Reading as Writers, Writing as Readers

Writing as Readers

Students in grade 5 have been using what they know about reading to improve their writing, and using writing as a way to dig deeper into reading. 

In writer’s workshop, students recently finished a piece of memoir writing. In this, students were asked to write a piece that shows, “This is who I am.”  After several rounds of brainstorming and flash drafting, students were asked to think of themselves as a character in a book.  Students then analysed themselves much as we do a character in a book. Here are a few guiding questions that were used:

“What makes this character special and unique?” “What struggles does this character face?” “How does this character deal with adversity?” “What has the character learned through their ups and downs in life?” “What does this character want us to know about her?” “How is this character complex?” 

Students use a thought prompt to help analyse themselves in their memoirs

Through this exercise, students were better able to structure their memoirs around a theme or big idea that they wanted to share with the world. 

Reading as Writers

In reader’s workshop, students spent time analysing novels through the lens of a writer. While reading, and in discussions with partners, students asked themselves and each other questions to probe the thoughts of the author. Students used the following questions to help them:

“Why did the author include this detail, is there some greater significance to it?” “What aspect of the setting is unusual and how will that impact the novel?” “What is unique about this main character, what is the author trying to tell us about her?”  “What has the author included or left out? Where is the author trying to lead us?”  “Which supporting characters will the author use to help the main character evolve?” 

These and other questions helped guide students as they explored the theme and character development of various novels. In addition, it helps focus their own memoirs writing by employing some of the techniques used by expert writers.

Students used the question prompts to explore possible themes while they read

Student writing will be on display at our next parent session. Keep an eye out for upcoming information about that.

Week in Review

Readers’ Workshop

Students in 5B have a begun reading a class novel, Esperanza Rising. Although all students are reading the same book, we have broken up into smaller groups to work on different skills and strategies while we read and respond to what we read.  After reading, students are responsible for completing one of the following tasks: analyzing Esperanza’s character, creating high quality discussion questions in regards to the chapter, visualizing an important event, writing a summary, finding an important quote from the chapter, and researching the historical event from the chapter. In addition, using clues from the texts, everyone records their predictions on what they think will happen later in the story.

Students working on the various tasks after reading

Some students read along to an audiobook, some read orally in a group, some read in pairs, and one reads individually

Our working board. Students translated key proverbs from the story into their native languages. Can you recognise any of these languages or sayings?

Mathematics

Central Idea:

Patterns can often be generalized using algebraic expressions, equations or functions.

Students started with a tuning in game to help construct meaning around this idea. Students were given 7 two-sided chips. The goal is to flip all the chips so the other colour is showing. However, you must flip exactly 3 chips at a time.  What is the least number of rounds it takes to have all chips flipped? 

Students experiment with finding patterns

After experimenting and playing with possibilities, students came to the conclusion that 3 rounds was the least possible number of rounds.  Students then continued this challenge with 8 chips, 9 chips, etc...  Students began to record their results in a function table and were asked to look for patterns and try to predict what is the least number of rounds needed for 16 chips? 100 chips?

Students begin to organise their results in a function table which will help to see the pattern

Students use the function table to see and explain the pattern. The next step is to express the pattern mathematically-in an algebraic equation

Unit of Inquiry

How we Organize Ourselves is coming to an end and students are applying their learning and going further in their inquires. 

As a class we played a game to investigate our second line of inquiry, food production and distribution. Specifically, we looked at the challenges subsistence farmers face as they try to grow enough food for their families as well produce a small surplus to sell. 

Students were organized into small groups of farming families.  Each season, students must produce enough corn for their families’ to eat. Any surplus food could be sold to the global market for a small price. In addition, farmers can choose to harvest coffee fruit. However, to sell coffee to the global market farmers must first process the fruit and package it, and purchase an expensive export license. 

Students work hard to harvest their crops and sell the surplus so they can buy fertilisers or possible an export license

After this activity, students reflected where on the SOLO Taxonomy this fit. Some students classified it as a level 4 Connecting Ideas activity. They noted that they were comparing different strategies and explaining the effects of their actions.  Some thought it was a level 5 Going Further activity as they were planning a strategy, reflecting on its success and revising and improving on it in later rounds.

Students highlighted the thinking skills they used during the activity

Mei and Jeong Yeon take action to Go Further in their learning by designing an experiment to test organic and conventional fruit. They were curious to know if their was any difference in taste or quality. The results were surprising! They will write up a full lab report over the weekend and share it with the class next week. We are all looking forward to it.

Students perform a test to see if they can taste the difference between an organic banana and a conventional banana.
What is your hypothesis?

It's Sakura season ...but its winter?

The Sakura Medal program brings together students from the international schools across Japan each year to vote for their favourite books. Each year, librarians from various international schools meet and select 10-20 books in each of the Sakura Medal categories. Only students are eligible to vote for this prestigious award, but they need to read the minimum number of books to vote.

                                         

Our aim is not only to encourage students to read a variety of high quality books but to give a real life opportunity to set a meaningful goal.  The program will run from November to April. Students will decide how many books they realistically hope to read. This forms the basis of their Sakura reading goal.  An important part of goal setting is to think about how to achieve a goal. Students are required to write down two things that they can do to achieve this goal. They had some good ideas:

"Try not to buy new books." --Student in 4B

"I will stop by the library every morning before class and look for Sakura Medal books." --Student in 4A

Equally important is considering what 'road blocks' might get in the way of success. Students had many idea:

"I forget to take the books home to read."

" I don't check out Sakura books."

"I don't have time with all my other homework."

"Other people have the books I want to read."

Both homeroom teacher and parents must sign the goal setting sheet. Please look out for this over the next few days. Forms are already being returned. Once the form has been returned they will be able to start the exciting process of checking out the books and reading them to achieve their goal.

Here are some of the girls in Grade 4 setting their goals for this year. They have reflected on last years experience and are setting realistic and achievable goals.