Homework |
Novel Study Resources |
Due Wednesday, November 14: Ch. 5 Response “Harry’s Whole New World”
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Can't remember what happened in our novel study? Don't have a copy of the book at home? Try one of these resources to help you complete your homework:
Ch. 1-5 Comprehension |
Current Centers:
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- Search and Find Activity: Using your knowledge about text features such as table of contents, indices, and glossaries, complete the search and find activity in your Social Studies textbook.
- Simile and Metaphor Board Game: Use your knowledge of similes and metaphors to play the game. Complete the corresponding activity when finished.
- Paul Bunyan Reading Comprehension: Use your knowledge of hyperboles to complete the reading comprehension activities.
- Simile and Metaphor Self Portraits: Write similes and metaphors about your self and use them to create a self portrait.
- Hyperbole Songs: Create your own rap, song, or poem as a a group to describe what a hyperbole is and to provide examples of it.
Our Language Arts Program
Daily Language:
Each day, students begin by answering a few short questions that help them practice a variety of basic literacy skills. Spelling:
As educational research progresses, we are working to improve our practices to optimize student learning. As a result, we are implementing an innovative spelling program that offers a great alternative to traditional route memorization tests. Our program, Making Words, focuses on helping students learn why words are spelled the way they are by exploring the various sounds made by different letter combinations. Using hands on methods, students are able to practice spelling in a low-pressure, low-risk environment, which helps them build connections to new words that they may encounter in their reading and writing. Part I: Building Words Students use letter tiles to build a series of related words. Word lists may be related by utilizing the same word families, root words, prefixes, suffixes, homonyms, etc. As students progress through the guided lesson, we identify patterns that we see. Part II: Sorting Words Students sort words based on the various relationships listed above. Students add their own words to each category and use some of their spelling words in sentences. Part III: Word Work Students practice their words throughout the remainder of the week through various word work centres. Centres:
Every week, students practice their basic skills through a number of centres including: Reading: Guided reading, read to self, read to someone, or listen to reading Writing: Guided writing, free choice journal writing, or structured writing prompts Word Work: Making Words program Grammar/Parts of Speech: varies |
Reading:
In 5W, we approach reading through a balanced lens. Some of the ways we practice reading and build skills include: Guided Reading: Students complete focus lessons in small groups using appropriately levelled books to improve reading skills. Groupings are flexible and focus on different strategies throughout the year. Reading Centers: Read to Self: Students read a text to themselves. Read to Someone: Students read to one another to provide opportunities for discussion and support. Listen to Reading: Students listen to proficient readers to build fluency skills. Sometimes, students will complete a reading response task in relation to the text. DEAR (Drop Everything and Read) Time: Throughout the week, we practice building reading stamina through structured DEAR Time. Students practice picking Good Fit Books and using their multiple ways of reading. Good Fit Books: Students use the "I PICK" method to help them pick Good Fit Books. I PICK is an acronym that stands for: P: Does this book fit my purpose? I: Am I interested in this book? C: Can I comprehend what is happening in the book? K: Do I know most of the words? Multiple Ways of Reading: Being a reader doesn't mean you have to know all the words. Sometimes, readers use other methods such as: 1. Read the Pictures 2. Read the Words 3. Retell the Story |