You've Got to Read This!
12/15/2018
As reading is like breathing in, writing is like breathing out. The emphasis on reading in the third grade standards is parallel and equal to the emphasis on writing. It is amazing to see the growing readers become growing writers as well. Third grade's current writing unit, students continue to be engaged in close reading of complex mentor texts such as Come On, Rain! to learn more about narrative craft. Students were taught the importance of "showing, not telling", using storytelling moves - making a mental movie of what happened and telling it in small details, bit by bit. In third grade, writers are expected to use dialogue and description of actions, thoughts and feelings to develop experiences and events or show the response of characters to situations. Writing Standards 3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Students are not only exposed to mentor texts, the class composes narrative entries by shared writing. Students use checklists that are based on standards to help them reflect on their own writing and develop their goals toward becoming a better author. The writing standards support a writing process approach that emphasizes the importance of students rehearsing, drafting, revising and editing their writing. Students also learn how to apply the typing skills they're learning in class. They write their final draft on Google Docs, seeing their spelling errors and learning how to edit them. Here are some examples of personal narratives you've got to read! The Time I saw an IPHONE SE I was just slurping up the last of my hot chocolate, when I noticed the Burger-fi next door. I asked my dad if I could go see the menu, but he refused. “We can go look when Mom and Connor are done.” he said. Mom and Connor were in the bathroom! My perfect chance! I begged and begged to get a burger. No use. Finally, they got back. “NOW, WE CAN GO!!!” I yelled. I leaped from my chair. Connor followed. We raced out the door. One look at Burger-fi told me I had made a big mistake. Boring. I thought. I looked, on my right, and what I saw was not boring at all! I dashed down the aisle, and screeched to a halt… I stood right in front of a wooden building, but it wasn’t the design that surprised me… The sign that stood above the door. It was a metal sign, that read ‘Device Store’. I walked in slowly savoring the sweet smell of devices. I looked over at a table near the door. I was surprised at what I saw. I squinted down at the ‘cat’ phone. Were my eyes playing tricks? No, they were not. I took in the shop. Cases of all different shapes and sizes. I looked over my shoulder. Excitement boiled inside me. My brother burst through the door. “Wow!” he said. I turned around and that’s when I saw it. A silver iphone sat on a shelf. From a glance I knew it was no ordinary iphone. I whirled around. Surely my eyes are playing tricks this time. I raced toward the iphone. And that was when I read the label: iPhone SE! One of the only SEs left for sale! My dad looked ominous as he walked down the hall. I knew soon I would have to leave. He walked through the door, just as I walked toward it. “5 more minutes” he said. I was relieved. Earthquake I was just about to go to school, eating the last bit of my toast, but then I said “What is happening?” Well, my mom didn’t know what was happening so she asked `“The noise?” And she was right so I said “Yeah” She didn’t know so she said ”pick-up truck.” Well she was not right at all… “OH BLEEP” I yelled. The ground felt like jelly on a tsunami crashing into Anchorage. It also felt like the cube from fortnite was rising from the ground so I was in a video game about to die from a light falling from the roof onto my neck cracking it. “EARTHQUAKE!” “Thomas under the table! NOW!” said my mom. “But what about dad!?!”I said. PLOP! 2 seconds later… My dad rushed over to the dining room table on his knees. “Is everyone okay?” asked my mom. 5 seconds later… Ok it stopped... The Time I Went To The Pool The time I went to the pool was Amazing! I was really prepared. I brought: a change of clothes, swim goggles, a pool donut and a sun guard. My sister Hanna also brought some diving ring toys. When we first approached the pool it smelled like flowers. But after a while it smelled like normal. I really liked how it glimmered in the light. Today was really sunny. Sometimes I had to squint. After I looked at it, I jumped in with my pool donut estimating it would be warm, but then I jumped right out. Why? Because I thought that the pool would be warm. But then I noticed that my pool donut was floating away! I asked my mom if she could get it but then she told me if I stayed in the pool longer I wouldn't get as cold. I tried that and it worked and now I can get my pool donut! o now I could play with my sister! Then right at that moment my dad jumped into the pool and made me flip over. “HEY” I shouted.I did not like it. My dad had tears of laughter. He told me that I had to let it go. Then my sister pleaded me to play with her so I said yes. After I was done playing with her I met a person.I never met her before.She asked if she could play with me. I didn’t know what to say but then I said yes. So my sister, my new friend, and I all played together. EARTHQUAKE!
