Literary Symbols, Lotus (and other) Seeds, and… Livia

Today, we read another text set in Vietnam, The Lotus Seed by Sherry Garland. Once again, we read with our minds focused on our central idea:

Sometimes species are faced with circumstances that force them to struggle or stretch and strengthen causing them to either succomb or succeed (survive).

Sparked by curiosity about the pictures and content, students posed questions, which prompted a particularly powerful discussion that allowed us to ponder BIG ideas related to power. This discussion crossed countries and continents and connected texts we have been reading and on which we have been reflecting.

Our literary focus was on the significance of symbols. Authors often embed simple symbols in their stories to convey significance. By repeating the symbol, authors promote deeper meaning, create a mood or feeling, or support a theme or message. After our initial reading today, we took time to identify the key events in the story, each connected to the lotus seed. Tomorrow, will we evaluate the emotions related to each event and the role of the lotus seed at each stage.

The Significance of Symbols

Check out this episode of Reading Rainbow, which features the reading of The Lotus Seed. The video also highlights the experience of several young people who emigrated from:

  • Vietnam.
  • Yemen.
  • Russia.
  • South Africa

They compare and contrast their home countries to their new country. They also share some of the things with which they have struggled as they adjusted and how they are not only surviving but thriving in their new homes.

As you watch, think about what learner profile traits are exhibited by each person. Also, pay attention to what “symbols” they mention that allow them to stay connected to their homes.

For some of us, the story of the lotus seed also connected to our research in our nonfiction science readers. Using Cornell notes, we continued our research and our diary entries.

Challenge:

  • How can we connect the story set in Vietnam to the topic of plant reproduction.
  • How are the struggles to survive between people and plants similar and different?

In addition to reading The Lotus Seed, some of us also read The Tiny Seed by Eric Carle during buddies today. We then used seeds to help our buddies count and create a collage of beans.

             

Despite being a short day, our Wednesday was full and finished off fabulously with… cupcakes, marshmallows, and chocolate sauce in honor of Livia’s birthday. We are grateful for the gift of Livia who lights up our lives each and every day!

             

Diving into… A Different Pond

On Monday, we finished reading Goodbye, Vietnam, so we opted to explore another text today that also connected to Vietnam. As we read, we tried to make connections between the two texts, comparing and contrasting the struggles the families in each book faced.

The embedded video below is an excellent interactive read aloud of A Different Pond. While designed for a slightly younger audience, Mai models a number of wonderful strategies that scholarly readers do including:

  • making predictions.
  • using text and graphic features.
  • envisioning (picturing the scene in your mind).
  • pausing to check for understanding.
  • using context clues to tackle tricky words.
  • making inferences.
  • connecting to self, text, and world.
  • questioning  (inquiring).
  • empathizing (putting self in the shoes of the characters).
  • reading with expression and fluency.
  • summarizing (SWBST).

If you are interested in doing the craft shared at the end of the video, check out Mai’s website.

Multiple Source: Mai Storybook

In class, we challenged our thinking by analyzing the author’s craft. Specifically, we looked at the author’s use of figurative language. As we examined quotes excerpted from this and other texts we’ve read, we determined whether each was a simile or metaphor, provided evidence for our thinking by annotating the quotes, and provided a explanation of what the author meant.

Crafting with Creative Comparisons

While we realized similes and metaphors are commonly used by authors to enable readers to visualize more vividly and experience emotion more evocatively, our challenge now is, can we, as authors, do the same?

Peruse this previously-posted padlet and consider sharing examples of figurative language found in books you are reading or adding YOUR OWN original figurative language examples.

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Must-See Museum of Masterpieces

As we approach the end of our month of caring and enter into our month of risk-taking, we will be engaged in number of learning adventures that will allow us to highlight these and other learner profile traits we have been growing throughout the year.

This year, we have had the privilege of learning and growing with our beloved buddies from Preschool 1 and 2. In addition to our regular times together, they have asked us to be part of a creative collaboration inspired by the work of Eric Carle, famed children’s book author and illustrator (Additional resources will be posted on the blog). We are thrilled to play a part in what will most certainly be a memorable and meaningful meshing of minds and muscles.

In preparation for this project, Mr. Matthew and Mrs. V shared with us a video of Eric Carle documenting the process and purpose behind his artwork. We also, under the direction of Ms. Yoko, created a prolific palette of paper using Eric Carle’s technique. Tissue paper teeming with  tones, textures, and timbres will soon be transformed into terrific tableaus, which is our task this coming week.

Initiated and inspired by the ideas and imaginations of our buddies, we will serve with scissors and support selflessly as each scene takes shape. Through purposeful questioning, considerate clarifying, and patient positioning and pasting, we will listen as our buddies lead us to the making of museum-worthy masterpieces.

