What we're working on this week... |
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The Language Program
Our Language program use to be divided into 4 parts: Reading, Writing, Oral Communication and Media Literacy. The new Ontario Curriculum is divided differently, but with a greater focus on acquisition of key literacy skills that improve written communication, reading comprehension and oral communication.
The Language program in our classroom will consist of a series of mini units in each of these areas (Reading, Writing and Oral Communication). Often, our mini units in one area will overlap with the mini units of another area. Different assignments for each mini unit will be located under the heading of the section it belongs to.
The Language program in our classroom will consist of a series of mini units in each of these areas (Reading, Writing and Oral Communication). Often, our mini units in one area will overlap with the mini units of another area. Different assignments for each mini unit will be located under the heading of the section it belongs to.
Reading
Unit 1: Short Stories
We will read roughly 8-10 short stories together this year. Our goals include:
We will read roughly 8-10 short stories together this year. Our goals include:
- giving students opportunities to experience enjoyment from reading
- gaining a better understanding of key story-telling features (characters, setting, plot and theme)
- introducing and practicing inferencing skills
- introducing and understanding figurative language
Short Story Culminating Assignment
Students will select ONE of the 4 potential stories to read for their culminating assignment. They will fill in the graphic organizers with information about the Characters, Setting and Plot of the story.
Then, they will select ONE of the two writing assignments to demonstrate their knowledge of the key information about the story and tie in the different writing skills we've learned in class. Due Date: January 24. |
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Copies of the short stories can be found below. Click the file to see the story. Clicking the buttons will take you to a Youtube video of an audio recording of the story if you'd like it read aloud to you.
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Unit 2: Underground to Canada Novel Study
Over the course of 4 weeks, we will be reading and discussing Barbara Smucker's Underground to Canada. Students have a variety of comprehension activities to complete for each chapter to be handed in for assessment. The class has been broken into 2 groups to focus their learning on improving their areas of need. Group 1's goal is to gain independence when working through a simple narrative text and to strengthen reading comprehension response techniques. These students will independently read the novel and work through the chapter activities. They will meet once a week to discuss key points of the novel and aim to dive deeper into the concepts explored in the story. Group 2 has more diverse goals focusing on improving reading fluency and comprehension. There will be small activities included in our work periods to specifically target fluency skills and building comprehension. We will collectively read the story together, frequently pausing to discuss literary elements or challenging vocabulary. |
A copy of the novel can be found in the Files - Language section of our Team
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Reading Support - The Daily 5 (in class) * on pause while we complete our novel study*
A key intervention for supporting readers of all levels is the Daily 5, which we do in class for 20 minutes each day. The Daily 5 allows us to target specific language-related skills so that all readers can improve. Below is a description of each activity with a brief explanation of its benefits.
Editing -This station helps students build their understanding of common punctuation, spelling and capital letter use. Each week, students are provided with 4 paragraphs that are riddled with mistakes. They use 15 minutes to identify and/or correct as many spelling, capital letter or punctuation mistakes as they can find. The last 5 minutes are used to explore the answer sheet and copy down any missed mistakes. The goal is to make them more aware of common spelling and grammar norms.
Vocabulary - This station focuses on language acquisition and building students' understanding of unfamiliar words. We are focusing on Greek and Latin roots to start, so that students can become more familiar with building blocks of more complicated words. At this stations, students select 2 root words to explore, gaining understanding of the meaning. They then select 4 words that contain each root and find definitions for these.
Typing/Cursive - This station is intended to provide students an opportunity to practice writing in different formats. For the first 4 weeks, students will use a computer program (NitroType) to practice improving their typing skills and speed. The following 4 weeks, students will be provided with cursive writing support sheets to help develop that skill. This will repeat in 4 week intervals.
Silent Reading - This station aims to provide students an opportunity to practice their independent reading skills. Students selected a personal text with me at the beginning of the year. When deciding on the novel to read, we considered interests, level of confidence and, most importantly, text level. Over the years, we have built a library in our classroom that allows students to choose common titles you may have read as well as many chapter books with a high interest and lower vocabulary (starting at a grade 1 reading level). This allows ALL students to have an opportunity to read a novel independently that is at their level so that they can gain confidence (and potentially enjoyment) from reading.
Fluency - This station provides students with an opportunity to practice reading aloud; something that many students are shy to do. This station begins with explicit small-group instruction with the teacher to review the "sounds" that punctuation makes in a text. We also explore and practice decoding multi-syllable words so that students gain confidence sounding out unfamiliar words. Students use flash cards to practice with a partner, followed by selecting a levelled text that matches their abilities, which they then read aloud.
Editing -This station helps students build their understanding of common punctuation, spelling and capital letter use. Each week, students are provided with 4 paragraphs that are riddled with mistakes. They use 15 minutes to identify and/or correct as many spelling, capital letter or punctuation mistakes as they can find. The last 5 minutes are used to explore the answer sheet and copy down any missed mistakes. The goal is to make them more aware of common spelling and grammar norms.
Vocabulary - This station focuses on language acquisition and building students' understanding of unfamiliar words. We are focusing on Greek and Latin roots to start, so that students can become more familiar with building blocks of more complicated words. At this stations, students select 2 root words to explore, gaining understanding of the meaning. They then select 4 words that contain each root and find definitions for these.
