Character in a Book

Students wrote a blog post about the main character in the book they are reading. They shared how the character acts, thinks, and feels and compare him/her to themselves. This should have an introduction and conclusion, and should be at least 5 or 6 paragraphs. Students had two days to complete this assignment.

Hey Students, Who is in Charge of You?

I am spending the next three days at the Ohio Etech Conference.  This is a chance for me to be the student and learn about using technology in the classroom.  Many of the ideas that we use in Reading Workshop originated from past conference.

This brings me to the topic of this blog post

HEY STUDENTS, WHAT ARE YOU GOING TO DO?

Whenever I am not at school, I learn a lot about the students.  I find out who is motivated and successful.  Is that you?  Or do you need your mom or dad or teacher telling you what to do every minute of the day, just to be successful?

Do you see a substitute teacher as someone that you can try to take advantage of or do you know that you need to be understanding and responsible?  Will you be the one that gets the sub to write a note about how this was such a great class?  Or will you get a trip down the hall to visit the principal?

Do you know that everything you do during the next three days will be for a grade?  Do you know that I will be reading blog posts about the characters in Watchers Rewind?  Do you know I will be monitoring Study Island scores?  Or are you a motivated student that is going to do your best just because you have pride in your grades and your blog?

Good luck the next three days, Reading Workshop students.  I am anxious to see how you do.  In fact, I can't wait until Thursday when we discuss this post.  In the mean time, please think about what you do and what it says about you!

A Spiderwick Kind of Class

The students in 604 have been infected by Spiderwick.  Over half of the class has read at least part of Tony DiTerlizzi and Holly Black's five book Spiderwick Chronicles series. These books venture into the world of fantasy with an easy to read style.

In book one, The Field Guide, after their parents get divorced, the three children, thirteen-year-old Mallory and her nine-year-old twin brothers, Jared and Simon move with their mother into the Victorian home where their great-aunt Lucinda lived previously.

The kids discover a world of faeries, a secret library hidden in the house, and later discover Arthur Spiderwick's Field Guide to the Fantastical World Around You in a chest in the attic. Soon after moving in, odd things begin to happen, like strange sounds in the walls, and small unexpected and unfriendly other occupants are in the house.

This is a fun series with nonstop adventure  through all five books.  It is great to see a class find a series they enjoy.  And the good news is there are three new books they can read, Beyond the Spiderwick Chronicles.

How the Setting Impacts the Book

Students recently wrote a blog post about how the setting impacts the book they are reading.  We discussed the setting in the current read aloud, Watcher's Rewind written by Peter Lerangis.  In this book the whole story takes place near where a fatal accident happened.  This makes life extremely difficult for the main character, Adam Sarno.

Students also completed a lesson on Study Island, the online learning program that we use in Reading Workshop.

To see student blog posts, you can look HERE

How Involved are You in Blogging?

As the grading period comes to an end, please count and record the number of your posts and comments.

Zero Tolerance for Writing Errors

Starting today there is zero tolerance for mistakes in writing. The school year is half over.  Students in Reading Workshop have been writing every day.  The expectations for writing are for students to use the skills that have been taught.  

Students are expected to write without errors in spelling and mechanics. Each student has tools available, including a computer with word processing and spell check, a dictionary, online sites like Answers.com and Dictionary.com, peer assistance, and spelling buddies. There really is no reason for writing with mistakes, other than a lack of effort.

Students are expected to use correct punctuation, capitalization, spelling, and grammar. When an assignment is turned in with errors, students' grades will be drastically cut.  Students must edit with attention to detail or they will not pass.

If students don't know the difference between your and you're, it's time to learn.  The first letter in words in a title, proper noun or to start a sentence must be capitalized.  Tiny mistakes mean huge differences in grades.

Step it up Reading Workshop students.  The responsibility for writing cleanly and clearly is on you.  

Submit Your Project for a Grade

Reading Workshop students, please copy your Element Essay and Element poem from your blog and paste them into this form to be graded.

Hey Guys, Which Half are You In?