It is to this must-see museum of masterpieces we would like to extend to you an invitation. (Note: Fabulous formal invitations will be distributed, but we wanted you to have advance notice of this special event).

Date:           Wednesday, March 20, 2019

Time:           5:30 to 7:00 p.m.

Venue:          TASOK’s CAC

Attire:         Formal

Notes:          Light refreshments will be served

 

Scholarly Multiple Sources


Homework for Feb. 25 – Mar. 1 (Week 25)

  1. Read for at least 30 minutes each night. Complete the online reading log OR one on paper. (Copies are available in class).
  2. Explore some lessons on IXL.com and / or Khan Academy in the following areas:
    • *Fractions 
    • *Mixed Number Computation*
    • Measurement
    • Logical Reasoning
    • **A Scholar has a goal: This week, we answered 2,284 questions and almost 19 hours on IXL. 
  3. Log on and “Launch” into some learning with Everyday Math. (Note: Log on information is in your planner.) **Alert: Any lessons in Unit 4 can be reviewed.**
  4. Reflect back on Week 24 and complete the “Reflection: Learning Habits” form.
  5. Note: Homework is due on Fridays.**Check back later in the week for additional homework related to in-class discussions and activities.

    Announcements

    1. Library is scheduled weekly on Mondays from 9:30 – 10:10 a.m.
      • Be sure to bring your book bag!
    2. P.E. is scheduled weekly on Mondays and Fridays. Come dressed to exercise – sneakers, hat, sunscreen.
    3. Eighth Grade students have invited us to view their Natural Disasters Exhibit on Monday.
    4. We will be spending time with our buddies on Wednesday.
    5. Our big Eric Carle collaboration with our buddies will occur on Thursday or Friday.
    6. NO ASAs this week.
    7. The high school basketball tournament begins on Friday.

Coming Soon

  • Mar. 4 – Trimester 3 ASAs begin
  • Mar. 20 – Eric Carle Exhibition – 5:30 – 7:00 p.m.
  • Mar. 22 – Swim Gala

 

Learner Profile Trait of the Month – CARING

Beginning with Bucket Fillers. Ending with a Birthday!

Our day began with the reading of the bucket fillers with wrote yesterday, and… a bonus note from Miss Kaun. We were thrilled to receive handwritten notes in brightly colored envelopes, each purposefully penned, particular to each person. Perfectly precious!

Throughout the day, we learned more about our author of the week, Seymour Simon, and dug into a mentor text, Insects. We completed a Frayer model of a new and interesting word – hemiptera – and analyzed a particularly powerful sentence. We then tried to write our own sentence in the same, sophisticated style as our author. We will continue this work throughout the week as we explore other books by the same author.

Affixes: The Building Blocks of English

We also launched an inquiry into a series of nonfiction texts featuring “survivors” in nature. With our table groups, we did a picture walk and did a visible thinking routine – I see. I think. I wonder. We then identified one “survivor” in our text and wrote a journal entry from the perspective of that survivor. At least three additional journal entries will be written this week, enabling us to show what we know about our main idea and about plants and animals… and elements, that struggle to survive.

To end our day, we were able to celebrate another scholar with singing and snacks – delicious Dad-baked delicacies! You can’t go wrong with chocolate chip cookies! Yum!! Happy Birthday, Isabel! We are so grateful you have joined our TASOK family this year. Know you are an incredible addition!

   

 

Cozying Up with Books

Our I “CARE” About Reading and Writing Week got off to a great start today with a kickoff assembly. The highlight was a skit performed by teachers and assistants showing us how NOT to care for books. Thankfully, members of the audience were able to provide advice and second chances were provided for the “new class of kids” to show us how to CARE for the books.

    

Upon returning to the classroom after the assembly, we finished writing our spelling / vocabulary words for the week, and dug into some books by our author of the week – Seymour Simon. Using the literary analysis triangle, we examined what our author’s books have in common, focusing mostly on structure and craft. As we continue interacting with his books this week, we hope to notice more about Seymour Simon’s writing style.

As is true every Monday, we had the opportunity to head to the library for our weekly visit. Ms. Kraft gave us time to check out books. Then, she introduced us to her author of the week, Julia Donaldson

Julia Donaldson

After organizing ourselves in birthday order (a bit more challenging than expected), we were divided into groups to share one of Julia Donaldson’s books. Most groups really enjoyed this author’s storytelling style.

   

When we returned to the class after a day full of specials, we were able to enjoy D.E.A.R. (Drop Everything And Read) time. Some students opted to read alone while others paired up with other pajama-wearing readers or gathered in groups to share a text. After about 20 minutes of reading, we captured our titles on tiny pieces of blue paper, which will be pasted on our community “reading rainbow.”

     

To finish off the day, we also took time to D.E.W. (Drop Everything and Write). Today’s writing challenge was to write an encouraging note to a classmate. Since we are used to writing bucket fillers, we were easily and CAREfully able to craft a letter to a fellow scholar. It was really wonderful to read such specific ways we appreciate one another. Our buckets were beautifully filled today!

