ELA Reading Strategies

In class, we've been working on many strategies to help us read ELA passages and respond to questions. 

Here are some strategies we’re learning in class:

Before reading the passage:

·      Read the directions carefully. Figure out what kind of passage you’re reading (story, article, fable), and ask, “What is everything I know about this genre?” For example, a fiction story will include characters with traits, a problem and a solution, a setting, and will often include a lesson or moral.

When you’re reading the passage:

·      Read through the passage carefully. If you’re reading on your own, stop and think along the way, based on what you know about the genre. If you’re reading with a partner, stop and talk along the way.

After reading the passage:

·      Read the question. Cover the answer choices with your hand.
·      Think about what answer makes sense. You will probably need to re-read part of the passage to figure it out. Say what you think the answer is in a simple sentence.
·      Look at ALL the answer choices before making a decision. Think, “Is there an answer choice that matches what I thought the answer was? Is there another answer choice that makes more sense?”
·      You might need to eliminate answer choices that don’t make sense to narrow down your options.
·      Choose the best option, and circle it!

Researching the Pilgrims and the Wampanoag

Are you looking for more information about the Pilgrims or the Wampanoag for the informational section of your historical fiction picture book? Here are some resources I would recommend!

• The Plimoth Plantation Website: You can visit their "Just for Kids" page or check out their "Multimedia Reference Library," which is filled with articles, videos, images, podcasts, online games and more! There's another section called "Wampanoag Homestead" where you can learn more about what life was like for the Wampanoag. 
• The Scholastic Website: On their first Thanksgiving site, you can find information about the Mayflower voyage, what daily life was like, and what the first Thanksgiving was like. You can read letters and watch videos from the time. You can also see interactive timelines. In the "Compare and Contrast" section, you can look at what life was like for the Wampanoag and the Pilgrims. 

Did you find other resources that you love? Post them in the comments section so that everyone can use them! 

Historical Fiction Publishing Expectations

Historical Fiction Picture Book Publishing Expectations

We just finished a month-long unit on historical writing in class. Our pieces focused on life in 1620 and 1621, either on the Mayflower, in Plymouth or in a neighboring Wampanoag village. We pulled on our knowledge from our readings and from our social studies work to make our pieces the strongest they could be.

During this unit, we focused on:

·      Creating three or four clear scenes that each tie in to the main problems in the piece

·      Building the meaning in our piece by layering small actions, internal thoughts, dialogue and setting details

·      Bringing out the historical story (what was actually happening in 1620) and the personal story (what was happening specifically to our character)

·      Creating characters that are flawed and realistic and revising our piece to ensure our characters are more than one way

·      “Turning the lights on” in our piece so that the setting is clear to our reader

Significant time was allotted to this project in class, and your child already should have:

·      Created a rough draft of their historical fiction piece

·      Revised their historical fiction piece based on the above lessons

·      Edited their historical fiction piece alone and with a partner

By February 25, your child will have:

·      Written a draft of a nonfiction section that went with their book, including at least 3 sections

·      Created at least three illustrations for their the book using the artistic medium of their choice (oil pastels, watercolors, collage, pencil/markers/crayons)

If your child will be absent any days over the February break, they will have to do some work on their illustrations and the nonfiction section of their book at home!

Your child will have until Friday, March 8 to work on publishing their historical fiction picture book at home, though the piece can be turned in earlier if your child is finished. This will be your child’s primary writing homework during this time. They will not be writing entries in their WNB until the piece is finished.

The finished piece should include:

o    A cover with a title and the author’s name

o    A nonfiction section at the beginning OR end that includes information about at least three different parts of life at this time (ex. The Wetu, Hunting and Life in a Wampanoag Village)

o   The nonfiction section should be enhanced with images, illustrations, diagrams, etc. These can be taken from the internet and books or created by hand.

o    A typed or handwritten historical fiction story (It can be typed by the student or by an adult)

o    Illustrations—throughout the book, with at least 3 illustrations included

o    Any other components you want to include: a glossary, an about the author page, etc.

Please help your child fill out the planning page for publishing their historical fiction picture book. Both you and your child should sign the page. I will make a copy of the page and send it home for you and your child to refer to during the publishing process.

Improv with Mike and Laura

Our improv cycle with Mike and Laura ended in early December. To celebrate, many parents and siblings visited the classroom to watch our final class. We demonstrated all the different games and activities we had learned.

Here's an example of the gift giving game we played.

We'll be using the games frequently throughout the year to help us in reading, writing and social studies. For example, during social studies we'll become different characters throughout time. We'll act out improvised scenes from important historical events. We'll even imagine ourselves in different locations (for example, a colonial kitchen) and use the items that would be there.

The Old Stone House

This year, we've taken two field trips to the Old Stone House.

First, we attended a Traditional Medicinals program. We learned about how different plants were used to treat different sicknesses in colonial times. Using plants, we ground our own treatments for pretend patients. Then, we went out into the gardens to hunt for different plants commonly used in colonial times.

Our second program was on the Gowanus Creek. We learned about the geography of Brooklyn hundreds of years ago and the role the Gowanus Creek played in determining where different groups of people would settle. We explored common animals and crops that flourished around the creek. After we learned more about one animal or crop, we taught our classmates about it.

We can't wait for our Colonial Crafts program in early January!

Art Studio

Art Studio with Robin began in early December, and we just had our second art studio class this week. This week we focused in on abstract mask collages.

First, we had our lesson with Robin where she introduced us to different kinds of masks found around the world. We studied the features of the masks and how the artists used different abstract shapes to show eyes, ears, mouths and noses.

Then, Robin taught us how to use different types of paper, scissors, our hands, and glue to make our collages.

We quickly got to work, and we created some beautiful collages. They are on display outside our classroom. Stop by and take a look!

Read-a-Thon for Hurricane Sandy

Our schoolwide Read-a-Thon to raise money for Hurricane Sandy relief was a huge success! Altogether, we raised nearly $23,000 for three New York charities: the Red Hook Initiative, the Rockaway Waterfront Alliance, and New York Says Thank You.

As a class, we enjoyed reading for 90 minutes straight while wearing our pajamas. We also had brunch while we read. Thanks to all of our families for sending in bagels, cream cheese and butter, and all kinds of fruit!