtjRwScWGH0c9gVOOcfGik3B5TSM1XdC2U3z7FNfU41-VIC67_N5WibH4dBoD2A2Of9pJX95l8bIpaui3N_y2UCu5kt-QyKU0cD8yxs5vmnlFwgRA1wsRRquCDGNlAnR/s1600/p+066.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihfIur1FBAsQq3VtjRwScWGH0c9gVOOcfGik3B5TSM1XdC2U3z7FNfU41-VIC67_N5WibH4dBoD2A2Of9pJX95l8bIpaui3N_y2UCu5kt-QyKU0cD8yxs5vmnlFwgRA1wsRRquCDGNlAnR/s640/p+066.jpg" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizISlZGw2MY-udSC0-cTLvvEKAO3sU_cZHC7DkwMCCcTPWdNuhYE_wXJsr0eL3fKb6Bol0dLaKdWOcaYAfPOIU8sS5NAgNA930ttDMC01q6cF8B0YYKgHRTiLKT3wmnLO6iIIQnUdEjNYo/s1600/p+068.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizISlZGw2MY-udSC0-cTLvvEKAO3sU_cZHC7DkwMCCcTPWdNuhYE_wXJsr0eL3fKb6Bol0dLaKdWOcaYAfPOIU8sS5NAgNA930ttDMC01q6cF8B0YYKgHRTiLKT3wmnLO6iIIQnUdEjNYo/s640/p+068.jpg" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgW6x5ZRmFM1B9cTVnFMN_8hccCnje1nReqIAHapeRp8N3HqfZzNp5nckGuNFg9Fk4zTfzDt1iGq_XKtyx0Qa9agzVXdPXaITmUxaiRdFJwMQre9Ztbrxy6tEP2s6DXWvg-seF6-Hv2L9IC/s1600/p+069.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgW6x5ZRmFM1B9cTVnFMN_8hccCnje1nReqIAHapeRp8N3HqfZzNp5nckGuNFg9Fk4zTfzDt1iGq_XKtyx0Qa9agzVXdPXaITmUxaiRdFJwMQre9Ztbrxy6tEP2s6DXWvg-seF6-Hv2L9IC/s640/p+069.jpg" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4ijupdzyBDDJNpDZ9jaXT4cyUf_zbUK0F-wYx9LLs-9r3GFUc0CB4xbbAFLxA_dBjo0bYV5dZPGnEYKOjyBR1wq1mf-p3cQ68gN8Qg6za0q5ul3rqcCMiiG7imSYTIgKjkjoYSAVx97Om/s1600/p+070.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4ijupdzyBDDJNpDZ9jaXT4cyUf_zbUK0F-wYx9LLs-9r3GFUc0CB4xbbAFLxA_dBjo0bYV5dZPGnEYKOjyBR1wq1mf-p3cQ68gN8Qg6za0q5ul3rqcCMiiG7imSYTIgKjkjoYSAVx97Om/s640/p+070.jpg" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUYy3F6o8wlZe4SCaKRgtfjGuKnrJQJLaMafXuoqSDnqUOtYZ1UyxMPQxmd51zItUU9wHg-jE0UYxO8DxIECvamAg8deNA-151QfXgfMugzAcGIymZfHD82Mf11W-4Tk2lcVsNgNTaLF-t/s1600/p+072.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUYy3F6o8wlZe4SCaKRgtfjGuKnrJQJLaMafXuoqSDnqUOtYZ1UyxMPQxmd51zItUU9wHg-jE0UYxO8DxIECvamAg8deNA-151QfXgfMugzAcGIymZfHD82Mf11W-4Tk2lcVsNgNTaLF-t/s640/p+072.jpg" width="640" /></a></div>Leanne Bongershttp://www.blogger.com/profile/16511446080674413404noreply@blogger.com10tag:blogger.com,1999:blog-3785757920977145266.post-91606874169140217842012-05-21T16:50:00.001-05:002012-05-21T16:54:59.937-05:00Compare & Contrast<div class="separator" style="clear: both; text-align: left;">Last week we started talking more about compare and contrast text structure. I bolded all the compare and contrast signal words in the <i>Frogs & Toads</i> text below to highlight the focus of the lesson.</div><div class="separator" style="clear: both; text-align: center;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9cUySWlgp8PdcULDOpVANRRhyphenhyphen9bYkpKNc5ZdMdZ81rA3JhWpLIDNPxp8pAIoeFbyIWdOfFt9v_deTeBLpcywI2S_FGi0rM1FX7r00DFtxLfdP_atW0xENSCftceIfDPZweGnvBuR6FTGL/s640/p+058.jpg" width="480" /></div><br />
As a class we recorded all the compare and contrast signal words as we read. We also discussed how a Venn diagram is a graphic organizer we use to organize information for comparing and contrasting. After we created our anchor chart of compare and contrast words, I had students practice using these signal words orally. I modeled by saying, "Mrs. Erickson and I are <b>both</b> teachers. <b>However</b>, she is still in college and I am not." and "One <b>similarity</b> between Elisa and me is that we are both wearing earrings, <b>although</b> Elisa's earrings are small and short and my earrings are long." For guided practice, students verbally compared and contrasted themselves with other kids in the room using our signal words. We shared out so students had several good examples.<br />
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To link students learning to writing, I had them write two compare and contrast statements about themselves and a peer in their Thoughtful Logs.<br />
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Today we continued on with compare and contrast. I read a short folktale and modeled how to fill in a Venn diagram of the two characters' similarities and differences. I then modeled how to write a compare and contrast paragraph using the signal words from our anchor chart. <br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXox2d8B8VAoyBHk8XJwCTiLiq4lj-6F2X1TS3FZo-wxvv5gMvCj2OEyTzaB1tzYx_25ixoIqmUFoCy63dVtiRQJrrLS4St3xz80CKk49Bcq_1WOwokfWHwjvPxZ4HRm7vvVBH_w5bFMkA/s1600/p+059.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXox2d8B8VAoyBHk8XJwCTiLiq4lj-6F2X1TS3FZo-wxvv5gMvCj2OEyTzaB1tzYx_25ixoIqmUFoCy63dVtiRQJrrLS4St3xz80CKk49Bcq_1WOwokfWHwjvPxZ4HRm7vvVBH_w5bFMkA/s640/p+059.jpg" width="480" /></a></div><br />