Typing/Cursive - This station is intended to provide students an opportunity to practice writing in different formats. For the first 4 weeks, students will use a computer program (NitroType) to practice improving their typing skills and speed. The following 4 weeks, students will be provided with cursive writing support sheets to help develop that skill. This will repeat in 4 week intervals.
Silent Reading - This station aims to provide students an opportunity to practice their independent reading skills. Students selected a personal text with me at the beginning of the year. When deciding on the novel to read, we considered interests, level of confidence and, most importantly, text level. Over the years, we have built a library in our classroom that allows students to choose common titles you may have read as well as many chapter books with a high interest and lower vocabulary (starting at a grade 1 reading level). This allows ALL students to have an opportunity to read a novel independently that is at their level so that they can gain confidence (and potentially enjoyment) from reading.
Fluency - This station provides students with an opportunity to practice reading aloud; something that many students are shy to do. This station begins with explicit small-group instruction with the teacher to review the "sounds" that punctuation makes in a text. We also explore and practice decoding multi-syllable words so that students gain confidence sounding out unfamiliar words. Students use flash cards to practice with a partner, followed by selecting a levelled text that matches their abilities, which they then read aloud.
Writing
Mini Unit 4: Persuasive Writing
This unit will focus on using more powerful vocabulary and appropriate facts to support an idea. We will spend significant time learning how to write appropriate commentary so that our facts are more meaningful. This will also give us an opportunity to learn basic research skills and think critically about our sources of information.
This unit will focus on using more powerful vocabulary and appropriate facts to support an idea. We will spend significant time learning how to write appropriate commentary so that our facts are more meaningful. This will also give us an opportunity to learn basic research skills and think critically about our sources of information.
Mini Unit 3: Descriptive Writing
We will learn and practice writing narratives and other texts more descriptively. To do this, we will expand our vocabularies by exploring synonyms for common words. We will explore figurative language and learn to target the different senses when writing. Lastly, we will learn about run-on sentences to ensure we avoid them.
We will learn and practice writing narratives and other texts more descriptively. To do this, we will expand our vocabularies by exploring synonyms for common words. We will explore figurative language and learn to target the different senses when writing. Lastly, we will learn about run-on sentences to ensure we avoid them.
Narrative Assignment - students were tasked with selecting a fictitious environment and having a character explore that space. Through character actions and selective vocabulary, students were to describe the environment by targeting 4 of the 5 senses. Using the rubric, they edited their peers' work and applied feedback to improve theirs. They typed up their good copies and submit to the folder in Teams.
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Mini Unit 2: Narrative Writing Part One
We will read a series of 2-Sentence Horror Stories and predict what could happen next for each. Students will select one and expand upon the story from one character's perspective. We will study the grammar of writing conversations and practice using the COPS editing strategy.
We will read a series of 2-Sentence Horror Stories and predict what could happen next for each. Students will select one and expand upon the story from one character's perspective. We will study the grammar of writing conversations and practice using the COPS editing strategy.
Dialogue Assignment - students were tasked with writing 10 lines of dialogue between 2 characters. Using the rubric, they edited their peers' conversations and applied feedback to improve theirs. They typed up their good copies and submit to the folder in Teams.
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Mini Unit 1: Paragraph Writing
We began the year by reviewing how to properly write paragraphs. Our culminating task was the Terry Fox Paragraphs assignment.
We began the year by reviewing how to properly write paragraphs. Our culminating task was the Terry Fox Paragraphs assignment.
Oral Communication
Assignment 1: Interview
Our goal is to learn how things (school, society, fashion etc.) have changed over the past 4 decades. We watched several short videos and held group discussions in class. Students then collaborated to brainstorm a variety of questions that we could ask someone to better understand what middle school was like for them. Now, we will interview someone over the age of 35 and present our findings to the class.
Our goal is to learn how things (school, society, fashion etc.) have changed over the past 4 decades. We watched several short videos and held group discussions in class. Students then collaborated to brainstorm a variety of questions that we could ask someone to better understand what middle school was like for them. Now, we will interview someone over the age of 35 and present our findings to the class.
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Assignment 2: The 30 Day Challenge
We know that we are great the way we are, BUT we also know that there are always ways that we can get better. The goal of this assignment is to find something to add to or take away from our current lifestyle so that we can shift towards the person we want to be. Students will select something small that they can do each day, or eliminate each day, for 30-ish days, then develop a plan of action. We will do the 30 Day Challenge and keep track of our daily participation. Afterwards, we will present our challenge, the difficulties in completing it, the changes we noticed (or didn't) and other important information to our peers.
We know that we are great the way we are, BUT we also know that there are always ways that we can get better. The goal of this assignment is to find something to add to or take away from our current lifestyle so that we can shift towards the person we want to be. Students will select something small that they can do each day, or eliminate each day, for 30-ish days, then develop a plan of action. We will do the 30 Day Challenge and keep track of our daily participation. Afterwards, we will present our challenge, the difficulties in completing it, the changes we noticed (or didn't) and other important information to our peers.