Social studies has been so exciting these past few weeks that Ms. Miedema forgot to post reading updates to the blog! Here are some recent highlights from our reading block:
We have finished two short units on text features in non-fiction texts (bolded words, italics, headings, * bullet points, captions, index, glossary, and table of contents), and drawing conclusions. Here are the anchor charts we created to help support our learning.
We’ve also been working on new ways to share ideas during circle time. We have circle time at the very beginning of reading- we all sit on the carpet and typically have a mini lesson and a interactive read aloud. It’s called an interactive read aloud instead of read aloud because students are actively engaged in the text- sharing ideas, making connections, discussing the text and answering questions. Ms. Miedema pauses a lot during the reading to allow time for this interaction with the text. We have new carpet seats and carpet partners! This makes it really easy for us to pair up and discuss the topic quickly without loosing time trying to find a partner. Here we are deep in conversation about the text during this time:
We’ve also started using a new cooperative learning structure called stand up, hand up, pair up. It’s exactly what it sounds like: when instructed, we stand up, put one hand in the air, and walk around for five seconds until we find a new partner, we sticky high five them and sit back down to have a discussion on the current topic. It’s a fun new way to find another student to share ideas and thoughts with.
Our new reading unit is on problems and solutions. We’ve been having a great time with this unit. So far we’ve read and explored the following books:
The Librarian of Basra by Jeanette Winter
Here is a summary:
Alia Muhammad Baker is a librarian in Basra, Iraq. For fourteen years, her library has been a meeting place for those who love books. Until now. Now war has come, and Alia fears that the library—along with the thirty thousand books within it—will be destroyed forever.
In a war-stricken country where civilians—especially women—have little power, this true story about a librarian’s struggle to save her community’s priceless collection of books reminds us all how, throughout the world, the love of literature and the respect for knowledge know no boundaries. (Link)
Parents, ask us about what we learned: What was the problem in this story? What was the cause of the problem? What was the solution to the problem? What was the resolution? What was the author’s message?
Thank You, Mr. Falker by Patricia Polacco
Here is a summary:
When Trisha starts school, she can’t wait to learn how to read, but the letters just get jumbled up. She hates being different, and begins to believe her classmates when they call her a dummy. Then, in fifth grade, Mr. Falker changes everything. He sees through her sadness to the gifted artist she really is. And when he discovers that she can’t read, he helps her prove to herself that she can – and will! (Link)
Parents, ask us about what we learned: What was the problem in this story? What was the cause of the problem? What was the solution to the problem? What was the resolution? What was the author’s message?