For independent practice, I had students read a different short story about a milkmaid and a magician. Students filled out their own Venn diagrams for the characters and wrote a compare and contrast paragraph using our signal words!<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicaRoFYYmVpECPYog4ykx_KYVR-bW6F1R3R9JXX9NPxDxN5Kqd7wgMexZ54xjMAcfq6VXpUNSQnCeR3c3CJFuWY6lefFxGUE75d2e4Hs-shqXXXYWWGA_pDbvN37_3Qgx3hwvNh0IPitcq/s1600/p+062.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicaRoFYYmVpECPYog4ykx_KYVR-bW6F1R3R9JXX9NPxDxN5Kqd7wgMexZ54xjMAcfq6VXpUNSQnCeR3c3CJFuWY6lefFxGUE75d2e4Hs-shqXXXYWWGA_pDbvN37_3Qgx3hwvNh0IPitcq/s640/p+062.jpg" width="480" /></a></div>Leanne Bongershttp://www.blogger.com/profile/16511446080674413404noreply@blogger.com2tag:blogger.com,1999:blog-3785757920977145266.post-64925247550698241582012-05-17T17:34:00.003-05:002012-05-18T17:22:48.043-05:00Flagging Our Thoughts, Problem/Solution Text Structure, Figurative Language, & Crayfish!One of the books I used recently for a literature discussion group was <i>Henry's Freedom Box</i> by Ellen Levine. You can see I placed a 'common focus post-it' on the inside back cover so students would constantly 'have it in their face' as to what they were to be thinking deeply about and flagging. This student also flagged symbolism she noted while reading. When I previewed the book with this group, I told them to see if they could figure out the symbolism behind the birds, humming, the crate, and the leaves that appear throughout the text. <br />
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Students also know that after they've finished reading the assigned text, they are to write a response that addressed the 'common focus flag' and any other thoughts they flagged. Here you can see this student responded in her first paragraph to the important historical figures she connected to while reading the book. Her second paragraph captures in writing the symbolism she noted in the text. <br />
<div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWoeEKguZu7XsR70q_M_E-jauaE7CtfSF-hnT6GTcX3MVyD6KLAwXYDpfWHOFSFDgaJ7SSQnbegWEMxgK1IxbAcMj1NgA5qwM1gzJl3lcv8xlRqsgB9SPrxV0uzB2AVCGyPLmOMI-3Gs-D/s1600/p+011.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWoeEKguZu7XsR70q_M_E-jauaE7CtfSF-hnT6GTcX3MVyD6KLAwXYDpfWHOFSFDgaJ7SSQnbegWEMxgK1IxbAcMj1NgA5qwM1gzJl3lcv8xlRqsgB9SPrxV0uzB2AVCGyPLmOMI-3Gs-D/s640/p+011.jpg" width="480" /></a> </div><br />
My literacy coach, Candice Johnson, came two days last week to do back-to-back mini-lessons on problem/solution text structure. She modeled using a text about frogs. (Note: Books about animals are excellent mentor texts to use for problem/solution because they will almost always have a problem and solution section near the end of the text or article.) She recorded the problems frogs face and solutions discussed in the text for helping to save and protect frogs.<br />
<div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEP4ZLavZKzank-7gmDpZbXSjYCoR2qkvS2bDY0f5rdc7f3FW5lRlS1UG3sFkNuF3-Ck2NLXUWCbxTdv8SYIhujCat6iescQanCZQodBLYw-zUHykdJey9cbDKL6JXMCzwglY7NKM1JyAz/s1600/p+021.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEP4ZLavZKzank-7gmDpZbXSjYCoR2qkvS2bDY0f5rdc7f3FW5lRlS1UG3sFkNuF3-Ck2NLXUWCbxTdv8SYIhujCat6iescQanCZQodBLYw-zUHykdJey9cbDKL6JXMCzwglY7NKM1JyAz/s640/p+021.jpg" width="480" /></a> </div><br />
For guided practice, she handed out a double-side sheet. On one side of the sheet, Mrs. Johnson had copied a page out of a book about lions that told about the problems lions face. On the back side was a section about the solutions to lions' problems. <br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgS1etFU-HsyQpVOs7qY3JrnKSdDWgUZyhMsyaNdK8QTv8kSygAbGHit1RXplXY5UIIpzyT2zTlU1Fl49nMgkA5CvAdX1p4mGzO_PXjn9DYDiFst2zLFl73UdR1CXboHX_inW9EGMMd8GD7/s1600/p+022.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgS1etFU-HsyQpVOs7qY3JrnKSdDWgUZyhMsyaNdK8QTv8kSygAbGHit1RXplXY5UIIpzyT2zTlU1Fl49nMgkA5CvAdX1p4mGzO_PXjn9DYDiFst2zLFl73UdR1CXboHX_inW9EGMMd8GD7/s640/p+022.jpg" width="480" /> </a></div><div class="separator" style="clear: both; text-align: left;">Students recorded lions' problems and solutions on their own chart that had been glued into their Thoughtful Logs prior to the lesson.</div><div class="separator" style="clear: both; text-align: center;"></div><div style="text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhu6c3SxlpFwym6FdSsJqEGO0HdY9iuNqBNShM4_upO9Izi0V-QvR3awreNy4zlF8fgU4MOuiXbnTymb2bD_wCimiAP6Mc7abgVTHmlq0TvLJP638079PDAfhQ_SzQj2Ic2InGXoO1sMjrn/s1600/p+023.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhu6c3SxlpFwym6FdSsJqEGO0HdY9iuNqBNShM4_upO9Izi0V-QvR3awreNy4zlF8fgU4MOuiXbnTymb2bD_wCimiAP6Mc7abgVTHmlq0TvLJP638079PDAfhQ_SzQj2Ic2InGXoO1sMjrn/s640/p+023.jpg" width="480" /></a></div><div style="text-align: left;"><br />
</div><div style="text-align: left;">Students shared out what they had learned, and Mrs. Johnson added their thinking to her animal problems and solutions anchor chart. </div><div class="separator" style="clear: both; text-align: center;"></div><div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgP-gApuFmgTQKaAQRpfMSSFIYNBEkQDQv2cxnKpZwhDFwvgIi_NO3B-qI7RLnZ7kMungWLBaFNsWtCewh2gs-AD7c4YKP35KEG7wNuWx-hVdXxiqLnJc9PUbM7R2oCPVPgHSuJBQVyILTI/s1600/p+024.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgP-gApuFmgTQKaAQRpfMSSFIYNBEkQDQv2cxnKpZwhDFwvgIi_NO3B-qI7RLnZ7kMungWLBaFNsWtCewh2gs-AD7c4YKP35KEG7wNuWx-hVdXxiqLnJc9PUbM7R2oCPVPgHSuJBQVyILTI/s640/p+024.jpg" width="480" /></a> </div><br />
