BLM Day 9

Today our plan called for rereading "Squanto". We reread a smaller section of the story. We concentrated on using Context Clues and developing Primary and Secondary Information.

First, we moved the students to the carpet.

For Context Clues, we discussed how we use Context Clues when we don't understand a word as we are reading. Then we talked about strategies we could use to help us figure out the word.

Next, Ms. Leom's Flex Reading group review First Hand and Second Hand Information. All students learned more about it. We will be using this skill throughout the school year.

We reread our "Squanto" selection. We use Squanto to help us identify examples for the different features of First and Second Hand Information. Then we reread parts of "Cesar Chavez" and "Marian Wright Edelman". We found examples of First and Second Hand Information in these selections too.

We learn about First and Second Hand Information, because the information is different. First hand information gives the reader a different perspective than just reporting the facts. It can help students evaluate the information you read and is helpful when students are the writers.

We also took some time for our Word Work (Spelling) today. Students read an article, "Birdmen Take to the Skies". They looked for examples of comparative suffixes -er and -est. The BEST part of this learning is when students take the initiative and ask questions.
- "Would the word 'fliers' be an example?" (No, because the -er ending indicates a "person who flies", not comparing)
- "What if the word has a different suffix, like -ing?" (No, because we are studying -er and -est suffixes this week.)
This student lead discussion and learning helps the class understand the differences in the words and the skills we are developing.