LidBrooke93

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etc.). (2), silly (1), (Fiction). Students will be exposed to different forms of writing. They will have the opportunity to create their own "MY BOOK" and create it in their own meaningful way. This text will be used as a mentor text. (1), verb). Then the students will copy the word list they came up with (all the students words) and come up with synonyms for each word by working together in small groups. (1), (Fiction). This book will be used to build word consciousness and encourage students' interest in words. Each student will come up with a word (noun (1), (Fiction). The students will infer what the foreign/alien words mean in the story. They will invent their own word and define it for the class. The purpose of this text is to develop word consciousness and why its important to understand words. They will (1), (Fiction). This book will be used to continue teaching about homophones. Students will brainstorm other every day homophones they hear and see. (1), (Fiction). This book will be used to discuss different expressions. Students will have the opportunity to create their own idioms with metaphors or similes. They will illustrate its literal meaning and figurative meaning. (1), (Fiction). This book will be used to discuss different comparisons (i.e. idiom expressions such as happy as a clam). (1), (Non-fiction). This book will be used to introduce fractions as apart of their math lessons. Students will brainstorm other areas of their life where they see fractions every day (i.e. sharing candy). (1), (Fiction). This text will be used as a mentor text. Students will copy the author's style by starting their story off with 'it should have been the perfect summer..my brother was....it should have been the perfect summer but it wasn't..". Students can alt (1), the history of money (1), crazy' day but keep the style and repetition in their writing. (1), very bad day' in their own creative writing. They can alter the words to make it a 'good (1), (Fiction). This will be used as a mentor text. Students will incorporate the style of 'it was a terrible (1), (Fiction). This book will be used to show different styles of writing such as a diary approach. The students will have the opportunity to write their own diary book and choose to write it from their own perspective or from another person/animal/object. (1), (Fiction). Students will recall the sequence of what the caterpillar ate before he became a butterfly. They will have an interactive game to properly sequence the events. (1), (Fiction). This book will be used to introduce rhyming words. Students will use the word of their choice to make rhyming words with even if it is a non-existent word. This will be used to assess their understanding of rhyming words. (1), kindergarten age group. (1), (Non-Fiction). Students will learn about the various types of currency (1), (Fiction). This text will be used at the pre-k age. The text will be read and interacted with as a class. After (1), and how money is valued. Students will create their own currency for the class to vote on for the class currency. (1), (Fiction). The teacher will use this book to see if students can identify why the main character compared their mouth to an erupting volcano (idiom). Then the teacher will have students work with a story map and identify the problem of the story and how i (1), (Fiction). Students will participate in literature circles and take on different literary roles (i.e. vocabulary builder (1), colors). Students will participate in a memory match game of the words in text of various levels of difficulties (pictures matching and verbally saying the word verses the printed word). (1), (Fiction). This book will be used in a pre-k through 1st grade setting. The purpose is to expose them basic words (i.e. up (1), (Fiction). This book provides information and facts about the solar system. This text will be read over the week. Students will take a planet they are interested in and fill out a graphic organizer to organize the learned facts about the planet. (1), they will continue the story. The story will be interactive for skip counting and making predictions. (1), (Fiction). The teacher will bring in several pumpkins just as the teacher in the book does. The students will also make their own predictions of how many seeds are in the pumpkin. The teacher will have students brainstorm how they can count the seeds just (1), they will brainstorm ways to prevent their mouths erupting like a volcano (interrupting) (i.e. putting a sticky note at the corner of the desk to write down their ideas to be shared later). (1), (Realistic Fiction). Students can relate to math difficulties. This will help them to see math is everywhere around them and the importance of math. They will interact with the text and see if they can answer some of the math problems the main character a (1), (Fiction). This book will be used to touch on the emotional development of the students. There will be a discussion if the students have a special thing they sleep with to help them sleep. There will be a discussion of things they may be afraid of and a t (1), (Folktale). Students will reenact the story through a readers' theatre. (1), (Fiction). This book incorporates facts about around the world. Students will learn about different places in the world as the teacher reads this text. Students will create a poster as a large group of things that make up their city/state/country (symbols (1), our personalities). Students will create an about me page with their name and its meaning. (1), us (our cultures (1), (Fiction). The book will be read in two stages. The purpose of this book is to expose students to diversity and to have them empathize with the character as a student with a unique name. (Many students may be able to relate to the main character with thei (1), (Fiction). Students will do a character analysis of the main character by exploring different adjectives that would describe her. Then they will do a self-analysis and identify different adjectives that describe them. (1), (Fairy-tale). The students will hear the story of the three little pigs from a different perspective (the wolf's). They will take the current book they are independently reading and brainstorm how that book would be different if it were told from another (1), students will share a large butcher paper to paint a picture together (they can choose to each paint in their own section or collaborate and mix their pictures together). (1), to