Here's a close-up of the chart we created that day: <br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPKgU4O34NMYOXf_xuGlz5I3myFk4aW1uzXUwdydMU9mnPVaBu7Lh86p6YVZN0KQY4EhhRTRcNTefe8UIR0J4j5b1_Iomc8neKMcSeIBnd7LLJQtrJ5rJW99deQ9IwXHDQVwmsQQ6ud6bF/s1600/p+025.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPKgU4O34NMYOXf_xuGlz5I3myFk4aW1uzXUwdydMU9mnPVaBu7Lh86p6YVZN0KQY4EhhRTRcNTefe8UIR0J4j5b1_Iomc8neKMcSeIBnd7LLJQtrJ5rJW99deQ9IwXHDQVwmsQQ6ud6bF/s640/p+025.jpg" width="640" /></a> <br />
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For independent practice, students got their own animal reader and recorded problems and solutions for their animal.<br />
<div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEju19Y7hpcpYn0f_u7nZy7FRChpT96RHe6aOUpG0MYoqu5Ka0qAstIWIE33V24dvHAdPy-9WV-SzAMuE1bRFgAbm0tDiHNpE2rzJDHZeEqSDVHLJURMLGhoFrN195Thy3h0_fjKYu_VkxzP/s1600/p+041.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEju19Y7hpcpYn0f_u7nZy7FRChpT96RHe6aOUpG0MYoqu5Ka0qAstIWIE33V24dvHAdPy-9WV-SzAMuE1bRFgAbm0tDiHNpE2rzJDHZeEqSDVHLJURMLGhoFrN195Thy3h0_fjKYu_VkxzP/s640/p+041.jpg" width="480" /> </a></div><div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvUOsZzwYQza-t1tCmvOAb67jI1ABmXCRGurlP6DSXM2NlRYPGWx1xcV2q3ASZKCUmvb1fw_z9UI-u2j7EbkrBgYa5kJdpjiKlJhlRPt12qkTKLajWgG-jjGWuKEAfxEtYKp4Vmpk333zo/s1600/p+042.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvUOsZzwYQza-t1tCmvOAb67jI1ABmXCRGurlP6DSXM2NlRYPGWx1xcV2q3ASZKCUmvb1fw_z9UI-u2j7EbkrBgYa5kJdpjiKlJhlRPt12qkTKLajWgG-jjGWuKEAfxEtYKp4Vmpk333zo/s640/p+042.jpg" width="480" /></a> </div>The next day, Mrs. Johnson helped us identify problem and solution <b>signal words</b>. These are words that frequently signal the kind of information we are reading about to deepen our understanding. Using a photocopied version of the frog pages she modeled with the day before for identifying actual problems and solutions, Mrs. Johnson highlighted problem and solution <b>signal words</b> and recorded them on a T-chart. <br />
<div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMLiXEiiheeXSJJfPibwT4Ac9qU4QZWQQvncSP8Y8VmMiy-yi1fsZsKbP-59nlHB_W8wLv1BCYYDE_kdAR7K_83rPfL3T68XVqqRIT_DOHVBQYPkYtOrPfTJ1fjRFx60yYJPZpL9g1n36-/s1600/p+034.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMLiXEiiheeXSJJfPibwT4Ac9qU4QZWQQvncSP8Y8VmMiy-yi1fsZsKbP-59nlHB_W8wLv1BCYYDE_kdAR7K_83rPfL3T68XVqqRIT_DOHVBQYPkYtOrPfTJ1fjRFx60yYJPZpL9g1n36-/s640/p+034.jpg" width="480" /></a> </div> Students recorded these signal words in their Thoughtful Logs.<br />
<div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEib0iQu0SA2BFGGasv6M18O6f5HEEXpFkHzBVo8IyqqXT-jYelK1tqcLUFPlowo7GjqNr40fNo6W1yIfsgDHvmtyCa3pYnn9rFB1b3TkmGmPL7olihMl00SlNed1_HQ7pF1Ti59-xP-r6QU/s1600/p+035.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEib0iQu0SA2BFGGasv6M18O6f5HEEXpFkHzBVo8IyqqXT-jYelK1tqcLUFPlowo7GjqNr40fNo6W1yIfsgDHvmtyCa3pYnn9rFB1b3TkmGmPL7olihMl00SlNed1_HQ7pF1Ti59-xP-r6QU/s640/p+035.jpg" width="480" /></a></div><div style="text-align: left;">Then they broke up into small groups to find problem and solution signal words in their own texts about one specific animal. This group looked through the book about wolves.</div><div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOK9hGsCmpIhsudo5mxQgO8AtStImxshB6djFDBe9A87CckQ3ukVmJi-5Z5eRFhGBaUjY_zHzGStiZh9QsLA_vMeTK3YGyHnWkBN5cCIlBKjduEIouJ8G6joO1uMdzJK-Ljg-ca4YawUtz/s1600/p+036.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOK9hGsCmpIhsudo5mxQgO8AtStImxshB6djFDBe9A87CckQ3ukVmJi-5Z5eRFhGBaUjY_zHzGStiZh9QsLA_vMeTK3YGyHnWkBN5cCIlBKjduEIouJ8G6joO1uMdzJK-Ljg-ca4YawUtz/s640/p+036.jpg" width="480" /></a> </div> This group recorded problem and solution signal words found in a book about sea turtles.<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6cispPLX5I2Ni3nr6EhOqYxZd9sMuYSoL9m2vZh6O7yP9V3zc2tIkQcPxuBatRUZL5RznO9SbDVeoYSFNr70YvdctffQ1SR14_ANmuESq9PVa34yfPryabRSqNnwWL50n0kDkU2LV5-rP/s1600/p+037.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6cispPLX5I2Ni3nr6EhOqYxZd9sMuYSoL9m2vZh6O7yP9V3zc2tIkQcPxuBatRUZL5RznO9SbDVeoYSFNr70YvdctffQ1SR14_ANmuESq9PVa34yfPryabRSqNnwWL50n0kDkU2LV5-rP/s640/p+037.jpg" width="480" /></a></div><br />
We gathered together as a class for students to share out the additional problem and solution words they had found while reading their books.<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbJ5hrwfl37KOHiXrmVPXQTTyuJSE8jyX5t-vLQoknqboEqc2iCwpNzPSL0R5VJUuGsF_zzNMUFUPwW0MwXCS7K9X51dM7vLxTL7NoamTKWtzV3u7NC2jzYqQ439dMkCUHPEETeAHjX6Dc/s1600/p+038.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbJ5hrwfl37KOHiXrmVPXQTTyuJSE8jyX5t-vLQoknqboEqc2iCwpNzPSL0R5VJUuGsF_zzNMUFUPwW0MwXCS7K9X51dM7vLxTL7NoamTKWtzV3u7NC2jzYqQ439dMkCUHPEETeAHjX6Dc/s640/p+038.jpg" width="480" /></a></div><br />
