Check out this short video-
http://ed.ted.com/featured/qrZmOV7R#review
This is good stuff! I thought I would share as your child's teacher and as a parent of four myself. The words that we use with our children are powerful! I am sending home a handout on this topic as well, so that together we can encourage your child to have a growth mindset- to not give up when there is a challenge, but to be proud of the effort used in trying a task and to celebrate the learning that takes place when faced with a challenge.
Check out this short video- http://ed.ted.com/featured/qrZmOV7R#review
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Yesterday, students developed their characters as they filled in a T Chart for their character's internal and external characteristics. They had to think of everything, like hair color to habits of their character to behavior. We used Kate DiCamillo, the author of books we have read aloud, to help us. We notice in her books that she often has a character doing something repeatedly, like wiping their nose with the back of their hand, or sucking on a finger, so we tried to make our character do something too. Then students had to draw a detailed picture of their main character, and if they could include the setting of their story in the background, that would help them even more when it comes time to write their stories. I can't wait to see what these characters are going to be doing and saying in the students' realistic fiction stories!
Today we talked about how authors normally don't just sit down and write a story. They normally do some kind of planning. We let our imaginations take us places as we planned three different versions of our story using the Somebody, Wanted, But, So, Then format (SWBST). This allowed us to change how we ended our story or change what the character decided to do about the problem. There are a number of ways a story can go! We will also be using the SWBST format to help us summarize fictional stories that we are reading. Have your child practice this at home after a book is finished! After students wrote three versions of their stories, they chose the one that they liked best and turned in their plan to me. I am making sure they are indeed realistic and that they are indeed fiction.
Here are some of the students' planning sheets. It sounds like they are off to a great start! Today, students got assigned to a reading partner that they will have for a few weeks. Partners met today to get to know each other. They talked about their book logs, their reading habits, their reading goals, and what books they like to read. Partners practiced giving eye contact, asking follow up questions, and being an active listener. After each partner shared, students self assessed how they think they did participating in a SUPER conversation. If students circled that they asked follow up questions, then they had to give me an example of one that they asked. If they thought they were a good listener, then they had to provide me with something that they learned about their reading partner. I loved walking around and hearing their discussions and questions.
These partners will become very important as we begin to discuss our books that we are reading and the sticky notes that are in our books. |
Mrs. Ellis's Class
Learning & laughing our way through third grade. Archives
June 2020
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