Language Arts

February 19, 2017

    Throughout the third quarter we will focus on making connections as we read.  We’ll think about how the text has something in common with another book that we’ve read. That’s a text-to-text connection.  We will also think about how the text may remind us of something in our own lives. That’s a text-to-self connection.  If we discover that the text is related to something that we know about in our world, then we have a text-to-world connection.  These are all strategies which good readers use and they contribute to improving comprehension.

      

    During our unit of Folk and Fairy Tales, Myths, Fables and Legends, we will read several versions of a tale, such as Stone Soup, and make comparisons.  Elements such as characters, setting and events of the story can change from one version to another.  Why does this happen?  We will also take a close look at the cause and effect relationships between events in a story.  For example, the story of the Three Little Pigs has a series of events that happen.  One event happens because of a previous event.  What is the cause of the wolf blowing down the house?

    The students have thoroughly enjoyed listening to audio tales by the beloved storyteller, Jim Weiss.  These are readily available, as Jim is a local artist.  There are recordings for young and old alike, and they are GREAT for long car rides!

              

 

January 17, 2017

WORD STUDY CHOICE TIME

Students typically spend 7-8 days (per list) studying spelling patterns and practicing applying spelling skills in many different ways.  This is independent work time, and sometimes partner work time.  When students are focused and productive, they gain skills such as verbal spelling, dictionary and thesaurus skills, visual recognition of spelling patterns, and even decoding skills. Ask your child which spelling activities are contributing to their success in spelling.

 December 9, 2016

Historical Fiction

We have spent the last several weeks reading selections of historical fiction. Students are learning that historical fiction is determined by the setting, the most important literary element of this genre.  When did the story take place and where did the story take place?  Historical fiction will seem realistic and the events of the story will be portrayed as if they could have actually happened.  Typically, either the character(s) or the setting are real, though the details of the story are fiction.  The author usually has done extensive research in order to write the story with accuracy.

We will be looking at maps and discussing the lives of people long ago as we read these selections. There will be plenty of evidence of history in each story.  The next time you go to the library, see if you can find an appropriate historical fiction picture book to enjoy as a family.  Discuss the setting and time period.  Have your child tell you the details in the story that prove the setting is historical or the characters are historical.

We are currently enjoying the American Girl Kirsten series.  Yes, even the boys are enjoying these exciting and adventurous historical fiction stories!  The Kirsten series is based on the life of a family immigrating to America from Sweden, the difficult journey, and settling on a farm in Minnesota to begin a new life there.

                  

HISTORICAL FICTION:

Life Long Ago

All literacy groups are enjoying reading selections of historical fiction such as The Drinking Gourd, Little House on the Prairie (picture book series) and The Courage of Sarah Noble, all stories written about American History. We are visualizing the story in our mind as we read, and searching for evidence that the story takes place long ago. We are paying attention to the characters, how they dress, and how they talk based on what the author writes about the characters.  The setting of the story is the most important literary element of historical fiction.  Where and when does the story take place?  How specific can you be when you describe the setting?  Did the author tell you exactly where the characters are?  Can this place be located on a map? Do you know the date of the story or just a general time period?   
 

All historical fiction selections include these characteristics:

The story takes place 30 years or more into the past.

The author must research the time period extensively.

The setting, events and characters could be imaginary or real.

The setting is the most important literary element .

Try using visualization techniques as you read together from a chapter book.  Try to make a movie in your mind as you read.  What do you see the characters doing?  How does this help you to sequence the events of the story?  How does this help you to better understand the story?

                

November 6, 2016


Busy Bees During Literacy Time !!!

The first quarter language arts curriculum has included the opportunity for every student to work at their instructional level for reading fluency, reading comprehension, and spelling.  Students have instructional time as well as independent responsibilities each day, and each week.  

The genres we have focused on this quarter have been animal fiction and non-fiction.  Our read aloud selections have been The Real Thief and Abel’s Island, both written by William Steig and both excellent mentor texts for students learning to write animal fiction.  (Another Steig selection, Amos and Boris was used as a prompt for the first quarter writing samples.)  Our non-fiction read aloud selection has been the Antarctic Journal.  We just finished this interesting story about a journey to "the bottom of the world."