Here's the final list of the problem and solution signal words our class found. Kids now know that <b>many</b> words can signal that you are reading about a problem or a solution. It may not be specifically stated in the text!<br />
<div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMLqTk4LTxIGNSE0PJ_ALevUWjSbIdxRhAyCswqsyDS6clFR9ZSiMZ_jx1A4C8wV9peMY3V-WgbVYUqtlpgREYCME8ubL4WRSISKi1ZqeGD8M4mhgVuwutZ_htwT25ZOh-IqdsHPDLmt3s/s1600/p+040.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMLqTk4LTxIGNSE0PJ_ALevUWjSbIdxRhAyCswqsyDS6clFR9ZSiMZ_jx1A4C8wV9peMY3V-WgbVYUqtlpgREYCME8ubL4WRSISKi1ZqeGD8M4mhgVuwutZ_htwT25ZOh-IqdsHPDLmt3s/s640/p+040.jpg" width="480" /></a> </div><br />
<div class="separator" style="clear: both; text-align: center;"></div>In reading we've also continued discussing figurative language. One lesson focused specifically on personification. We used the book <i>Sierra</i> by Diane Seibert as our mentor text. In her book, she personifies a mountain by giving it human traits like the ability to breathe, feel, and and whisper. <br />
<div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQnLrONQ5XZRhmNRgIdGmFRP2I2h5pVWF5-IoEqjaoomyDFzeeXMX-yUUGDdgfmR2uTQNEwY8DPPFI5meRr5sOpnQk1rbKxb3B_mWwfR7mIJFDNiTltOeWGZPanzzzXwxrSJnvSWMTNlcl/s1600/p+010.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQnLrONQ5XZRhmNRgIdGmFRP2I2h5pVWF5-IoEqjaoomyDFzeeXMX-yUUGDdgfmR2uTQNEwY8DPPFI5meRr5sOpnQk1rbKxb3B_mWwfR7mIJFDNiTltOeWGZPanzzzXwxrSJnvSWMTNlcl/s640/p+010.jpg" width="480" /></a> </div><br />
Another form of figurative language is onomatopoeia. We used <i>Rattletrap Car</i> by Phillis Root as our mentor text. We recorded examples of onomatopoeia from the text. During independent reading, students looked for examples in their own texts. We added students' discoveries to our chart! <br />
<div style="text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4qexy8uweMWRe5v-SqhBizDNVIH_fyF2dN3062uoCXewfUgOjNTTzbEjn6SL1v_kZ-a2JhuX2kqvGZbaCcyQ5YNmso0ejocnf5fZ4QGFTbCjjuoDIRSAuZ-cas6kEAzVajCn7cIg3Rl_v/s1600/p+039.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4qexy8uweMWRe5v-SqhBizDNVIH_fyF2dN3062uoCXewfUgOjNTTzbEjn6SL1v_kZ-a2JhuX2kqvGZbaCcyQ5YNmso0ejocnf5fZ4QGFTbCjjuoDIRSAuZ-cas6kEAzVajCn7cIg3Rl_v/s640/p+039.jpg" width="480" /></a></div>We also 'read' <i>Sector 7</i> by <span class="st">David Wiesner. It is a wordless picture book. Students recorded onomatopoeia words to go along with the action on each page. By the time we were done, they had a word bank of onomatopoeia words! To apply their new learning, I told students to write one paragraph using four onomatopoeia words about a character going to either a cave or a haunted house. Here are two writing samples!</span><br />
<div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTdVQPK_wwGitPrKYrnQKO2WNG2nnHEttH4eSApffSmJGtDD5rqjGcd-HUURjgSfM59HfG8C31rfe5-ygw3l3jqdd0hTrm49UGWORtraAh7KlDykfSb90VQwabltyGvGKj4jij-hxCr5Yq/s1600/p+029.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTdVQPK_wwGitPrKYrnQKO2WNG2nnHEttH4eSApffSmJGtDD5rqjGcd-HUURjgSfM59HfG8C31rfe5-ygw3l3jqdd0hTrm49UGWORtraAh7KlDykfSb90VQwabltyGvGKj4jij-hxCr5Yq/s640/p+029.jpg" width="480" /></a> </div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgslOYmEeotNVK6QQbh2rvkjx7F9SivKahJonLOl9s7UYO1rrbS7xlfJ4B5KnODhe2s-bDuPn230uGqh0O48zIGxFj_fgmXRFD758IwytasgKiBjV2WTqwOtSu09pzjSIbF1ODTz10pfTX9/s1600/p+028.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgslOYmEeotNVK6QQbh2rvkjx7F9SivKahJonLOl9s7UYO1rrbS7xlfJ4B5KnODhe2s-bDuPn230uGqh0O48zIGxFj_fgmXRFD758IwytasgKiBjV2WTqwOtSu09pzjSIbF1ODTz10pfTX9/s640/p+028.jpg" width="480" /></a></div><br />
<div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div>*Scritch, scratch. Crrrk, crrrk, crrrk.* What's that NOISE? Onomatopoeia words? YES! But really, did you know we have crayfish?! Students are observing and learning about these creepy, crawly creatures in science!<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwbrC6EgV12Pn1OdkGXSUiPB3tyJ2NKt4r0JiLvkcLd5Vy045C5rE0ax96Dsju3YcaTiorQw7_xS-eC45oAF7dUxi_Db9S8aTzkPfu7qeU-sPMMX_Vf4CdF4CYfW-ja_g0Lk_tLNiLcR4E/s1600/p+031.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwbrC6EgV12Pn1OdkGXSUiPB3tyJ2NKt4r0JiLvkcLd5Vy045C5rE0ax96Dsju3YcaTiorQw7_xS-eC45oAF7dUxi_Db9S8aTzkPfu7qeU-sPMMX_Vf4CdF4CYfW-ja_g0Lk_tLNiLcR4E/s640/p+031.jpg" width="480" /></a></div>Leanne Bongershttp://www.blogger.com/profile/16511446080674413404noreply@blogger.com2tag:blogger.com,1999:blog-3785757920977145266.post-81809487636071784702012-05-06T19:24:00.002-05:002012-05-06T19:35:11.370-05:00Figurative Langauge: Literal vs. Author's MeaningLast week in reading, we introduced figurative language. We will dive into all of the sub-categories of figurative language (including similes/metaphors, idioms, exaggerations, hyperboles, etc.) this coming week. I used this anchor chart to demonstrate the literal meaning and the author's meaning of "<i>a frown that breaks rocks</i>" - a phrase from one of our mentor texts. (Please don't judge my frown with big muscles. I've never claimed to be a good artist!)<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOwceRVfbKjugK3wKjtdaNgvOaPU2Z4poM1mDmMouSGlLV-AZkY0Qfef48TnJlZnhMSxxZKiYoAdf7kxqeq3ooO_kGtQ8xSTrB7EnbSCE76Oa0z7HRxwI-Ekh1ED_vhn-2mjNahlJWL0ad/s1600/063.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOwceRVfbKjugK3wKjtdaNgvOaPU2Z4poM1mDmMouSGlLV-AZkY0Qfef48TnJlZnhMSxxZKiYoAdf7kxqeq3ooO_kGtQ8xSTrB7EnbSCE76Oa0z7HRxwI-Ekh1ED_vhn-2mjNahlJWL0ad/s640/063.JPG" width="480" /></a></div><br />