share that. This would be used in the pre-k (1), (Fiction). This book will be used to introduce homophones. Students will create their own homophone sentences after the introduction of this book and the homophone lesson. (1), horrible (1), (Fiction) I will use this book to inspire my students to dream despite the little voice that tells us we can't do it. I will have students express and explain what they dream of being as they grow up and why. We will compare the different answers in the c (1), (Fiction). The purpose of this text is to bring awareness to the different emotions we experience and feel. Students will have the opportunity to reflect on their own emotions throughout the week and expand on why they feel that way. (1), (Fiction) Students will have the opportunity to write about which character they thought was the most interesting and why (support their answer with the text and personal ideas). Then students will participate in a readers' theatre of the text. (1), (Realistic Fiction) Students can relate to difficulty in reading. The story will show the importance to read and to never give up (it's never too late). Students will brainstorm before and after why and how reading is important to every day life. (1), (Fiction) I will use this book to continue with the first story. Students can respond to the book by making welcome home signs. Alternate activity: Have students write their own book from the perspective of another object in life (i.e. a toothbrush). (1), and to engage them in a writing activity. They will have the opportunity to write back to the crayon of their choice. (1), to see published books come in different forms (looks like a written letter) (1), (Fiction) I will use this book to challenge students to think of others' perspectives (1), our names (1), (Non-Fiction). The purpose of using this book is for students to see and understand the variety and diversity of the types of families and their home cultures. Students will have the opportunity to respond to the text by illustrating and writing about the (1), I Say (1), down (1), adjective (1), slogans (1), character analysis (1), no good (1), connections (1), (Poetry). Students will be exposed to various poetry pieces and have the opportunity to create their own poem based on their personal ideas and interests. (1), they will have the opportunity to do that as well. (1), (Biography). Students will learn about Albert Einstein and how he globally impacted the world. Students will take a person of interest and conduct a research on who they were and what they contributed to society. (1), (Fiction). Students will take their already drafted writings and look for sentences that could use polishing by adding more descriptive (1), (Biography). Students will learn about Martin Luther King Jr.'s influence on our society and how it impacted the Civil Rights movement. They will examine his "I Have a Dream" Speech and respond to it by creating their own "I Have a Dream" speech about a (1), the teacher will read one of the "how come?" excerpts to connect every day life to the world of science. Students will think of their own questions of "how come" that are not in the book and they will have the opportunity to explore finding the answer thr (1), (Non-Fiction). Prior to starting various science activities daily (1), (Non-Fiction). Students will learn about the constitution and interact with a graphic organizer to make sure the information is easily understood. Students will write key facts of the constitution. (1), "what do I want help doing with the assistance of a machine?" They will come up with an invention and design it. (1), (Biography). Students will be taken through the process of creating an invention by asking themselves the question (1), less frequently used words such as the ones in the text. Students will be encouraged to use a thesaurus. (1), (Fiction). Students will go on a scavenger hunt for new exciting words (through various forms of print). They will define the words and use them in a sentence. They will decorate their words and learn from their peers. (1), (Fiction). Students will interact with the text in a read-aloud and focus on rhyming words. The story will be read throughout the week multiple times and students will have the opportunity to be different characters in the text and make the animal sounds/ (1), (Fiction). Students will write a story of what they would do if they had the good luck pencil (i.e. where would they go? how would their lives be different? would they change anything?). They will have the opportunity to read their stories with their tabl (1), (Non-Fiction). Students will learn about diversity as well what connects us all. Students will look at themselves in the mirror and draw pictures of themselves then share with the class what makes up who they are (i.e. red hair; funny). Students will part (1), (Poetry & Fiction). Students will identify the rhyming words in the text and interact with rhyming words in a word set activity. Pictures and printed words will be on cards and students will match the rhyming words together. (1), And So' Chart about memories. They will then reflect on a precious memory they have or just any memory that creates a strong emotion and have the chance to share it or keep it to themselves in their reflective writings. (1), (Fiction).Students will create a 'It Says (1), (Fiction). The students will make predictions and inferences as they read this book. They will have to recall the animals and what they did to try to made Tiddalik laugh. Students will express their reaction to what ended up making Tiddalik laugh. Student (1), (Non-Fiction). Students will learn about different economies around world. They will interact with a graphic organizer to learn the various economic systems. They will choose a country of their choice to research their economy and how it works. They will (1), (Fiction). Students will interact with the text by responding to Mrs. Brisbane's writing assignment. Students will create concept maps and character charts through the reading of Humphrey. Students will be assigned in pairs to each chapter and present to (1), (Fiction). Students will brainstorm as a class and individually ways they can show kindness to their classmates and other students at school. They will write their ideas down on their traced hand as a 'helping hand'. (1)
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Trefwoordenwolk, Auteurswolk, Trefwoordenspiegel
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Lid sinds
Aug 28, 2018