BML Unit 2

Last week, we started the Second (three week) Unit of Benchmark Literacy. This round, our focus skill is "Sequence of Events", and we are learning about "Determine the Important Information". Our genre study is "Personal Narratives". This is what our learning looks like:

 On Day 1, Ms. Leom introduced the Sequence of Events by telling a story about what she does everyday after school. Then students "turned and talked" to a neighbor and shared their everyday after school routine. We introduced the skill, "determine text importance" by using the Water Cycle poster. We paid attention to specific details; such as, the arrows and the arrangement of the illustrations. Using the title and the words also helps us make the information clearer in our minds. Then, we returned to our Sequence of Events learning, using the Water Cycle.

 On Day 2, we read about Treating Insect Bites and Stings. We learned about "key words" (first, next, then, finally, and their synonyms) to help us organize information. We talked about why we learn the reading strategy, "Sequence of Events" (and "to help us when we grow up" or "to help us take a test" are NOT the reason). We learn "Sequence of Events", because it can help us understand what we read.

 On Day 3, we read about inventor Nikola Tesla. Students worked with partners to read about him, and write out the "Sequence of Events". We realized that DATES could be helpful in this strategy. At the end of class, we reread the article and went over the Sequence of Events together.

On Day 4, we read "A Need to Build". We analyzed the questions, found answer clues, and used evidence to answer the questions. When we have questions, we can't just "guess" or say, "I think this is it". We need to reread and reread again to make sure we KNOW what the question is asking. Then we need to reread and reread again the article to find the answer in the article. We worked together on the first two questions. Then students worked independently on the last two questions.

On Day 5, which turned out to be Monday, October 6, due to the teacher workshop day on Friday, students worked on a constructed written response. We know that students need to see the strategy when they read, and USE the strategy when they read, and research tells us that having students create their own example of the skill, "Sequence of Events" helps build the learning connections in student brains.

 On Day 6, we started our genre study of "Personal Narratives". We actually started our learning the previous week in flex. Even students who are not "IN Ms. Leom's Flex", had some small group "flex-like" time with her in Reading Core to read about Personal Narratives. It was helpful that students had been reading and introduced to Personal Narratives the previous week, so we could build on it. Students took notes on the features of a Personal Narrative.

Personal Narrative Features:
* focuses on one event in thea uthro's life
* includes specific details about he time, palce, and people involved
* includes dialogue
* includes thoughts, feelings as well as actual events (nonfiction)
* may be a few paragraphs or a few pages in length

Then we read a Personal Narrative, "The Cave" and look for the features when we reread.

The following day, we read, "Monster Truck Rally". Students look for the features of a Personal Narrative. Then we reread, "The Cave".

Students compare the two stories using a Graphic Organizer.

On Days 8 and 9, we read a longer Personal Narrative, "Spacers, or How I Learned Not to Fear the Orthodontist". We will look at text clues to tell us the thoughts, feelings, and actions. Students will also be using inferences to help us understand what we read.

On Day 10, we will reflect on our genre knowledge of personal narratives to write an opinion / argument writing. Students will select one of the readings we have read to explain "Which personal narrative best expresses the writer's feelings about his or her experience?" The opinion must be stated clearly and use examples from all three narratives to support your point of view. (Huh!! HEAVY thinking for a fourth grader!! No worries! We will walk through this learning opportunity step-by-step and build it together. We WANT ALL students to be successful!)

Throughout all of our learning, we are learning about first person (the point of view the story is told from, using pronouns: I, we, us, me, our ...).

As we begin the "Week 3" learning, we will work on our fluency skills, "Pausing - short pause". Students will be using Reader's Theater to develop this skill.

Our "weeks" aren't typical Monday through Friday with the workshop day and the two day MEA break. So we are able to allow our lessons to flow into the next week. That is another advantage to the Benchmark Literacy. We do not have to miss learning objectives to maintain the five day learning week schedule.

Also, there was one day this week that one of the classes needed more practice and support for one of the skills. So we took the time necessary before we moved forward. The classes are at different places in what "DAY" they are learning and practicing the skills, yet they are learning all of the skills.

Sequence the Events, Determining Important Details, and the Personal Narrative learning goals overflow into other subjects throughout the day. It is an exciting time to learn!