When students came to the carpet for our lesson, I had them each bring a post-it on a hard surface and a pencil. For guided practice, I paired students up and asked them to draw the literal and author's meaning for the following phrase from one of our mentor texts: "<i>Slowly dusk pours the syrup of darkness into the forest.</i>"<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhq7bfiX4rYTc_lJFLO3S43Jy7sZlRQlU4hefAs6NHc14mBPpJ5jO9jG8dAD2_fgQY216_uXeM1QIZHmj5bLSKpPXnLOSwMycz6K8muEKIyRdAH-90YvGOMEZWxTXgRrdQPxgFvp9iEbE0f/s1600/061.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhq7bfiX4rYTc_lJFLO3S43Jy7sZlRQlU4hefAs6NHc14mBPpJ5jO9jG8dAD2_fgQY216_uXeM1QIZHmj5bLSKpPXnLOSwMycz6K8muEKIyRdAH-90YvGOMEZWxTXgRrdQPxgFvp9iEbE0f/s640/061.JPG" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEighHSKPXzYlQiwLNGnimzTtixSH5GoziSEPaW8hg3uy6KlVa6jnZ3pxwQKidyIiTLnuUFvqi8UlUgwaMEoajHoG5hoq4F5Ya-BQBDHmunPbqGJ_EuJ-BqzkHSsNMHBn0sTFd5TGxiAw0X2/s1600/062.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEighHSKPXzYlQiwLNGnimzTtixSH5GoziSEPaW8hg3uy6KlVa6jnZ3pxwQKidyIiTLnuUFvqi8UlUgwaMEoajHoG5hoq4F5Ya-BQBDHmunPbqGJ_EuJ-BqzkHSsNMHBn0sTFd5TGxiAw0X2/s640/062.JPG" width="640" /></a></div><div style="text-align: center;"><br />
</div>Students who had to draw the literal meaning for this phrase came up first. Each student described what they <br />
drew. We saw a lot of pictures of dusk with real hands squeezing an actual syrup bottle over the top of trees in a forest. Two of the pictures had other trees asking, "Where are the waffles!" It made us laugh and truly helped to establish that we can't always take author's words literally when we read.<br />
<div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAEIV92UjevsPM6DYqiZUCOw5hC3S8numAVYEgHWLpdsXbEaQ5R66Odp9az3IF3bZg7cBr2FWAwnF6s2GEV25JbOJ8YcGIEvI5e7YKecUOqV18ggJjt69e3yMoHKlEP-AWDjGJurg-yZAZ/s1600/065.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAEIV92UjevsPM6DYqiZUCOw5hC3S8numAVYEgHWLpdsXbEaQ5R66Odp9az3IF3bZg7cBr2FWAwnF6s2GEV25JbOJ8YcGIEvI5e7YKecUOqV18ggJjt69e3yMoHKlEP-AWDjGJurg-yZAZ/s640/065.JPG" width="480" /> </a></div><div style="text-align: center;"><br />
</div><div style="text-align: left;">Understanding figurative language means we need to think beyond the literal meaning of words. I was pleased to see that the author's meaning drawings students made for "<i>slowly dusk pours the syrup of darkness into the forest</i>" didn't have any actual syrup bottles in them. Students simply drew a peaceful forest getting darker.</div><div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZHPoee0uX58Lyjdj9R8TsuknEdH2jmBebAwS6CEfF_WJKzZwR0YxL8A74wJMEG9tLCEVxVLAlA73jMzXdm3IzX8_U7Yp23fCRF0TPJrnRtOXpzHGVUT2CZKzCtk3CHAvqt6cE2U33eHyn/s1600/066.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZHPoee0uX58Lyjdj9R8TsuknEdH2jmBebAwS6CEfF_WJKzZwR0YxL8A74wJMEG9tLCEVxVLAlA73jMzXdm3IzX8_U7Yp23fCRF0TPJrnRtOXpzHGVUT2CZKzCtk3CHAvqt6cE2U33eHyn/s640/066.JPG" width="480" /></a></div><div style="text-align: center;"><br />
</div><div style="text-align: left;">As a class, we wrote out in words the literal meaning and the author's meaning for our phrase.</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7bwNJcqgqxmUOrI74hCW0eiY2ueMTIPS7Xt21GRXOlOesMY4o7VCHH5qdQc37CjDjXQ2Js3ZBc5L4s4PqBv-Vxfsq8vmjflVghLLp56jY2VRp5jp1SyLsb8579FhwgAhb1J2e7A8ojbKw/s1600/064.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7bwNJcqgqxmUOrI74hCW0eiY2ueMTIPS7Xt21GRXOlOesMY4o7VCHH5qdQc37CjDjXQ2Js3ZBc5L4s4PqBv-Vxfsq8vmjflVghLLp56jY2VRp5jp1SyLsb8579FhwgAhb1J2e7A8ojbKw/s640/064.JPG" width="480" /></a></div><br />
<div class="separator" style="clear: both; text-align: left;">For independent practice, students returned to their desks and glued the following chart into their Author's Craft section of their Thoughtful Logs. Students drew a picture and wrote out in words the literal meaning and the author's meaning for the phrase: "<i>a laugh that creates tidal waves..</i>."</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIzxsh6EiBL9itz_0QcnXB3awaNzzxHQcRYIVGZLSbTkxeb4IspbTsu6ZSf0VG9ryiSrenykK4WFyZuhGihitJKLfvFMzeSFJnM6j2eCjRGjQ6foMjOS2kqdN0MoV6YhHlV1zI8mIDEfJW/s1600/068.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIzxsh6EiBL9itz_0QcnXB3awaNzzxHQcRYIVGZLSbTkxeb4IspbTsu6ZSf0VG9ryiSrenykK4WFyZuhGihitJKLfvFMzeSFJnM6j2eCjRGjQ6foMjOS2kqdN0MoV6YhHlV1zI8mIDEfJW/s640/068.JPG" width="480" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyfgMxS0KIYUD0HOwn9wJaFsqDWtDnY46aw6En1mA5vHd2z869X1xDkwPSu3_hDfLQu65m3R_s8tAa8LQt2JleDtVZPyQp1kh5bSqJKUZ0x7QeAqEQ4gYj6NghQ_O83PUt7XmC8aU7-jTH/s1600/071.