Special ET: Peaceful Poetry

Today during our special ET session, you’ll have a choice of reading poetry or writing it. I’ll explain the details in person.

If you want to read poetry, get a partner, follow this link, and choose one of the groups of poetry to read/watch/listen to. You can respond to it how you like–you might want to draw a picture, or you might just want to choose things you liked–or didn’t like–to discuss with your partner.

If you want to write small peace poems, you can follow this link and find an image or idea that inspires you to write a small poem.

Reflective Letters for Parent-Teacher-Student Conferences

Parent conferences are coming up and this is a great time to reflect on how things are going. On day 1 and day 2 (Friday and Monday), we’ll be surveying our missing work and drafting reflective letters to our parents. I’ll show you a presentation (linked here) which will outline the expectations.

I’m also uploading this information to Google Classroom. I’ll give you time to work, but with MAP testing and ET happening, you might find yourself spending some time at home, as well. First you’ll write a draft and hand it in. Then, on Tuesday and Wednesday (days 3 and 4), you’ll meet with me about the draft and will upload the final copy to your blog!

Peace is the Delhi Metro

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Since we’re writing about what peace is to us today, here’s my contribution to that discussion: Peace is the Delhi Metro!

On the metro, I see are all kinds of people: young people, old people, short people, tall people– stand-up-straight people, lean-against-a wall people. On the metro, I can get most of the way to work with just 16 rupees. For 30 rupees, I can ride a train all the way from Huda City Center to Jahangirpuri. We all share the same space and we all get where we are going at the same time.

The metro is not perfect. But peace isn’t about perfection. It’s about learning how to share space with people from all walks of life. It’s about traveling together, not racing ahead. That’s why my crane and I don’t leave home without our Delhi Metro Smart cards.

 

Reading Strategies Review

Good readers think as we read; that’s why we say ‘Reading is Thinking.’ There are many ways to think about what we read, but most good readers use a mix of strategies. On day 3 and 4 this week, (Monday and Tuesday), we’ll review some of the ways good readers think about what we read. You’ve probably been hearing about this in Humanities, but a little review is always a good thing, since effective reading is one of the most important ‘study skills’ there is.

I’ll demonstrate these a quick read aloud from one of my favorite books of all time. Then when we meet individually on day 5 and 6 to talk about your reading goals,  I’ll check in with you about what strategies you are currently using the most.

Below are some strategies good readers use when reading.

Good readers:

Connect: Good readers use what they know to better understand what they read.

  • ‘This reminds me of something that happened to me.’Reading is thinking
  • ‘This reminds me of something I know from school.’
  • This reminds me of another book I read.

Question: Good readers ask questions as they read.

  • ‘I wonder….
  • ‘Who, what, where, when, why?’

Predict: Good readers use clues to think what might happen next.

  • ‘I predict ____ will happen…’
  • ‘I think this character will____ because….’

Infer: Good readers use clues and what they know to understand things that are not directly stated in a book.

  • ‘I think this means that…’
  • ‘This clue makes me think the character is nervous/sad/happy.’

Visualize and use sensory images: Good readers imagine what a story looks, smells, sounds like…

  • ‘In my mind I see…’
  • ‘In my mind, I hear…’

Determine what is important: Good readers use what is important in what I read so they can summarize it or find answers to what they want to know.

  • ‘This was mainly about….
  • ‘I found answers to what I wanted to know in chapter 5 of this book….’

Synthesize: Good readers pull together many ideas to find the big ideas or themes in what they read.

  • ‘The theme of this book is….’
  • ‘One big idea I see here is that…’

Use evidence: Good readers support my thinking about what they read with evidence or clues.

  • ‘I think this because it says…’
  • Because I know____, and it says ____, I think….’
  • ‘I can tell____, because it says_____’