Learning Goal:
We have not begun this unit yet but your son or daughter will soon be learning about how to write a persuasive piece.
READING - POINT OF VIEW
Learning Goal:
I am learning to identify who is telling the story.
READING - PREDICTING
Learning Goal:
I am learning to predict what is going to happen in the story before and while I read.
Success Criteria:
Will be created with the class shortly
WRITING - REPORTS
Learning Goal:
I am learning to write a report.
Success Criteria:
See picture below "We are looking for"
Examples:
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READING - Author's Purpose
Learning Goal:
In reading, your child is learning how to identify the authors purpose for writing.
Success Criteria:
1) I can identify the authors purpose (Persuade, Inform and/or entertain).
2) I can explain my reasons for why I think this.
CLASS EXAMPLES:
The class discussed how even though there may be two purposes for the above book, the main purpose, or biggest purpose was to persuade the reader to believe the wolf's side of the story.
The main purpose of the above text was to persuade.
CLASS EXAMPLES:
WRITING - Procedural Writing
Learning Goal:
WRITING UPDATE: YOUR CHILD IS CURRENTLY WORKING ON WRITING A PROCEDURE FOR HOW TO BRUSH THEIR TEETH! TALKING ABOUT THE STEPS AT HOME WILL SUPPORT YOUR CHILD IN THIS ASSESSMENT.
The Grade Ones wrote a procedure together for how to draw a house and the Grade Twos then had to follow the procedure and draw the house.
We are learning to provide descriptive feedback and evaluate our writing. Below is a procedural writing that was written by someone outside of our class. The students focused on assessing the writing by using the rubric and discussing two stars (good things) and a wish (something to improve on). Our final assessment was a level 2.
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READING - Asking Questions
Learning Goal:
In reading your child is learning how to ask questions before, during and after he/she reads.
Success Criteria:
READING UPDATE
Currently in reading your child has been learning how to ask questions about the story before, during and after reading. When reading with your child at night, you can support this learning by having them ask questions during these times. Taking it one step further would be to have them write down one question they have before reading, two questions they have during reading, and one question for after reading. After the book has been read, and the questions have been asked, you can then discuss the answers and "code" them. The codes are listed below. This activity will support your child's current learning at school and help them to become more successful and independent at this task.
Codes:
T = Text - The answer is found in the text
BK = Background Knowledge - The child has to think about what he knows from his past experiences to be able to answer the question. For example, in a book about an old man who wanted to read the children asked "Why does Jeremiah not know how to read?". This would be a BK because in the book it did not tell us why but we know that you learn how to read at school so we are guessing, based on our knowledge, that maybe he did not go to school. Another child mentioned that he is a farmer so maybe when he was younger he had to work on the farm and not go to school. This was knowledge that they brought to the text to answer this question!
R = Research - We need to find more information about this by doing some research on the internet or going to the library and looking at books. Most questions your child will ask will not be an R. An example of an R might be inquiring about a type of animal that was in the book. A child might want to know specifically what kind of cat the person has which would require research into finding out what the breed is.
WRITING - Recount
Learning Goal:
In writing your child is learning how to write a recount to retell and evaluate events and experiences.
Success Criteria:
One of the activities that we did in class was to re-order "A Trip to the Zoo" Level 3 recount. (I had each paragraph cut out) After it was in the correct order, your child then worked on labelling the different parts of this recount. The "big stars" (title, introduction, etc.) first and then the "shooting stars" (who, where, etc.) after.
EXAMPLES OF RECOUNTS:
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Level 1
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Level 3
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Level 4
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Recount Organizer: This organizer will then be used to create a written recount. Point form notes are acceptable for the When? Who? Where? and Why? boxes at the top but sentences should be filled in for the rest.
RECOUNT RUBRIC
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This is only a piece of the rubric that was created as a class. The full rubric that will be used is below.
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STARTING OUR INDEPENDENT RECOUNTS:
On Tuesday, your child participated in a morning that consisted of activities that had to do with learning about the different signs of winter. This event was a learning experience in which your child will be writing a recount about. Discussing this event with your child and looking at and talking about the success criteria and graphic organizer that they will be using at school to create this recount will help your child to be successful with this recount at school. The recount organizer and success criteria / look fors can be found under "Learning Goals and Success Criteria" for the reading and writing section.
Thank you for your continued support,
Miss. Chittle
OUR LATEST RECOUNT ADVENTURES
Today your child went outside in the morning and had some fun completing different activities outdoors so that they can write a recount on this experience. Encourage your child to tell you about their morning and the activities that they participated in.
Reading and Writing - Retells
Learning Goal:
In reading and writing your child has learned how to RETELL a story.
Success Criteria / Look Fors:
Your child needed to be able to independently talk about and write:
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The Written Retell Organizer the students were provided looked similar to this picture. It had the 6 squares with the green words (ex. First, Then, Next...) already on the organizer to support the students in their writing.
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RUBRIC FOR RECOUNTS:
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