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyfgMxS0KIYUD0HOwn9wJaFsqDWtDnY46aw6En1mA5vHd2z869X1xDkwPSu3_hDfLQu65m3R_s8tAa8LQt2JleDtVZPyQp1kh5bSqJKUZ0x7QeAqEQ4gYj6NghQ_O83PUt7XmC8aU7-jTH/s640/071.JPG" width="480" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjklFyQJ5sGkMb9v7Ej9-0LVLZ1pu6dgr5wSUub7fSm-sevFUZNpA9s_ZOWBR1HptG6A9a6kSBbCfHGlCQM1B7RS96ynr0qo0yYwGBLmfod-4XQTn0zBIegAfo9XvQydAImXaukLqdUJMY0/s1600/072.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjklFyQJ5sGkMb9v7Ej9-0LVLZ1pu6dgr5wSUub7fSm-sevFUZNpA9s_ZOWBR1HptG6A9a6kSBbCfHGlCQM1B7RS96ynr0qo0yYwGBLmfod-4XQTn0zBIegAfo9XvQydAImXaukLqdUJMY0/s640/072.JPG" width="640" /></a></div><br />
In other news, we have been working on pre-writing, drafting, editing, and publishing our Mother's Day projects. For the sake of wanting to surprise any of our mothers who follow our blog, I'm going to refrain from posting too many pictures of what we're doing so that I don't completely give away what your little munchkins will be giving you. Here they are in the publishing process:<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaiNHJv8bs_54KnQrOW4WwDsUXyPl3C_twheBcSuOY0hEo7p3Yl6BjmiVA0E_HMsU2I0YGOuexAWqPK9Lc5qBdYYEFGTqmzhyphenhyphenRWWXX_gTB-5LTGRxbzFVwUVDUWNoVL1TYqS3f9NSEV30s/s1600/004.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaiNHJv8bs_54KnQrOW4WwDsUXyPl3C_twheBcSuOY0hEo7p3Yl6BjmiVA0E_HMsU2I0YGOuexAWqPK9Lc5qBdYYEFGTqmzhyphenhyphenRWWXX_gTB-5LTGRxbzFVwUVDUWNoVL1TYqS3f9NSEV30s/s640/004.JPG" width="640" /></a></div><br />
Last week, we also worked on writing our thank you cards to the Jefferson County Courthouse and the Kutz Farm for letting us visit and learn about government and agriculture. I printed off several pictures from our field trips and each student used one of the pictures on each of their cards to kind of 'personalize' our experience at each place. Prior to writing, we reviewed the parts of a friendly letter, in addition to a topic sentence, three supporting detail sentences, and a closing sentence for a strong paragraph. <br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhG0ILr_whPve5SrxoQ_kdBdNy176v7UGGscrlWA0VzjG2JqLSfzX8ENwkeBXBM7_da-8H7zbfSY2Y4imanRXGiWXCYmDtAgn0jZvDvHnf0KXnCGsrv0QXcKT93XnZWnPpMfAS31oZUPn3C/s1600/054.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhG0ILr_whPve5SrxoQ_kdBdNy176v7UGGscrlWA0VzjG2JqLSfzX8ENwkeBXBM7_da-8H7zbfSY2Y4imanRXGiWXCYmDtAgn0jZvDvHnf0KXnCGsrv0QXcKT93XnZWnPpMfAS31oZUPn3C/s640/054.JPG" width="480" /></a></div><br />
Lastly, Nina was our Person of the Week last week. She brought in her dog, Meatball!So tiny and so very cute. :)<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpbELMykSncJdT_K2Et7XaXx2qOjIkX0Y68hUgjXoP6Po0HdhNlz1KbNeu9r2wU0bzszPCqP_gXHNe0YiwR_RUAa6KV2VzG7Ixqpt9zt6R8elvplhWsV9EZWZ62YWJ5aZq9vYGZXY7N8UM/s1600/055.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpbELMykSncJdT_K2Et7XaXx2qOjIkX0Y68hUgjXoP6Po0HdhNlz1KbNeu9r2wU0bzszPCqP_gXHNe0YiwR_RUAa6KV2VzG7Ixqpt9zt6R8elvplhWsV9EZWZ62YWJ5aZq9vYGZXY7N8UM/s640/055.JPG" width="480" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOzRCYs0a5iWPXa03E8rFbpiu75i7F-egkBaaKYo-iPPdt8J3qKs1YI7IfgaxpAEZU4FW_fpFLpkFzmAE0l7yGK7kXKvbvxVqsU9DnECc8z2qa9KU6W-x5S58p81099Z8c0q_Q5TOIK7Ez/s1600/057.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOzRCYs0a5iWPXa03E8rFbpiu75i7F-egkBaaKYo-iPPdt8J3qKs1YI7IfgaxpAEZU4FW_fpFLpkFzmAE0l7yGK7kXKvbvxVqsU9DnECc8z2qa9KU6W-x5S58p81099Z8c0q_Q5TOIK7Ez/s640/057.JPG" width="480" /></a></div>Leanne Bongershttp://www.blogger.com/profile/16511446080674413404noreply@blogger.com4tag:blogger.com,1999:blog-3785757920977145266.post-11737058200251050372012-04-30T17:50:00.005-05:002012-04-30T21:06:25.059-05:00Haiku Poems & Planning for LDGs<div class="separator" style="clear: both; text-align: left;">Last Friday we added to our poetry anchor chart that some poetry follows a specified structure. (It's at the bottom of the chart!)</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsZFVmIGZE-rb9rBJl0kuXMtFFlwHcTLAMChxwZwAwpO-0lMMLobfVC5GXyRaCDbvxrtu4_SSWX1o307sHtSMJ_007GosYS6FsK-U0KdfVHCn2tbr07cQhq1MmBK0Zqc3DQZlIr_CV0mRj/s1600/Blog+Pictures+1785.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsZFVmIGZE-rb9rBJl0kuXMtFFlwHcTLAMChxwZwAwpO-0lMMLobfVC5GXyRaCDbvxrtu4_SSWX1o307sHtSMJ_007GosYS6FsK-U0KdfVHCn2tbr07cQhq1MmBK0Zqc3DQZlIr_CV0mRj/s640/Blog+Pictures+1785.jpg" width="480" /></a></div>One kind of poetry that follows a specific structure is HAIKU poetry. We started an anchor chart to list all of the poetry forms we will learn that have a specified structure. (Please note: I'm VERY aware that I'm missing a 'c' in the word 'structure' on this anchor chart. I didn't notice it until I got home tonight and checked the blog. The perfectionist side of me is totally freaking out right now, but I'm working in my life to chill out about things. :) If I take a step back, I have to say to myself, "It's the letter 'c', Leanne. You're freaking out over the letter 'c'." And then it gets put into perspective that there are far worse things in life than a missing letter. I'll live... I think. ;)<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9EB9WC3xjy1xdMSW0T2U8oQ3T2n_3NvqcsOF5hDxrySziFjyrrP-69ebiTcpPfjtprMxGcpGnRjOHqZN5YDcGeEhWZkAsLteNaLDp0CVD8vUfnp5OA76_RG8CPuzJ8vkevacgZC7Xexix/s1600/Blog+Pictures+1786.