The latest project was completed as a guided assignment. We wanted to write a story about a wolf, since one of the characters we were reading about in our anthology was a coyote. Together we read a book about coyotes and wolves, compared and contrasted their traits, and decided which one we wanted to use for our story. We read another book on woodlands and listed what animals lived in the woods. The students chose to use a skunk as their other character.
We discussed parts of the story with one another as a group and came up with ideas we shared and used. Bubble maps were used to think about the characters. Students made a simple organizer by folding a paper into three parts to help them think about and draw what they wanted to take place in the beginning, middle, and end of the story. They worked a problem and solution into the structure. Basically, a wolf wants to eat a skunk but is sprayed. To clean himself off, he bathes in the river. When that doesn't work, he tries rolling around in a patch of flowers.
While the work was not independent, the interest and desire to share their story with their families indicates it was a successful venture. The next step will be working toward the gradual release of responsibility until students are able to use the tools given and write stories that are completely their own. At the same time, we are working toward greater independence in accurately retelling stories both verbally and in writing. The following pictures show the graphic organizers and work of some students. By displaying the organizers, words, and tools on the wall, I hope to inspire students to use them on their own during retelling/writing.
Students completed a simple activity to demonstrate understanding that an apostrophe and an -s is used to show possession or that something belongs to someone.
To help reinforce using the room to aid their work, one of the center activities this week is to read and record what they find in the room. We did it once working in groups of four, and I was able to walk around and guide them in seeing all the useful print there is in the room. So, the idea is reinforced during the center activity.
Each activity done in class is completed with the goal of students being able to read, gather information, and analyze that information in order to learn about their world. One thing I am very excited about over implementing Common Core Standards is the emphasis on student driven learning. Also, I am thankful that the district I work for provides curriculum developed through collaboration with other districts and understands that its implementation is a learning process for us all. I believe we can do this together, and I'm glad to work with hard-working and diligent professionals at school.
