Setting

The skill we developed today was the setting of the story.

Ms. Leom's Homeroom's Learning

Mr. Greninger's Homeroom's Learning

After stating our targeted learning goal, we used our Flex Reading Journal to take notes on setting. We discussed how setting has two parts: the time and the place. We brainstormed (heavily Ms. Leom sharing this morning) examples. Ms. Leom started several books from the Tacky the Penguin series. We were able to appy different clues to help us determine setting.

We had some independent reading time to determine the setting in our books. We used "tickets" (sticky notes) to share our learning.

Ms. Leom will look over our sticky notes and determine what skills we need to continue. Setting is a fundimental part of comprehending the book. In picture books, often the author will use pictures and clearly tell the reader where and when the story is taking place. In chapter books, students are expected to do more "drawing conclusions" and use clues to determine the setting. The author may tell us that the character was "kicking at the crunchy leaves on the way home from school". We can draw a conclusion that it is autumn, in the afternoon based on falling leaves are often a specific season, and many children return home after a school day in the afternoon.

We also have great discussions about nonfiction texts. Today, a student was reading a "how to fish" book. It is a nonfiction book, but through out discussion, we could realize that the setting was near bodies of water where fish lived. These conversations and learning opportunities can not be planned.

Our learning has just begun! As your children are reading books at home, ask them about the setting (time and place) in what they are reading. Ask them to share evidence, how they know. Settings can change throughout books.