To begin, it is setting up the procedures, WITH student participation and collaboration, of how we do things in class. For example, we "read to self". What does that look like? Sound like? Or when we "read to partner", what does that mean? How do we do that effectively? We spent last week setting up what we want that to look like. For each class, Mr. Greninger's homeroom and Ms. Leom's homeroom, that can look slightly different, because different voices were involved in defining what it looks like to them.
This week, we are developing some basic vocabulary that we will use in our Reading work. We look at character traits. What is the setting of a story? What is the plot? Sometimes, Ms. Leom provides the specific terms within these topics. Again, the notes can vary as different voices from class are involved in the learning.
Please give a broad range of understanding for the illustrating skills and writing skills. It turns out that when you are writing with your index finger using newer technology, even your best attempts are messy as a result. (Significant more practice is necessary!)
Ms. Leom read Helen Lester's Tacky the Penguin the first week of school. It is fun to be able to use this book over and over in class. We can use the story to study character traits. It can support our learning about settings. Then when we talk about the plot of the story, we can use the storyline again to understand the parts.
Students are recording the information in their Flex Journals, so they have a resource. Later in the year, when Ms. Leom says, "What is the conflict of the story?" and a student has a blank look, she can smile and remind them to check their notes in their flex journal. There is often more follow up, but it is a great place to start when we are developing our learning.
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