 

 

 

 

Homework for Feb. 18-22 (Week 24)

  1. Read for at least 30 minutes each night. Complete the online reading log OR one on paper. (Copies are available in class).
  2. Explore some lessons on IXL.com and / or Khan Academy in the following areas:
    • *Metric Measurement*
    • *Multidigit Multiplication* (several strategies – partitioned rectangle, partial product, lattice)
    • Logical Reasoning
    • **A Scholar has a goal: This week, we answered 2,347 questions and almost 18 hours on IXL. 
  3. Log on and “Launch” into some learning with Everyday Math. (Note: Log on information is in your planner.) **Alert: Any lessons in Unit 3 and 4 can be reviewed.**
  4. Reflect back on Week 23 and complete the “Reflection: Learning Habits” form.
  5. Note: Homework is due on Fridays.**Check back later in the week for additional homework related to in-class discussions and activities.

    Announcements

    1. Library is scheduled weekly on Mondays from 9:30 – 10:10 a.m.
      • Be sure to bring your book bag!
    2. P.E. is scheduled weekly on Mondays and Fridays. Come dressed to exercise – sneakers, hat, sunscreen.

Coming Soon

  • Feb. 23 – Dodgeball Tournament

  • Mar. 4 – Trimester 3 ASAs begin
  • Mar. 22 – Swim Gala

 

Learner Profile Trait of the Month – CARING

I “CARE” About Reading and Writing Week

Author of the Week: Seymour Simon

Seymour Simon

Challenge: Read and record books to add to our reading rainbow

Monday, February 18

  • Dress Up: Pajama Day
  • Kick0off Assembly: 8:15 a.m.
  • D.E.W.: Card of Caring (for classmate)

Tuesday, February 19

Wednesday, February 20

  • Dress Up: Hat Day
  • Mix-It Up Picnic: 11:15 a.m. (Read with Buddies) – Parents are invited to attend and read with you, as well
  • D.E.W.: Letter of Appreciation (to staff)

Thursday, February 21

  • Dress Up: Twin Day
  • D.E.W.: Venn Diagram and composition comparing author’s books

Friday, February 22

  • Celebratory Assembly: 8:15 a.m.
  • Dress Up: Rainbow Color (Sky / Light Blue)
  • D.E.W.: Reading / Writing Reflection

A Little Bit o’ Love for…

…Leo!

Today we had an opportunity to share some love (and brownies) with… Leo.

To celebrate his special day, Leo shared some super soft, scrumptious homemade brownies that put a smile on everyone’s face.

 

You know the snacks are good when a scholarly secret agent says, “Leo, what’s the recipe?!”

   

To add to the celebration, Hannah shared a pot of popcorn she had brought in, which was an extra special surprise.

This topped off our buckets, which started to be filled at the outset of the day with hearts and cards from Cadence and Isabel. In this month of caring, we are grateful for these selfless acts of kindness.

Coming Soon: I “CARE” About Reading and Writing Week

Author of the Week: Seymour Simon

Seymour Simon

Challenge: Read and record books to add to our reading rainbow

Monday, February 18

  • Dress Up: Pajama Day
  • Kick0off Assembly: 8:15 a.m.
  • D.E.W.: Card of Caring (for classmate)

Tuesday, February 19

Wednesday, February 20

  • Dress Up: Hat Day
  • Mix-It Up Picnic: 11:15 a.m. (Read with Buddies)
  • D.E.W.: Letter of Appreciation (to staff)

Thursday, February 21

  • Dress Up: Twin Day
  • D.E.W.: Venn Diagram and composition comparing author’s books

Friday, February 22

  • Celebratory Assembly: 8:15 a.m.
  • Dress Up: Rainbow Color (Sky / Light Blue)
  • D.E.W.: Reading / Writing Reflection

Are You Hooked Yet?

Have you ever set out on a journey without knowing where you were going or why? In all likelihood, this would have left you lost or wandering aimlessly. Such an experience is much like an essay without a hook and thesis, which would leave your reader confused and without incentive to continue reading. A strong, engaging hook and a powerful, provable thesis statement are critical elements of any essay resulting in desirability and direction.

Crafting a hook requires some thought and effort, although there are lots of options from which to choose.

Today, we got off to a strong start with our hooks. Several scholarly writers were willing to share, allowing us to grab hold of some great ideas and techniques and grapple with areas needing growth.

As you write and revise, considering exploring the resources below in order to hook AND hold your reader.

Leads in Expository Essays

Try It!

On the Padlet below, write an introductory paragraph for an essay explaining what makes a certain sport your favorite. Be sure to include a hook and thesis statement. (Identify the type of hook in the title and include your initials.)

 

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