BLM Day 6

Our Benchmark Literacy learning is organized into three week units. After three weeks, the comprehension strategy moves to a new one. Last week, we focused on Asking Questions and Main Idea and Supporting Details. This week, we are independently applying those skills in a Genre Study of Biographies. Here is what it looked like today.

First, we looked at our "Word Work" (spelling and vocabulary learning) for the week.

We introduced the weekly homework. Students had their own copy of notes. We highlighted key points, took notes in the margins, and put our copy in our Communications Folders for safe keeping.

Students wrote their names on their paper and we went over the expectations for their weekly homework.

 

At lunch, Ms. Leom sent home a message to all her parents on her email list:

Hello.

Fourth grade students in Ms. Leom's Communication Classes have Spelling Homework this week. This is a routine that we are building for the remainder of the school year. Students bring the two-sided paper home today (the first day of the week). They need to complete it and return it to Ms. Leom's "in-basket" any time before Friday morning.

We went over the Spelling Pattern, Comparative Suffixes, in class this morning and took notes. Most of the time, we will make the time to talk about it before the assignment goes home. Some weeks, unforeseen fire drills, school assemblies, and other events make our ideal plan to introduce and teach the pattern before sending home the homework a challenge.

If your child is frustrated, doesn't understand, or has a question, ask them to "pretend you know" (a strategy we are developing in class). Work should be completed in pencil. Students may ask questions or clarification in class. This should not be a stressful activity. Some students may be able to complete the assignment IN class and turn it in before they go home Monday. Today, I encouraged all students to bring it home so families can see it.

Today I attached a copy of the assignment. Another goal of this lesson is to help students develop organizational skills with their time and keeping track of materials. If a student needs an additional copy, it will cost a punch on their Responsibility Cards. After this week, if you would need a copy of the assignment (for example, your fourth grader "forgot it" and driving back to school isn't realistic), you can access it on our Planner Blog, (or copy and paste the address:  http://wiki.milaca.k12.mn.us/users/leommichele/blog/  ).

Please remember, there will not be any weekly Spelling tests until October.

Thank you! I appreciate involved families!!
Sincerely,
Michele

Next, we started our Genre Study: Biographies.

Our framework poster for learning.

Together we answered the four questions about biographies. Next, we looked at the features of biographies.

 

 Students recorded our class discussions and learning on their own copy.

Our next step was to apply what we learned. We read a biography about Cesar Chavez in the Texts for Close Reading Books. We had sticky notes so we could write down any text features we found.

Last, we reread the Cesar Chavez article and looked at the specific examples of all six features we discussed in class.

We will be reading biographies all week and applying the asking questions and Main Idea and Supporting Details..