This week in reading, we continued our focus on habits of a good reader to become SUPER SMART about NONFICTION topics. We worked hard to think about the facts that we had learned while we were reading and spent time sharing them with our classmates. To make sure that we were sharing facts in a way that would be interesting to our friends, we practiced reading them smoothly, trying our best to sound like a teacher or a news reporter.
We also began to review different ways to figure out tricky words in our nonfiction books. Our new poster has a lot of strategies that reminded us of our animal friend decoding strategies we used for our fiction books.
This week in reading, we focused in on habits of a good reader to become SUPER SMART about NONFICTION topics. We worked at finding nonfiction books that are at a level we can read most of the words and then practiced taking a sneak peek to see what we could learn about the topic, before we even read the words.
We worked hard to s-l-o-w down our reading and really pay close attention to each page and the words and pictures that help teach us. We used what we learned from one page to help us predict what else we might learn in the book. And, we spent a lot of time working with our partners and sharing what we had learned (in our own words).
We spent time looking at different nonfiction books to see how nonfiction books work differently than fiction stories. We noticed features that could help us to understand what we were reading better.
The kids have learned so much from our nonfiction books already and they just LOVE sharing what they learned with the class.
As we wrap up our unit focused on characters, we talked about how good readers are thinking while they read. One of the ways that we think is by making connections to what is happening to our characters. As we read, we stopped to think, ‘Would I feel the same way, if that had happened to me?’ or ‘Do I know of any other characters, from different books, who have felt this way before?’ Connections help us to understand how characters feel and infer why they are acting the way they are acting in different parts of a story. Making these connections will help your child to have a deeper understanding of story events and prepares them to be able to talk about character traits.
Next week, we will focus our attention on fluency. The kids will practice rereading over and over again. We will encourage the kids to scoop their words into longer phrases, paying attention to punctuation, using a storyteller voice, and showing our feelings through our voice and facial expressions!
This week, we continued to spend time thinking about our characters. We paid close attention to how our characters were acting, what they were doing, and what they were saying. We asked, ‘How does the character feel?’ and then we backed up our thoughts with proof from the text.
We noticed that we could tell a lot about how our characters were feeling just by listening to the words they said. We used clues from the pictures and the characters bodies to help us figure out their feelings.
Trixie feels upset. I can tell by the way she is waving her arms and her eyes are big.
Piggy feels confused. I can tell by the way she says, “I have no idea.”
This past week in reading, we spent time focusing on the characters from our books. The kids did a great job noticing who their characters were and even finding who the main character was in their story.
We pulled out some of our favorite characters, Pete & David, and study them as characters. The kids had plenty of schema about both characters from other books, so they knew some of things the characters might do. As we read the stories, we noticed that there were patterns to what happened in each story. Sometimes the patterns were in the words and sometimes the patters were with how the character acted. Patterns help teach us about characters and can even help us predict what might happen in a story. We noticed that Pete stays calm and upbeat throughout his stories and we noticed that David has a hard time making good choices, but then always seems to turn it around in the end.
The kids did a great job of being on the lookout for patterns in their character books!
This week, we continued to focus on common chunks that we see in words. We focused on words with ED endings. ED typically makes three different sounds when it is at the end of a word. We worked on sorting words as we listened to the sounds the ED made.
The kids are noticing our H Brothers, R Sisters, and ED endings in their books and all over the classroom!
This year, we will gradually introduce our students to many different chunks that they can use when decoding a word (vowel teams, r-controlled vowels, etc.). This week, we focused on H BROTHERS (th, sh, ch, & wh) & R SISTERS (ar, er, ir, ur, & or).