This week we will be working on more basics in writing and reading: sentence variety, vocabulary review, and reading response. The children are reading like crazy! Our book discussions are rich, informative, and varied. Last week, we concentrated on writing reading responses that used critical thinking prompts. We are realizing that personal responses, those that make us think, are very different than writing summaries. Some of the prompts are:
1. When I started reading this book, I thought...
2. I changed my mind about ...because...
3. My favorite part of the book was...
4. I was confused by...
5. My favorite character is...because...
6. I was surprised when...
7. I predict that...
8. I like the way the author...
9. I didn't like...because...
10. This book reminded me of...

As you can see, these prompts require a personal response from the students. In so doing, they are using multiple strategies to make meaning of what they read.
 

Parents, I loved seeing you all at Back to School night. Thanks for laughing at my stupid jokes and for your enthusiasm for the six word memoirs. I think they are amazing.

Students, you have worked so hard this week. Your six word memoirs are terrific, and your work with the parts of speech has been great. (Though we will try to throw those Grammar Ninja stars a little softer next time so they don't disorient the SMART Board!) If you want extra practice, go to www.kwarp.com to log onto Ninja Grammar.

I am so appreciative of the way you got in the zone on Friday. You were engaged and focused. Nice job!

This week, we will try to get your six word memoirs put on this website so that EVERYONE can read them! I'll see you tomorrow. Don't forget your tents for Tuesday. (That was alliteration!)

Our first full week of school ended with "Read Like Your Hair Is On Fire" silent reading. If you don't know what that means, ask one of the students. The phrase comes from a great (but painful) story. Students have perused the school library and checked out their own books. Did you know that we have over 5,000 individual titles in our Carmel Campus library? That doesn't even count multiple copies! Impressive.

We also worked on "Six Word Memoirs" and grammar. The seventh graders were introduced to "Glick the Grammar Guy" and "Glick the Grammar Girl." They are hanging (with tape) on the walls of the classroom. Who are they? They are devices to help students remember the eight parts of speech:
     Nouns-on the arms because we can touch them (except ideas)
     Adjectives-on the fingers because they give details about the nouns
     Verbs-on the legs because they are action words (and state of being)
     Adverbs-on the feet because they modify verbs, in general
     Conjunctions-on the waist because they join (the top half to the bottom half)
     Prepositions-on the ribcage because they show relationship (around the ribcage, etc.)
     Interjections-on the face because they are spoken
     Pronouns-NOT on the body because they are replacements for nouns. So sad.
Each student has a personal "Glick" in his or her journal.

Speaking of journals, we are creating our own textbooks in our  journals. Students are creating a Table of Contents, and there is a section for reading response. These journals should stick like glue to my students. They will need them every day.

We are also learning two vocabulary words a day: irenic, skosh, holus-bolus, adust, bibelot, ripsnorter, marmoreal,daedal. Ah...we are getting so smart!