We have almost come to the end of our third shared novel “Sahara Special.” Apart from the fact that the chapters are REALLLLLY long, we have been loving this novel.
The story is set in a Grade Five class which has a very interesting teacher, Miss Pointy. Chapter Twelve is called “Name calling” and the students are invited to share the story of how they got their names. The main character shares what she wrote in her journal and the way she tells the story if her name is breathtaking.
I wonder if you would like to write the story of your name? Many students seemed to know a little bit about where their name came from but perhaps it would be necessary to have a chat at home and go deeper into the reason, inspiration or story behind how your parents decided upon the name you carry every day.
Happy Good Friday. I hope everyone has been having a great holiday. How are you going with collecting ideas for things you are interested in writing about in your seed (glad) bag? I look forward to everyone arriving back at school next week with bags full of interesting “seeds”. These seeds will be being used as we begin to write in our very own “Seed books” or writer’s notebook throughout Term Two with Mrs Ciavarella.
I came across this little chart that might give you a few more ideas of things that could be being added to your bag…
Our next writing focus is going to be learning to write FABLES. Fables are a great way to begin to explore the genre of Narrative. This week we will start to explore the features and structures of FABLES by reading them in class. As we read we are identifying 5 main elements: exposition (setting & characters), rising action, conflict, falling action and the moral (lesson). You may like to read some fables at home together (these can be added to your nightly Reading Journal). You can find some at this website: Fables for children
We have continued to investigate “What features make a GREAT procedural text?” We have been focusing on understanding that to be able to write a great procedure, we have to think about “How can we explain an idea clearly & compellingly.” Being clear is really important and making it interesting for the audience is too! The sequence of the steps is also super important.
We watched a Mister Maker clip about making an Elephant Peg Holder. We used this video to practice writing our own procedure. I loved reading each one and could see evidence of students being clear and compelling, correctly using imperative verbs and even people using brackets (to add extra information).
We also had a lot of fun making our own as we revised our writing:
You might like to write a procedure for this easy craft activity:
Our literacy focus is investigating “What features make a GREAT procedural text?” We are reading procedures, we are following procedures and we have begun to start writing our own. To be able to write a great procedure, we are thinking about “How can we explain an idea clearly & compellingly.” Being clear is really important and making it interesting for the audience is too!
We loved reading and innovating on the story “How to sneak a monster into school“:
We had ago at following a light procedure to make a spectroscope:
Can you find some examples of procedure texts at home? What features make a GREAT procedure? What are imperative verbs? Can you think of a topic you could write a procedure for? Could you write a procedure to match this YouTube video:
Stamina is necessary for all areas of learning: reading, writing, sitting, listening, meditating, etc. We have to grow the ability to do all tasks while staying focused and without getting tired. We can build super readers, writers, listeners, etc. one minute at a time!
As part of our reading block, we incorporate Daily Five activities. Two of the daily five tasks are READ to SELF and READ to SOMEONE. These both require reading stamina:
You can work on tracking your stamina when doing your nightly reading at home: Stamina Meters. This week we will be using “Whisper Phones” during our READ to SELF session. These will also help us focus on improving our fluency. The Whisper phone allows the reader to hear themselves and no one else…
We are continuing to explore how authors use language to describe. This week we have explored the use of similes as we prepare to record our own descriptive text innovation. Hopefully we will include adjectives, adverbs and perhaps even some similes in our own writing.
You might like to have ago at doing some simile writing at home:
We are tuning into our new writing unit: DESCRIPTIVE WRITING. In order to be able to record really great descriptive writing you must be able to use adjectives and adverbs. We have been finding out and expanding our knowledge of these types of words.
Today we thought about adjectives that we would use to describe ourselves. Each student selected ten adjectives that describe themselves…
We have also been hunting for adjectives as we read and thinking about the categories adjectives belong to (personality, appearance, time, colour, etc.).
When you are doing your nightly reading you might record adjectives you spot author’s using.
Here is a reminder about what adjectives and adverbs are:
Our spelling focus for the first two weeks of this term is the LONG I sound. This can be made in many different ways: igh, ie, y, and i_e.
Long vowel sound spelling patterns are quite difficult for students to learn. First they must understand that more than one letter can be used to represent one sound and then learn the various ways that the sound can be represented in print.