Welcome Back to Chocksett!

1. Welcome Back toChocksett! 28 August 2013 Room C2 ELA – English/Language Arts

2. Objectives for our Opening Week • To define & practice “buzzing effectively” • To explore the power of “essential questions” • To explore classroom libraries & understand “book commercialing” • To consider variety in your reading diet

3. Our Classroom: Getting to know your way around! • Book Bins by genre (F/NF) • Homework postings • Objectives & Agenda • Passports • Extra Supplies • Paper • Submission bins • Bathroom signout

4. The “PRODUCT”: Balance of quality fiction & nonfiction materials Workshop format Whole group, small group, & independent learning The “PROCESS”: Explicit modeling Individual differentiation Gradual release of responsibility What’s the Buzz on BALANCED LITERACY? Listen… Watch me… Try It!

5. Ladder of Learning You do, I watch (INDEPENDENT) You do, I help (GUIDED) I do, You help (SHARED) I do, You watch (MODELED)

6. While reading, what do Good Readers do? • Reading = Thinking!! • Ask questions • Infer • Make connections to the text • Determine importance & summarize • Predict Part of strategic reading this year will be weekly Literature Logs • To establish a reading/writing connection • To allow for individualized written communication between us

7. While writing, what do Real Writers do? Developing Writer’s Craft… through: Narrative Writing: Short Story Expository Writing: Feature Articles Poetry Nonfiction: developing theses with support and argumentative writing Persuasive composition Immersion…Drafting…Revision…Editing

8. Reflect/Discuss… • WORDS by Maya Angelou Listen… Think… Discuss…

9. Popcorn leaps, popping from the floor of a hot black skillet and into my mouth. Black words leap, snapping from the white page. Rushing into my eyes. Sliding into my brain which gobble them the way my tongue and teeth chomp the buttered popcorn.

10. When I have stopped reading, ideas from the words stay stuck in my mind, like the sweet smell of butter perfuming my fingers long after the popcorn is finished.

11. I love the book and the look of words the weight of ideas that popped into my mind. I love the tracks of new thinking in my mind.

12. READING = THINKING • Our “WORDS” activity is an example of an Interactive Read-Aloud… • Reflection • Discussion • Reading makes you THINK!!

13. Let’s Try It! Is a picture worth a thousand words? ? ? ? ? http://www.scholastic.com/scopemagazine/Videos.html

14. COMMUNICATION is KEY!!

15. Welcome Back! OBJECTIVE: to explore the power of “essential questions” 29 August 2013 Day 2!

16. ELA Supplies Glue or glue stick Marble Composition Book Pens & Pencils 3-ring binder Post-its colored pencils Index cards

17. My Goals for you • To be proficient at self-selecting books you can love and get lost in • To find and develop your “voice” as a writer • To build a Classroom Community of Readers, Writers, & Thinkers

18. My Expectations • R & R!!! • Respect – for all learners & ideas • Responsibility – for your work & behavior • BEST EFFORT every day – expect the best from yourself!

19. Interactive Read-Alouds & “Buzzing Effectively” • WORDS by Maya Angelou • Can a picture change the world? Listen… Think… Discuss…

20. How do people communicate ideas? How do people who CAN communicate ideas have power over those who can’t? What’s Worth Buzzing About? What are Essential Questions?

21. What do these people have in common? Martin Luther King, Jr. John F. Kennedy Franklin Delano Roosevelt Abraham Lincoln Chief Joseph Barack Obama Alexander the Great Adolf Hitler Rosa Parks Charles Dickens

22. Pay It Forward Banned Books MOVIE: http://www.youtube.com/watch?v=WoiJ44nSP34&sns=em • Possible Essential Questions? MOVIE: http://www.youtube.com/watch?v=N0HTneOLrEc

23. EXIT SLIP… • Write one thing that you LIKE about reading…

24. Welcome Back! OBJECTIVE: to explore the power of Essential Questions & to understand “bookmercialing” 30 August 2013 Day 3!

25. What does Buzzing Effectively look & sound like? What are Essential Questions?

26. What are the big ideas? What do the authors want us to think about? Why are these texts paired together? What could be the Essential Question?