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9EB9WC3xjy1xdMSW0T2U8oQ3T2n_3NvqcsOF5hDxrySziFjyrrP-69ebiTcpPfjtprMxGcpGnRjOHqZN5YDcGeEhWZkAsLteNaLDp0CVD8vUfnp5OA76_RG8CPuzJ8vkevacgZC7Xexix/s640/Blog+Pictures+1786.jpg" width="640" /></a></div>I used these SMARTboard slides to teach more about haiku poems. The haiku poem samples I used on the slide below required students to infer the topic. We referred to our poetry anchor chart (first picture in this blog posting) that already had this listed from a previous lesson!<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsDaCZzql05KgsHkLMYUWSyGU9OIUahh5UIqPieAxk-DTNB1ehnEe30Ws-xcsBA2sYA75JCkiWxTdxXX572DUlXfPBR3HWcYpbe5okV6R4LP0yzHXakSIP3wFDe_K2T0pSfDAiF0IFtia7/s1600/Blog+Pictures+1772.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsDaCZzql05KgsHkLMYUWSyGU9OIUahh5UIqPieAxk-DTNB1ehnEe30Ws-xcsBA2sYA75JCkiWxTdxXX572DUlXfPBR3HWcYpbe5okV6R4LP0yzHXakSIP3wFDe_K2T0pSfDAiF0IFtia7/s640/Blog+Pictures+1772.jpg" width="640" /></a></div> To make it interactive, I put pictures of each haiku's topic on a 'flipper' tool so students could tap to see if their inferences were right.<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpmGurZAjXm6zJNXL0YYF8hDEAWVWP_OUmAWSZvtyfGJG5-IwWxLcolB-kr55Uzs1h4DRp4W92cbiDwii9H23H2DSK6VN7bjJ2lYIGGLbLQHYvveh6tlbznGFt_sfmcza6sktu8qP0rh07/s1600/Blog+Pictures+1773.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpmGurZAjXm6zJNXL0YYF8hDEAWVWP_OUmAWSZvtyfGJG5-IwWxLcolB-kr55Uzs1h4DRp4W92cbiDwii9H23H2DSK6VN7bjJ2lYIGGLbLQHYvveh6tlbznGFt_sfmcza6sktu8qP0rh07/s640/Blog+Pictures+1773.jpg" width="640" /></a></div>Before letting students write their own haikus, I had students practice more with syllables by having them clap the syllables of their own first and last names. I had kids stand who had, for example, four syllables in their last name. Then they proved it to the class by clapping it. I would highly recommend you do some syllable work prior to letting students try out their own haikus. In past years, I've had kids write haikus that were 5 <b>WORDS</b>, 7 <b>WORDS</b>, and 5 <b>WORDS</b>.Some of your kids might miss that key component to haiku poems if you don't explicitly teach syllables. Here are the haiku poems one of my students wrote.<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxJvALNZH73ycQ7gj0g-XBmQ_XaFj8pNHd1lZfgT02fZg6YjgBWCqspypNi9mFjBcSxg4sB0V1HufL0BMAHYf3GA1JGZUmiSgH9ku4uptkvUf7HBSCcnfpnjKvdJ2SsMhzMUFzHANJyB_q/s1600/Blog+Pictures+1774.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxJvALNZH73ycQ7gj0g-XBmQ_XaFj8pNHd1lZfgT02fZg6YjgBWCqspypNi9mFjBcSxg4sB0V1HufL0BMAHYf3GA1JGZUmiSgH9ku4uptkvUf7HBSCcnfpnjKvdJ2SsMhzMUFzHANJyB_q/s640/Blog+Pictures+1774.jpg" width="480" /></a></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: left;">Some of you may remember from previous blog postings that we wrote <a href="http://lifein4b.blogspot.com/2012/04/painting-pictures-and-inferring-with.html">Color Poems</a> to help teach the objectives that poems appeal to all 5 senses, contain powerful language, and require us to infer. Here is the display of our colorful poetry in our hallway. You can see the 'flaps' students put over the top of the color they wrote about so that their audience would get the chance to infer what color they wrote about prior to peeking at the answer.</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhABAX6uaxcfWQG_LCGhIIGdDsIWh_o8xpB7RdqhqFXahabsMyj18MMg4WJoPtG2fIL0JF4h7SeL8ghbrcX1diFiHNqaO1LpbBWA8CHDSbb3A3OihNAf37_ViQDGQlxs4i8TyhM-0IhMVDU/s1600/Blog+Pictures+1776.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhABAX6uaxcfWQG_LCGhIIGdDsIWh_o8xpB7RdqhqFXahabsMyj18MMg4WJoPtG2fIL0JF4h7SeL8ghbrcX1diFiHNqaO1LpbBWA8CHDSbb3A3OihNAf37_ViQDGQlxs4i8TyhM-0IhMVDU/s640/Blog+Pictures+1776.jpg" width="640" /></a></div><br />
Last Friday we also had early release. The kids got to go home to play, and we teachers stayed at school to work. The thing is, I don't think the community knows that teachers stay to work on early release days because I had parent from a different grade say, "Any big plans this afternoon for you, Miss Bongers?" I kind of thought she was being sarcastic, so of course I replied with, "Oh, you know... just big plans to plan some literature discussion groups for next week!" She laughed, thinking <b><i>I</i> </b>was kidding.<br />