I watched as each row was dismissed.  After a few minutes, I decided it was about 50/50.  I didn't see a pattern based on age, dress, or companions.  About half of the time once a man exited his row, he stepped back and let his wife, daughter, girlfriend, and/or mother go in front of him.  The other half, he walked out in the order he left the pew.

This scene took place at a wedding I attended over Christmas break.  I am not even sure what made me notice, other than we were one of the last rows to be released by the ushers so we watched a lot of people exit.  

The guy in front of me walked out with his wife trailing about three feet behind, and he never even looked back.  You could tell that was what they were used to.  As I watched them, it bothered me a little.

So guys, which half are you in?  Do you treat ladies with respect?  What about classmates?  Do you let the door slam in the face of the person behind you?  Or do you stop and hold the door?  Do you let a girl go in front of you?  Is that uncool?  Or do you show kindness and respect to classmates?

And what about you girls?  Do you say thank you when someone shows good manners and treats you with respect?  Or is that just too old fashioned?  When someone extends an act of kindness how do you respond?  

Do manners go out of style?  Do you talk the talk, or walk the walk?  How many times a day do you say thank you?  Are good manners important when you are twelve years old?  Is it just part of being a caring and considerate person?  Or is it just something that doesn't matter until you are an adult?

Image from http://articles.chicagotribune.com/2011-05-31/lifestyle/sc-fam-0531-parenthood-manners-20110531_1_modern-lesson-door-slam-ladies

Interdisciplinary Element Project

Students will be doing an interdisciplinary research/writing project in Reading Workshop and science.  Students will choose an element from the periodic table and describe the stages of the element's life.  

The language arts grade for this project will be based on organization, creativity, PUGS (punctuation, usage, grammar, and spelling), completeness, and overall quality of writing.  Students will also be writing a poem about the element and it will be graded too.  The science grade will be based on content and quality of overall project as described on the project information sheet provided by Ms. Huysman.

Before beginning to write, students must know the following information:

1.   Name of element

2.   Element symbol

3.   Atomic number

4.   Atomic mass

5.   Number of protons

6.   Number of electrons

7.   Number of neutrons

8.   Date of discovery

9.   Discoverer

10. Country of discovery

11. Boiling Point

12. Melting Point

13. State of Matter

14. Family name

15. Names of family members

16. Period/group

17. Uses for element

18. Type of element

All of this information is expected to be included in the project.  The written part will be posted on student blogs.  This will be printed out and included with other parts of the project as required for science.

Image from http://quantumartandpoetry.blogspot.com

Only 12 and Already Thinking the Grass is Greener . . .

I had an interesting conversation with two students last Friday.  They were telling me how this other class was and how students in there had it made.  A friend had told them all about it.  And they bought it like an early morning shopper on black Friday.

Over the weekend I thought a lot about our conversation.  They might be amazed to know that I know a little bit about the class that was making them jealous.  And if the truth was known, buying what they are buying tells me they are shopping at the dollar store.

They are great students and their class is amazing.  Students are engaged and working at an extremely high level.  The class in energized and fun.  It is one of the most outstanding classes that I have ever seen.  So the grass is most definitely not greener on the other side of the fence.

What about you, Reading Workshop students?  Is your glass half full or half empty?  Hopefully you make the most of every day, taking what you have and making it into the best life possible.  And when someone starts bragging, they are probably just trying to convince themselves that their grass is greener.  Don't buy it.

Image from http://dollarstoreproduct.com/Retailers.html

To All the Maze Runner Fans

A lot of Reading Workshop students have been reading The Maze Runner written by James Dashner.  The movie is supposed to be out in 2013.  Here is a preview of what you can anticipate.  If you haven't started the series yet you better give it a try.  

Here is the blurb just to give you an idea about the book if you haven't seen it.

When Thomas wakes up in the lift, the only thing he can remember is his first name. His memory is blank. But he’s not alone. When the lift’s doors open, Thomas finds himself surrounded by kids who welcome him to the Glade—a large, open expanse surrounded by stone walls. Just like Thomas, the Gladers don’t know why or how they got to the Glade. All they know is that every morning the stone doors to the maze that surrounds them have opened. Every night they’ve closed tight. And every 30 days a new boy has been delivered in the lift. Thomas was expected. But the next day, a girl is sent up—the first girl to ever arrive in the Glade. And more surprising yet is the message she delivers. Thomas might be more important than he could ever guess. If only he could unlock the dark secrets buried within his mind.