12/7/2018
Well, there was an earthquake... ...and this week, the Third, Fourth and Fifth Grade classes did their best to return to a normal school routine. We came back on Wednesday, following a few days of school closure and cleanup. We talked quite a bit about how earthquakes happen, how buildings are built to withstand them, and what we can do to keep ourselves safe when nature feels like surprising us! We also decided it might be a good idea to laugh, and so we made a point to play some fun games this week, too! Historical Investigation“If you do need to do research because parts of your story deal with things about which you know little or nothing, remember that word back. That’s where research belongs: as far in the background and the back story as you can get it. You may be entranced with what you’re learning about the flesh-eating bacteria, the sewer system of New York, or the I.Q. potential of collie pups, but your readers are probably going to care a lot more about your characters and your story.” -- Stephen King You may think that historical writing starts with a lot of research, but quite often the opposite can often be true. This week, Fourth and Fifth Grade worked on stories of historical fiction, going only on the barest of research. Students were encouraged to spend a mere twenty minutes researching based on one very vague topic: Westward Expansion, and then they were brainstorming as much information as would fit onto a single Post-It note. And then, when that one Post-It was completed, the Fourth and Fifth Grades worked quickly, completing drafts of their stories with a clear beginning, middle and end. The point was not, on the first flash draft, to get the details right but instead to create an arc of a story from which to start working. As expected, the students were unhappy with their drafts but they showed some great progress in that they so passionately wanted to change so much about what they'd come up with. That burning desire to change, rewrite, and fix tells them that they know what they want to say, and helps build a thirst to complete their work! Tune in next week, as students start to whittle away at their stories, carving up that block of marble, to find what treasure are held within! Just For Fun...On the one week anniversary of the earthquake, the Third, Fourth and Fifth Grade classes celebrated with an interpretive, celebratory dance at exactly 8:29 AM -- the very moment the earthquake hit last week! Partners in Learning
12/1/2018
It is a fact that we now live in the digital age where face-to-face contact is not necessarily required to communicate. You can now talk to people around the world using email, text message, Skype or even through blogs - as you are receiving information right at this very moment. Students, nowadays, live in a world of instant and constant messaging, and therefore their brains (reticular activating systems) have changed more than the older generations who grew up knowing telegrams and land phones as the fastest way to reach someone. The more our students are actively involved with technology, the more brains are changing. Susan Greeneld, a neuroscientist in U.K., warns people about the possible changes in the brain as a result of social networking, playing video games, and even watching some television programs. Her concern is about a lack of communication skills seen in some students, as well as shorter attention spans. She feels that until more studies are complete, students should be creating relationships with real people (Derbyshire, 2009). At PNA, although it is our mission for students to become independent thinkers, this does not mean students are always independent work. Collaboration is a skill we value and teach kids. In third grade, partnerships, and group activities play a critical role in educating the whole child. Every person needs to feel the sense of belongingness, a boost for self-esteem. A blog has been written to show how students are taught to collaborate in groups. Teams or groupings are not the only way students can develop relationships. In third grade, students work in partnerships to support and extend their work. Students are taught to turn to a partner as the first line of defense when trouble arises. For example, in reading workshop, each student has a co-detective a student can turn to when he or she encounters a tricky word. In writing workshop, a student reads his or her story to a partner so everyone gets a chance to be heard and given feedback. Lucy Calkins wrote "partner time is designed to give young readers a second wind, renewing their energy to continue on..." In a classroom where every child is important, these children know they can learn from each other. As they become a support system for each other, together, they become independent thinkers who persevere and think on their feet. The pictures below are taken during science, math, and reading workshop.
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Jessica GrahamMs. Graham graduated from the University of Alabama with a BS in Early Childhood/Elementary Education, and is currently working on her master's in reading. She enjoys hiking, traveling, arts & crafts, and playing the ukulele. Archives
April 2021
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