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On early release days, teachers are required to be at school to work on a variety of tasks that are pre-assigned by our administration. This past Friday, our staff worked diligently to apply a lot of the new training we received last week at a literacy workshop on literature discussion groups. Although it would be awesome if we did, we teachers don't just magically know everything. :) We, too, have to learn, study, and practice. The world of education, best practices, and research of how students learn best continues to evolve every single day! As we learn more about literature discussion groups, we need to study and practice putting together planners for our literature discussion groups so that our instruction and facilitation are as effective as possible to lift students' comprehension and discussion.<br />
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For those of you who followed my blog last week, you followed me as I worked with my <a href="http://www.lifein4b.blogspot.com/2012/04/lovin-me-some-ldgs.html"><i>Pink and Say</i> LDG</a>. Prior to introducing the book to students, I created a planner using our district's LDG protocol to help me launch the book and facilitate the group successfully. Here is an example of what I planned (for nearly 3 hours!) prior to working with the group. We don't have a teacher's manual full of planners that we just whip out a minute before we meet with a group. Teachers work really hard and need <b>time</b> to plan PURPOSEFUL lessons for students so that their comprehension is truly lifted as they read, flag, and discuss text.<br />
<div class="separator" style="clear: both; text-align: center;"></div><div style="margin-left: 1em; margin-right: 1em; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhn4n4AB4NcL2fdAVA0CaSb7JtSrwHIgy_BnO3eDH-S4_pWP1j3Zan87xITlWK8esJu0uPDFXnh1vfzd4rO69S6_ZQNGR0ymskdOxjZKAR5VyoUL6KqZdE0Lz-MvWoxrAO6MauAKn9FUCww/s1600/Blog+Pictures+1781.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhn4n4AB4NcL2fdAVA0CaSb7JtSrwHIgy_BnO3eDH-S4_pWP1j3Zan87xITlWK8esJu0uPDFXnh1vfzd4rO69S6_ZQNGR0ymskdOxjZKAR5VyoUL6KqZdE0Lz-MvWoxrAO6MauAKn9FUCww/s1600/Blog+Pictures+1781.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhn4n4AB4NcL2fdAVA0CaSb7JtSrwHIgy_BnO3eDH-S4_pWP1j3Zan87xITlWK8esJu0uPDFXnh1vfzd4rO69S6_ZQNGR0ymskdOxjZKAR5VyoUL6KqZdE0Lz-MvWoxrAO6MauAKn9FUCww/s640/Blog+Pictures+1781.jpg" width="480" /></a></div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguSpyRFAwARfeEwELOvF58YDId_Ub8cH7ImOHCGvZXpMkxhRhyxCVuQRo4C1pxGZ9RMhnSMjaWMiDVSaZSLm7MjioCym7Fw59auggeMrRq0EsN5yjeGNhbimSOZt1Ii-EiS72QNfJH4djV/s1600/Blog+Pictures+1783.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguSpyRFAwARfeEwELOvF58YDId_Ub8cH7ImOHCGvZXpMkxhRhyxCVuQRo4C1pxGZ9RMhnSMjaWMiDVSaZSLm7MjioCym7Fw59auggeMrRq0EsN5yjeGNhbimSOZt1Ii-EiS72QNfJH4djV/s640/Blog+Pictures+1783.jpg" width="480" /></a><br />
<div class="separator" style="clear: both; text-align: left;">So, during early release last Friday, I worked to create another LDG planner for <i>Henry's Freedom Box</i>. You can see that all of our district's LDG texts have a bright pink sticker on them. This lets us as teachers know that it is a text that could spark some excellent conversation due to its content, language, literary elements, and themes. These texts are also culturally responsive and help students make greater connections to the diverse cultures and people that make up our world. On the right, you can see the notes I took about <i>Henry's Freedom Box</i> as I read it for the first time. I recorded symbolism, themes, vocabulary, and thicker questions about the text that I thought students could discuss at a deeper level. It's not organized and pretty, but then again, taking notes never really is! I used my notes and started to fill out a LDG planner just like the one shown above for <i>Pink and Say</i>. We have a field trip tomorrow and on Wednesday so my plan is to launch this <i>Henry's Freedom Box</i> LDG on Thursday. Stay tuned!</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiz-S334AYogDqbeh4_ZKVWu4Jfw9XJzxPO7WaNlF8tZhBVkzD64YENWzfE64iKToKrY8p6y0GSKFM8wf9NjkfyqyD1wRfZPczeMWZLeTgFP89ktvK8MLkFndW_VtziRcTOkXcLUMWZFaNf/s1600/Blog+Pictures+1777.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiz-S334AYogDqbeh4_ZKVWu4Jfw9XJzxPO7WaNlF8tZhBVkzD64YENWzfE64iKToKrY8p6y0GSKFM8wf9NjkfyqyD1wRfZPczeMWZLeTgFP89ktvK8MLkFndW_VtziRcTOkXcLUMWZFaNf/s640/Blog+Pictures+1777.jpg" width="640" /></a></div><br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibOdB4uVRSwnxldFIC4Cdq9fx1-eAvPp_BfGSWAmf2UO3J58KxEg5c3B5pff1NNv707akdHfKfX7dvdSpQxP1c2Hv6UyXJe9uqPcIq3qi4SRRrHV6JrWtbwE3YE2hte5dYFb8YuYTelbAt/s1600/Blog+Pictures+1779.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibOdB4uVRSwnxldFIC4Cdq9fx1-eAvPp_BfGSWAmf2UO3J58KxEg5c3B5pff1NNv707akdHfKfX7dvdSpQxP1c2Hv6UyXJe9uqPcIq3qi4SRRrHV6JrWtbwE3YE2hte5dYFb8YuYTelbAt/s640/Blog+Pictures+1779.jpg" width="480" /></a></div>Leanne Bongershttp://www.blogger.com/profile/16511446080674413404noreply@blogger.com6