Reading Success by Selecting a Series

What do the three students in the picture have in common?  All three were reluctant readers that have found success through the choice of an excellent series.  Doing the weekly Read at Home assignment in Reading Workshop was a chore.  They didn't take advantage of the opportunity to improve their grade.  Then they started a good series of books.

Fictional series have a common setting, story, and/or characters. Some series have a specific order, usually based on chronological sequence.  Others stand alone and can be read in any order sharing a similar genre, but sometimes not even sharing characters.

Connor blasted through The Spiderwick Chronicles.  This is a fantasy series written by Holly Black and Tony DiTerlizzi that features three kids, Jared, Simon, and Mallory Grace as they travel to another world filled with faeries and other mystical creatures.  He read all of the first series and has moved on to the next series, Beyond the Spiderwick Chronicles.

Taneshia starting reading Among the Hidden, the first book in the Shadow Children series written by Margaret Peterson Haddix.  These books take place in the future and show the challenges faced by Luke, a third child in a society that only allows two per family.  

Mackenzie has been reading the Vet Volunteers books written by Laurie Halse Anderson.  This series is a little different than most because it features different characters in each book.  There is a common theme though--all are trying to help animals in need.

What makes these three students so remarkable is their transition as a reader.  They found a series they like and have actually stuck with books, finishing one after another.  There is no fake reading going on here.  They have become successful readers and students.   

It seems like almost all readers have read a series or two that sticks with them forever.  What is your favorite series?

Revising Poems

So you get a first draft of a poem and it seems pretty good.  Now what?  Is it ready to publish?  Everything is spelled right.  It makes sense.  So how do you revise?  How do you make it better?  What can you do with a basic poem like this, that has a good topic choice with a nice twist at the end and make it into an A+ poem?

Thank you to Maddie for allowing us to experiment with her writing.

That one kid makes me sad,                              

That one kid makes me mad.

When I see him I just go Eww!!!!

I don’t like him,

He doesn’t like me.

We fight all the time.

She started it!

No he started it!!

He makes me go crazy,

I make him flip out.

But the truth is………

He’s my brother.

One area that could be improved is word choice. The Reading Workshop Poetry Rubric says, Word choice is exact, colorful, and interesting. What words could be changed to improve this poem?  Is there a synonym for sad that would be more interesting? Or mad? Or doesn't like?

We could also look at improving and adding sensory details like the rubric describes as, Uses sensory details to help the reader see, hear, feel, and/or think.  What could be changed to help what the reader visualizes?  Could the "one kid" be described in some way?   What changes would help the reader see the fight?

The rubric also says, A natural rhythm and structure. Is there a way to put this into stanzas that would improve how it flows and sounds to the reader?

Regarding effort, reflects the effort to create a special piece of writing. What could be added to build this into a more meaningful poem?



You can see the revised poems HERE.

Poetry Rubric

The Reading Workshop Poetry Rubric

Component	4/A	3/B	2/ C	1/D
Rhythm, Form Structure, Organization	Creatively uses poetic form. A natural rhythm and structure.	Structure and rhythm seem natural to the reader.	Structure and rhythm need revised for better understanding.	Unorganized structure and rhythm.
Content, Impact	The purpose of the poem is evident leading to a natural conclusion. The poem engages the reader.	Poem is developed with content that engages the reader.	Content is basic with only a hint of the author's intent.	Content is basic and undeveloped.
Word Selection, Word Usage	Word choice is exact, colorful, and interesting. Uses sensory details to help the reader see, hear, feel, and/or think.	Word choice is interesting with the use of sensory details.	Vocabulary is basic with a few attempts at improving word choice.	Vocabulary is very basic.
Spelling, Grammar, and Punctuation	No errors and mechanics used as needed to fit with the poetic structure.	Minimal errors in spelling and mechanics used as needed for understanding.	A few errors in spelling and mechanics.	Errors in spelling and mechanics that interfere with reading.
Effort	Work shows an understanding of poetry and reflects the effort to create a special piece of writing.	Developed piece of work that is the result of revising and editing.	Basic piece of writing that shows a need of improvement.	Undeveloped without signs of editing and revision.
Created by http://www.thereadingworkshop.com

Inspired by Poetry

Some of the best poems are often those that are inspired by another poem.  The concept is to take the framework of a poem you like, and then revise it to make it fit you.  Just remember to always give credit to the author by stating, "Inspired by . . ."

