I can form and use possessives.
We have been working on making nouns possessive by adding apostrophes. I started our study with showing when and how to use an apostrophe, but I quickly realized that many students didn't know what a noun was or all the different forms a noun can be in. So, we backed up a little and made the noun foldables. Definitions and examples were given for singular noun, plural noun, common noun, proper noun, singular possessive noun, and plural possessive noun. Students then went on a search through magazines for examples of each kind of noun. They cut out their example, glued it in the correct box and labeled it. They seemed to like this hands-on, creative way to learn grammar.
I can write an informative piece to examine a topic and convey information clearly.
Students are on their way writing their informational pieces. They have so far written their introduction and their first chapter, which is most likely a descriptive chapter. As a class we discussed and looked at examples of different text structures they can use as they write the rest of their informational pieces. Below is a chart that students put in their binders to remind them to try writing using a different text structure.
Writers are keeping track of their work by moving sticky notes with their names on it as they finish up one chapter and begin to work on another chapter. This also helps me keep track of what students are working on.
Here are some examples of their rough draft informational packets. They have been working very hard on these!
Students' descriptive chapters should include a diagram with labels.
Their introductions are like brief hand shakes that pull readers in to the rest of their writing.
Congrats to our own Brooke Stark who was one of the 250 selected out of 130,000 entries into Doodle 4 Google.
Doodle for Google is an annual program that invites K-12 students in the United States to use their artistic talents to think big and redesign the homepage logo for millions to see.
This year, they asked students to exercise their creative imaginations around the theme, “My Best Day Ever…” One talented student artist will see their artwork appear on the Google homepage! Good Luck Brooke!
Before we read the final chapter of Stone Fox together, the kids did a "Walk About Sharing." During this time students walk around and talk about thoughts they have about three topics. The topics today were "Little Willy," "The Problem," and "Stone Fox." It was so interesting to hear the students share their thoughts with each other. They were all so different! I included some pictures of the "Walk About Sharing" paper below.
After students shared their thoughts we gathered together at the group spot and read the final chapter. I cried with the first class and got teary-eyed with the second class. Such a great book and a surprising, unpredictable ending. Ask your child about it!
I can write an informational piece.
We started our unit on informational writing and students are so excited! The classroom was just buzzing with conversations and ideas today as they made lists about topics they know a lot about. Today's learning target was "I can collect ideas about topics that I know a lot about." It was so interesting as I walked around to see such a wide variety of topics. We have some experts in our room that are definitely going to teach me a thing or two! I can hardly wait!
First, we made a list of topics. . .
Students then shared their lists with people at their tables, adding ideas to their own lists as others shared theirs. Next, students chose one topic from their list and told a table partner everything they know about that topic.
Finally, students had 10 minutes to write everything they know about their topic. It was great to see all the different ways students organized their chapters. Some had headings or chapters, some wrote a paragraph, and some write two pages!
Right now, students are working on the learning target "I can publish my writing using technology."
We headed up to the computer lab for two days to type out their essays that they have been working so hard on. First there are a few things that had to be modeled, like how to change the font, using the tab key to indent, using the shift key, and the location of specific keys like the question mark, quotation mark and exclamation point.
The students seemed so proud of themselves when the printer spit out their completed essays, warm to the touch!
We have started the book Stone Fox. Students are loving it so far. They tell me they just want to keep reading it whenever we have to stop. During our reading of this book, we are reviewing many third grade reading strategies that we have studied throughout the year, like making connections to ourselves and other books, giving evidence for certain character traits, and making predictions based on what we know from the book so far.
Students have a response journal where they record their thoughts, connections, comprehension, and predictions. Before even beginning the book, we discussed the rubric, so students would know what the expectations are.
So far, students are doing their personal best and their responses are looking and sounding amazing! Keep it up kids!
The rubric that will be used to assess students' responses.
Cole and Henry enjoy a new book from the book fair!
In Reading Workshop, we have been practicing reading with stamina. Our "read in Your Pajamas" Party was a great time to practice this. Students did a wonderful job getting settled and getting into a book for 35 minutes of non-stop reading. We also enjoyed read aloud and buddy reading. What a terrific morning celebrating books and hanging out in our pajamas.
Dejanie reading a book with her bear
Dylan and Kevin buddy reading.
Sonoma settled in and reading Captain Underpants with stamina.
Emma reading Harry Potter while her horse looks on.
Mrs. Raiche and Henry pose for a perfect picture.
Even Makenzie's animal friends are ready with sticky notes to jot down their thoughts while reading.
Cole and Ian enjoying some non-fiction (and Doritos)!
I am in my classroom surrounded by kids who are excited to read and excited to write. . . and, of course, when there is cheese anywhere nearby.
Students were asked to write about what makes them feel lucky. They then made a leprechaun to go with their writing. These will be hanging up during conferences.
Here are some pictures of the kids working on their writing and leprechauns.
Between conferences at the ISD, jury duty, sickness with me and family members, and meetings during school hours, I feel lucky if I have a full week with my students. Hopefully things will begin to settle down!