When listening to reading, reading independently or reading in a small group, we complete written responses to our reading. This is a quick way to check our own comprehension.  One strategy has been questioning and wondering.  Students ask questions in response to reading.  Another comprehension strategy is summarizing or retelling the story (or chapter.)  For non-fiction texts, it’s important to understand the structure and features of the text, such as where to find the glossary.  We will continue our study of non-fiction text features throughout the year.

Students have also studied antonyms, synonyms, alphabetical order, dictionary guide words, sentence structure, character traits and character conflicts.  It’s been a busy start to the year!

Oct. 9, 2016

Our latest read aloud is another favorite selection by William Steig, Abel’s Island.  Again, this story is based on animal fiction and is written with sophisticated vocabulary. We will use this text to develop summarizing skills, describe character traits, and continue our skills of questioning and wondering to check for comprehension.  We love to read!

 

As we read, we will begin to describe characters that we read about.  We will refer to them as FLAT and ROUND characters. These are terms that we have used in our study of character traits.  When we describe characters in a story, we find it much easier to discuss a fully developed main character than a character that is barely mentioned.  The ROUND character refers to the one that has feelings or is part of the action in the story. The author wants us to understand the most about this character. The FLAT character refers to all the other ones that the author doesn’t tell us much about.  Character traits can be inferred by the words and actions given to a character.  
 

Name the ROUND character in the next book that you read together as a family.  Who are the FLAT characters?  Why?

Did you know that authors create conflict in their stories?  Sometimes characters face conflict with other characters.  Other times characters face conflict with nature.  (Characters can also face conflict with society or themselves.)  We will continue to study character traits and other comprehension skills throughout the year.  We will also integrate what we are learning as readers in our writing.  In our writing lessons, we often read well-written texts as examples of good writing.

Academic Choice Projects! 

     We concluded our first read aloud selection, The Real Thief by William Steig.  Cheers rang through the 3^rd grade hall as we found that Gawain and Derek would keep the secret forever, and become the best of friends. Ah, forgiveness.

     Even after the story had ended, questions could still be asked. This is the perfect opportunity for you to encourage your child’s curiosity.  What if Derek hadn’t found Gawain?  Would it have been a good idea for Derek and Gawain to stay in hiding forever? What do you think their next project will be now that they have a job working together?  

    I hope you enjoyed seeing the projects in the hall at Back To School Night! Each project is special in its own way. The true value of this project was learning to make individual decisions about planning and constructing, then completing a task. Each child completed their own personal evaluation of their project, included with a teacher evaluation. Please acknowledge what your child has to say about his/her own project. This is where growth begins.

     We are working on building reading stamina, the ability to stay focused on our own reading for a period of time.  Soon, quiet reading time will be an independent responsibility.

  

Saturday, Sept. 3, 2016

3rd Grade Language Arts 

     The first month of school we will spend a great deal of time in our classroom library.  The students will become acquainted with the book selection available there and we are developing a system of organization.  Students will also become familiar with their own interests and abilities as readers. We are learning how to select good fit books.  “How is choosing a book like choosing which shoe to wear?”  Be sure to ask your child about this lesson!  

     Students will be using a book box that contains a variety of fiction books, non-fiction books, chapter books, and picture books to guide their independent reading. Their book box will stay at school and will contain books that have been selected for reading at school.  During language arts time for the next few weeks we will be building our reading stamina.  “How long can you read independently, staying engaged in your reading selection, sitting in one place, reading silently or in a whisper?” “What is a good fit book for you?”  

     While we are learning proper procedures for independent reading, we will also be focusing on a comprehension strategy called “wondering and questioning.” Encourage your child to question, make predictions, and wonder about the books you read at home together.  At school, we have been questioning, wondering and making predictions about our read-aloud chapter books.  Most days, before recess, we will gather and read together for enjoyment! 

     Developmental spelling assessments will be given to determine each child’s individual spelling needs.  In third grade we will focus on the spelling features of several levels of spelling development, so everyone will be learning at their appropriate level. Third graders are also exposed to 3^rd grade level vocabulary, which we will include in our studies.
     All students will receive at least one reading comprehension assessment, as well as a reading fluency assessment.  This current data will determine where our instruction will begin and how to meet the needs of each individual student.