Gramma Camp Part 3 - Wednesday, July 18th Izzy was up at 6:30. She was cold. We finally have a break in the heat wave. She is never cold! They are getting too old for cartoons!...
20 minutes ago
|Journal prompts || |
| This part reminds me of when ... |
I predict ...
I wish the author ...
If I could change one part ...
I think ...
I was surprised when ...
I wonder why ... or what...
The most important thing(s) I learned ...
| I didn't understand ... |
My favourite ...
I noticed ...
I liked (or disliked, or was bothered by) the part ...
I think (a character) will ...
If I were (a character) I would ...
The setting ...
As I was reading, I was thinking about ...
1. Choose the Text for Questioning.
2. Introduce the Strategy.
3. Model Thinking Aloud
4. Mark the Text with Stick-on Note
5. Allow Time for Guided Practice.
From the MCPS Literacy Guide.
- Strategies good readers use.
- How to read books (how to hold, open, turn pages, how to treat books, read illustrations).
- Choosing books.
- Using soft voices to read aloud.
- Pointing to the words while reading.
- Noticing interesting words.
- Noticing the dedication.
- What the author does to make the reader laugh or feel sad.
- How illustrations help the reader.
- Why the author wrote the book.
- How characters change.
- How characters are described.
- Comparing characters.
- Finding point of view.
- Defining the features of a particular genre.
- How the setting affects the story.
- What makes a good beginning to a story.
- What makes a good ending to a story.
- How to find the mood of a story.
| I began to think... || I love the way... || I can't believe... || I wonder why... |
| I noticed.... || I think.... || I observed... || I wonder... |
| If I were.... || I'm not sure... || I felt sad when... || I like the way the author... |
| I wish that ... || This made me think of ... || I was surprised... || It seems like... |
| I'm not sure... || This story teaches... || I began to think of ... || |
What multiculturalism means in terms of:Music: different eras, kinds of instruments, types of music, analyse the difference between secular December songs and Christmas carols, songs of other religious groups: dreydle song, Wassail Songs [Medieval practices] etc.
Multiculturalism:What is it really about?
What does the word multiculturalism mean to you
Do you support a multiculturalism policy? Why or why not?
What are some of the negative aspects of racism?
How do you think we can eliminate racism?
Think of as many ways as possible.
Bullying at Work | Teachers TV
30 min - 19 Nov 2006
The Bullying Prevention Handbook: A Guide for ... - Hoover -
|Teachers who bully students: A hidden trauma - Twemlow - Cited by 20|
Rural elementary students', parents', and teachers' ... - Stockdale - Cited by 46
|These lessons are all available on-line at Kidz On-line.|
• demonstrate an understanding of literary forms, such as poems, short stories, scripts, and essaysAssessment and Evaluation:
• use a unifying image, emotion, or sensation to structure descriptive paragraphs or poems
• use literary forms suited to various purposes and audiences
• edit and proofread to produce final drafts, using correct expression
1. Successful Narrative Writing comes from the heart as much as from the head. Write about a topic or experience for which you hold intense feelings. Strong feelings help you find the words to express yourself.Process to follow to complete this task.
2. Experiment with form. Once you have selected a topic, free write in one form; then, try another form to see if it is more appropriate to your purpose of entertaining the reader. Get a writing partner’s opinion on which form is more effective.
3. Narrative Writing must have impact on the reader. Polish the final product so that the reader is delighted by powerful language.
4. Know and understand the features of good Narrative Writing. Effective Narrative Writing has:
• impact (writer captures and sustains the reader’s interest throughout),
• credibility (writer selects details that are sufficient, credible and specific enough to support the intended effect),
• appropriate form (writer presents fully expressed ideas or feelings in an order that makes sense and in a format that suits the purpose and audience),
• superior style (writer strives to express ideas, feelings and supportive details in superior words and strong sentences that suit the purpose and audience), and
• polish (writer polishes words, phrases and sentences so the reader is delighted by powerful language and not distracted by errors in spelling, grammar, and punctuation).
a. List details that come to mind immediately. Do not reject any detail yet.3. First Draft: to clarify ideas, feelings, details in a double-spaced rough draft. It is easier for most writers to write freely.
b. Add details that appeal to the senses.
c. Add details that suggest body sensations.
d. Add details of colour.
e. Add details of weather.
f. Add any other precise details.
a. Complete the Checklist for Narrative Writing on your own before you work with a writing partner.REVISION
b. Do not show the Checklist to your partner until after the end of the writing conference.
c. Conduct a writing conference with a writing-partner regarding your rough draft.
d. Read the readable rough draft aloud to your partner.
e. As the partner listens, s/he should be filling out a blank Checklist for Narrative Writing to assist discussion after you have finished reading your paper.
f. Discuss the differences between your two Checklists.
g. Conference with another student if you wish another opinion about your rough draft.
Substitute (words, ideas),8. Word process the final product, if possible, and submit double spaced.
Correct (errors in spelling, grammar, and major errors),
Rearrange (move sentences or words elsewhere if the move makes the writing clearer),
Add (words or details or sentences to improve the clarity and interest)
Delete (unnecessary words or sentences)