The Other Me

Written by Kristine O'Connell George

The other me knows what to wear,

fits in, doesn't stick out,

is one of them.

The other me remembers jokes,

doesn't get teased

by anyone.

The other me doesn't have big feet,

doesn't stumble,

doesn't drop her lunch tray.

So where is she,

this amazing

Other Me?

Reading Workshop students, please take this poem, or another of your favorites and write an "Inspired by" poem.

Image from http://tvtropes.org

What Makes a Good Poem?

Today we will ask the experts.  Students in Reading Workshop, what makes a good poem?  Or, what makes a poem good?  As you looked through poetry books the last two days, what did the best poems have in common?

When you looked through a book, what made you want to keep reading it?  What made you want to put a book back and try another one?  What made the difference between a book that grabbed your attention and gained your interest from a book that bored you?

Image from http://www.dailywaffle.co.uk/2012/09/my-five-favourite-pieces-of-poetry/poetry/

No It's or Is's Allowed in Poetry

Cut out all those words.  This is poetry so you don't need them.  In fact, if the word doesn't do something to clarify meaning, or help make your point, just delete it.

Get rid of all those annoying little words and leave only the ones that matter.  You really don't need all those "it's" and "is's."  Nor do you need those are's and were's. Trim the fat and excess words.  Make your poem meaningful and exciting.

The best thing about poetry is that the author makes the rules.  You can choose whether or not to use capital letters, sentences, and punctuation.  The only rule is write in the best way to make your poem meaningful and understandable.  Just write so your reader relates to your message.

Author's note:  There are divided thoughts about using apostrophes in certain circumstances to show plural.  The general thinking is that it is allowable in a few instances if it helps considerably with making text more easily understood and more readable.

Image from http://penningtonpublishing.com/blog/tag/linking-verbs/

You Need Some "ing" in Your Poetry

Is your poetry alive?  Or does it just lay there squashed and ragged, like a mushy apple smashed on the road?  Maybe it needs a little "ing" put into it.

Good poetry is alive, bringing the reader inside and making him think, or wonder, or laugh, or cry.  And to bring the reader in nothing works better than action verbs.  Thus the need for some "ing."

Screaming, shouting, racing, zinging, glistening, clinging, spinning, howling, catching, hooting, buzzing, violating, falling, sprinting, vaulting, pouncing, scaling, attacking, lunging, foraging, galloping, whipping, creating, gambling, whaling, slashing, wondering, listing, faking, destroying, escaping, dreaming, visualizing, imagining, bouncing, scaping, flailing, editing, revising, writing . . .

Image from http://newtimesfrontier.wordpress.com/2011/06/20/the-ing-factor/

Let's Start With a Little Poetry

Last year students came up with all kinds of ideas about why they couldn't do poetry.  In their minds they were thinking, Poetry is Not Me.  And as they listed these ideas an amazing thing happened--they became poets.

This year, I wonder what we can do with these thoughts??????  Hhhhhmmm, maybe we can use them as poetry starters.  After all, anyone could write a poem about one of these topics:

Poetry is unreasonable
We can't connect
Poetry isn't the ice cream for my milkshake
Poetry is the book with no words
When I ring the door bell, poetry never answers
Poetry is a charging bull (and I am a red cape)
Poetry punches me in the mouth
Poetry is the math that just doesn't add up

Or any one of the many ideas listed at Poetry is Not Me.  Give it a try, Reading Workshop students and see what you can do.

Image from http://www.projectappleseed.org/homework.html

The Pit of Poetry

As we begin to study poetry, take a minute and compare.  Does either poem describe you as a poet?