Welcome. We will work in our reading groups (Graves chapter 7, 12, 13, 14; ELD/ELA “Writing Strategies”, “Writing Applications” and “Written Language and Conventions” standards K-2 and 3-5/6) after today’s break. While you are waiting, please share the poem you brought in. Running shoes
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We will work in our reading groups (Graves chapter 7, 12, 13, 14; ELD/ELA “Writing Strategies”, “Writing Applications” and “Written Language and Conventions” standards K-2 and 3-5/6) after today’s break.
While you are waiting, please share the poem you brought in.
All have a story behind them
Some belie what seems to be true
Objects that elicit tears, laughter, pain, longing
Flood of memories
Who am I?
Who do I want to be?
Families, friends, strangers
Vietnam, Saudi Arabia, Scott Lake, Mexico. Disneyland, Guatemala, Yosemite, Tucson, Glamis
“In our minds we store the images we gather from the time we are born, vivid fragments rooted in the five senses: the smell of mother’s milk, the texture of grandfather’s face, the terror of trees in a night storm, the sound of sirens or dogs barking sharply in the city, the smell of scallion and garlic sizzling in a wok.”
Judith W. Steinbergh
What is Green?
1 Green is the grass
And the leaves of trees
Green is the smell
Of a country breeze.
2 Green is lettuce
And sometimes the sea.
When green is a feeling
You pronounce it N.V.
3 Green is a coolness
You get in the shade
Of the tall old woods
Where the moth is made.
That comes in Spring
When frost melts out
5 Green is a grasshopper
Green is jade
Green is hiding
In the shade—
6 Green is an olive
And a pickle.
The sound of green
Is a water-trickle
7 Green is the world
After the rain
Bathed and beautiful
8 April is green
Every elf has
One green shoe.
1 Under a grape arbor
1, 2 Air is green
1, 2, 3 With sprinkles of sunlight
1, 2, 3, 4 In between.
1, 2, 3, 4, 5 Green is the meadow,
1, 2, 3, 4, 5, 6 Green is the fuzz
1, 2, 3, 4, 5, 6, 7 That covers up
1, 2, 3, 4, 5, 6, 7, 8 Where winter was.
1, 2, 5, 6 Green is ivy and
3, 4, 7, 8 Honeysuckle vine.
All Green is yours
Green is mine…
“Stake a claim on something—your desk, the classroom, the lunchroom, your bedroom. Don’t just describe what you see, but also include the sounds, smells, and feel of the place.” JoAnn Portalupi, “Priming the Pump”At your table, brainstorm a list. As a group, write a line for a class poem that uses some of your table’s ideas. Write it on a strip and put it in the pocket chart.
Table 1: What things LOOK (color)?Table 2: What things SOUND (color)?Table 3: What things SMELL (color)?Table 4: How does (color) FEEL?Table 5: What makes YOU FEEL (color)?Table 6: What things TASTE (color)?Table 7: What EXPERIENCES or IDEAS seem (color)?Table 8: Can you think of any (color) PLACES?
As a group, we will write a general statement, summary statement, or another type of ending for this color.
Non-examples the lunchroom, your bedroom. Don’t just describe what you see, but also include the sounds, smells, and feel of the place.” JoAnn Portalupi, “Priming the Pump”
1. The teacher makes mistakes for students to find and correct. (i.e., DOL)
2. The teacher posts "daily news" on the chalkboard for students to read as they enter the classroom.
3. A group of students collaborate with the teacher on editing a class story.
4. The teacher presents a writing prompt or topic for students to respond.
5. Students develop and write their own conclusions to a story.
6. Students are required to look up and copy key vocabulary from a text selection.
Reader’s/Writer’s Workshop (Atwell, In the Middle, late 80s)
Literature Instruction (whole text OR daily lessons)
Guided Reading/Writing Groups and Job Time
…connections to previous learning
…questions and/or controversies
PLEASE BE READY AT 11:28
RUSTY WOULD LIKE YOU TO BRING YOUR ATM BOOKS TO FRIDAY’S CLASS
“At first children are caught up in their own thinking, finding it difficult to include the thoughts and opinions of others. Gradually, through the process of sharing their writing and showing it to others, they begin to acknowledge other ways of thinking. Understanding point of view is a lifetime journey in both reading and writing.”
Graves, D. (2004, November) What I have learned
from teachers of writing, Language Arts, 82, 88-94.
1. One thing I really like about the writing is …2. One thing I think the author can improve upon is …3. Something I would like the author to tell me more about is …4. One last comment is …
The Two of Them by Aliki
The Song and Dance Man by Karen Ackerman
Granpa by John Burningham
Molly’sPilgrim by Barbara Cohen
MissRumphius, by Barbara Cooney
ThroughGrandpa’sEyes by Patricia MacLachlan
Mr. Grigg’sWork by Cynthia Rylant
Amos and Boris by William Steig
Crow Boy by Taro Yashima
William’s Doll by Charlotte Zolotow
Paper Bag Princess by Robert Munsch
Wilfrid Gordon McDonald Partridge by Mem Fox
TuckEverlasting by Natalie Babbitt
TheStoriesJulianTells by Ann Cameron
Ramona books by Beverly Cleary
Charlieand the Chocolate Factory
and Matilda by Roald Dahl
TheOutsiders by S.E. Hinton
Bunnicula by Deborah and James Howe
Great Gilly Hopkins and Bridge to Terabithia by Katherine Peterson
Maniac Magee by Jerry Spinelli