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speech_rubric.pdf |
Today, students were introduced to the Public Speaking assignment. Each student received an information note today (included below) and we had a lengthy discussion about the expectations. Students received a copy of the rubric which is also included below. Also, students received a graphic organizer to help them plan their speech. Students may choose to use it or not, the choice is theirs. Though we will be discussing appropriate topics and presentation form, the speech will be written completely independently. ![]()
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We connect while we read! We make different kinds of connections when we read. We make connections to something that has happened in the world (text-to-world), to another book or story (text-to-text), or most usually to our own life and experiences (text-to-self). These connections help us understand the story. They can help us understand how a character feels, the problem or solution in a story, the setting, why a character does something, or new information. While reading together, talk about the connections you or your child are making to the story. Use the sentence starters below to help explain those connections. Here is a great example from Grace V. who wrote a meaningful connection to the novel we are studying, "Charlotte's Web". Notice how she used the sentence starters to help her:
The part of the text when.... reminds me of.... This helps me understand the story because.... When you are reading with your child, pause and ask your child to orally tell you a summary of what he/she just read. Oral language precedes written work! Ask them to describe the main characters, settings, problem/solution, and important events in order. Here is the Learning Goal and Success Criteria for the Courage Presentation. The students did a great job of presenting and showed a thorough understanding of what courage looks like! Student will be presenting an article they find in a magazine/newspaper or online that shows a person displaying courage. Information went home today concerning this presentation and is included here below. Remember to practise at home focusing on speaking clearly, with volume, using gestures, facial expressions, and eye contact.
Students are learning how to make meaningful predictions by using the story to help them make their prediction. Ask your child to tell you the difference between an incidental and a meaningful prediction. Students read the story "Mia's Problem" either on their own or with a partner (their choice) and discussed their meaningful prediction. They wrote their predictions to this story and explained what happened in the story to help them make this prediction. Check out some of our predictions!Partner reading is a great way to practise! Practise reading at home by partner reading. Take turns reading with your child by each reading a paragraph, or a page, or as characters in the story. It helps students with valuable reading practise and it helps students focus on text features. Today, students spent some time partner reading "Drumheller Dinosaur Dance". Ask your child to explain to you what this story was about...you might be surprised! In Language Arts today, we had a class discussion about how to have a small group discussion. We will have a lot of these throughout the year and the students had a lot of great suggestions to include on our chart. Then we practised having a small group discussion about a place we have visited in Canada. After, students shared what someone else shared in their group. Do you have many family discussions at home? Focus on some of these as you chat together!
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AuthorHi, my name is Mrs. Merlo and I have been teaching for a number of years. It is a privilege to spend each and every day with such a wonderful group of children and colleagues. |