Hopefully I have at least a couple devoted readers, and to you I sincerely apologize for my late post today. After a 14.5 hour day yesterday, complete with a car-deer accident, and 2 (yes 2) trips back home between the end of the school day and the start of the open house, I spent most of today catching up. Additionally, Mr. Cornwell and I left at the start of 6th hour to take Calder to his appointment, which meant my conference hour was spent writing up my sub plans.
In any case, here I am! Since both classes are currently working on the same unit, I figured I would write one post to cover everything. This week students have been reviewing strategies to apply to information and narrative reading, especially in relation to answering questions about the text. We have just recently begun writing in response to these reading selections as well. After brainstorming with each class, we acknowledged the fact that most students do not use quoted evidence in letters or essays they write. We’re working on finding supporting evidence, paraphrasing parts of the reading selection, and finding small portions to quote directly in their writing.
Next week we will be refreshing students’ memories about narrative writing, responding to student work, and perhaps taking a second look at writing in response to reading. To all the parents reading this post, if you could contribute a comment telling me a way in which reading and writing impact the work you do, that would be a great way to share the real-world connection with my students!
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