27. Exit Slip… Write one thing that you DISLIKE about reading…

28. Welcome Back! OBJECTIVE: to explore our classroom library & to understand “bookmercialing”

29. Your Summer Reading • Book Commercials: • advertising our summer reading books • getting other readers excited about a book, author, series, or genre you have read • directions/examples from me this week • next week, you’re on!

30. “Books Open Doors” • What’s in our classroom library? • What’s a Book Pass? • How do you “sample” FICTION text?

31. Possible Fiction Reads TITLE AUTHOR BIN

32. What does ACTIVE READING look like in FICTION? • While reading, what strategies do we employ?

33. Welcome Back! • OBJECTIVES: • to explore classroom libraries & understand “book commercialing” • To consider variety in your reading diet

34. Your Summer Reading • Book Commercials: • advertising our summer reading books • getting other readers excited about a book, author, series, or genre you have read • directions/examples from me this week • next week, you’re on!

35. What does ACTIVE READING look like in NONFICTION? • What’s on my nightstand? Variety = utilizing different strategies = expanding your abilities = POWER!!

36. “Books Open Doors” • Continuing to explore what’s in our classroom library • Effective Book Passing? • How do you “sample” NONFICTION text?

37. Possible NONFiction Reads TITLE AUTHOR BIN

38. Exit Slip… Write one thing that you LIKE about writing…

39. Welcome Back! OBJECTIVE: to understand and practice Active Reading, and to understand the differences between Retelling, Summary, and Reflection

40. What would SUMMARY sound like? What would REFLECTION sound like?

41. Charles… Good readers track their thinking before, during, and after reading: “talking to text” • Did he learn that from Charles?? • FRESH mouth for 5 years old!!! • She sounds sad – I remember when my oldest went to kindergarten  • Is this ENTERTAINING for Mom?! • WHAT?? Who stays after to watch someone stay after?! I think L’s parents better set some boundaries or consequences… he’s going to get fresher! • Why aren’t L’s parents telling him how unacceptable this is?

42. Bookmercial Recommendations Title Presenter

43. Welcome Back! OBJECTIVE: to understand and practice REFLECTION for LitLogging

44. Space Rock In the story, the narrator lives on a farm with his family. They are struggling for money – the whole town is. One day, a rock lands on their property. They discover it is a meteorite and worth lots of money. Many people come by to see it and to offer to buy it, but the narrator’s dad doesn’t sell. They do sell small pieces of it from the debris path in order to buy some things they need. After 3 months, Dad tells his family the town has offered to keep the meteorite in a small museum. This wouldn’t get them millions of dollars, but it would help the town. He lets the family vote, and they agree to permanently loan their space rock to the town. In the end, the narrator writes a poem about the meteorite.

45. CHARACTER ANALYSIS… When the author develops the characters in this story, their personalities really come shining through. The 3 siblings are really different. Brother is science-smart and carries a magnet around, Big Sister is obsessed with the phone and her makeup, and the incorrect grammar really helped me “hear” the narrator’s voice (‘we couldn’t go nowhere”/ “she told me to git”) = REFLECTION!!

46. MAKING CONNECTIONS… I felt badly for the dog – after the meteorite hit, he “didn’t come home for three days”! My dog used to hide in thunderstorms; I’m pretty sure she would have had a heart attack if a meteorite landed! = REFLECTION!!

47. AUTHOR STYLE…VISUALIZING… The author used great imagery, with sound words (“Boom! Whump-whump-whump”) to describe the explosion and similes (“the magnet stood straight like a soldier at attention”) to help me visualize events. My favorite imagery described the mini-meteorites being collected by the characters as “buckets of little stars”. It made them seem like gifts from heaven! = REFLECTION!!

48. THEME ANALYSIS… Dad sees the meteorite as a big responsibility and I like the way he lets the family in on the decision. He voices his opinion which seems like the central message of the story to me – telling them that “getting what you need out of something is better than getting all that you can out of something”. But he lets the decision be a family one, which showed me what a close family they were. = REFLECTION!!

49. AUTHOR STYLE… Voting with the rocks anonymously was a great way to keep anyone from feeling pressured, and the way they counted the rocks at the end added an excellent dramatic effect. “One…two…three…four…five!” This was a much more creative way for the author to end, rather than writing, “There were 5 rocks in the box.” = REFLECTION!!

50. LitLogs = Reflection!! • Character analysis • Connections • Commentary on author’s style • Visualizing • Theme analysis • Making predictions • Judgments on characters