12/18 Fact and Opinion

We have talked about facts and opinions. A fact is something that we can prove with text evidence. An opinion is something that either the reader or author feels. We may agree or disagree with an opinion. 

Read for 20 minutes. Record the title and author of your book. Then, record either 1 fact or 1 opinion from your book. Tell us how you know that the sentence is a fact or an opinion. Happy Reading!

12/17 Inference

UPDATE: Please have your child write their blog on a piece of paper from this week until the end of December. This should be turned in each day, as the blog is not currently allowing comments. Thanks for your flexibility!

We have begun to learn about making inferences while reading, another skill that readers use to better comprehend their reading. When a reader makes an inference, they are using their background knowledge, as well as clues from the text to make an inference, or guess about the text.

Read for 20 minutes. Record the title of your books and the author’s name. Then write and tell me about an inference that you made. Use these sentence stems.

The text told me_____________________. I know ____________________. I can infer that ______________________________.

Example: I read Where the Wild Things Are, by Maurice Sendak. The text told me that Max was dressed up in a wolf suit. I know that playing dress up requires you to use your imagination. I can infer that Max likes to use his imagination.

12/12/12 Happy reading!

UPDATE: Please have your child write their blog on a piece of paper from this week until the end of December. This should be turned in each day, as the blog is not currently allowing comments. Thanks for your flexibility!

We have begun to learn about making inferences while reading, another skill that readers use to better comprehend their reading. When a reader makes an inference, they are using their background knowledge, as well as clues from the text to make an inference, or guess about the text.

Read for 20 minutes. Record the title of your books and the author’s name. Then write and tell me about an inference that you made. Use these sentence stems.

The text told me_____________________. I know ____________________. I can infer that ______________________________.

Example: I read Where the Wild Things Are, by Maurice Sendak. The text told me that Max was dressed up in a wolf suit. I know that playing dress up requires you to use your imagination. I can infer that Max likes to use his imagination.

12/11 Inference

UPDATE: Please have your child write their blog on a piece of paper from this week until the end of December. This should be turned in each day, as the blog is not currently allowing comments. Thanks for your flexibility!

We have begun to learn about making inferences while reading, another skill that readers use to better comprehend their reading. When a reader makes an inference, they are using their background knowledge, as well as clues from the text to make an inference, or guess about the text.

Read for 20 minutes. Record the title of your books and the author’s name. Then write and tell me about an inference that you made. Use these sentence stems.

The text told me_____________________. I know ____________________. I can infer that ______________________________.

Example: I read Where the Wild Things Are, by Maurice Sendak. The text told me that Max was dressed up in a wolf suit. I know that playing dress up requires you to use your imagination. I can infer that Max likes to use his imagination.

12/10 Continuing Inference

UPDATE: Please have your child write their blog on a piece of paper from this week until the end of December. This should be turned in each day, as the blog is not currently allowing comments. Thanks for your flexibility!

We have begun to learn about making inferences while reading, another skill that readers use to better comprehend their reading. When a reader makes an inference, they are using their background knowledge, as well as clues from the text to make an inference, or guess about the text.

Read for 20 minutes. Record the title of your books and the author’s name. Then write and tell me about an inference that you made. Use these sentence stems.

The text told me_____________________. I know ____________________. I can infer that ______________________________.

Example: I read Where the Wild Things Are, by Maurice Sendak. The text told me that Max was dressed up in a wolf suit. I know that playing dress up requires you to use your imagination. I can infer that Max likes to use his imagination.

12/6 Inference

UPDATE: Please have your child write their blog on a piece of paper from this week until the end of December. This should be turned in each day, as the blog is not currently allowing comments. Thanks for your flexibility!

We have begun to learn about making inferences while reading, another skill that readers use to better comprehend their reading. When a reader makes an inference, they are using their background knowledge, as well as clues from the text to make an inference, or guess about the text.

Read for 20 minutes. Record the title of your books and the author’s name. Then write and tell me about an inference that you made. Use these sentence stems.

The text told me_____________________. I know ____________________. I can infer that ______________________________.

Example: I read Where the Wild Things Are, by Maurice Sendak. The text told me that Max was dressed up in a wolf suit. I know that playing dress up requires you to use your imagination. I can infer that Max likes to use his imagination.

12/5 Inference

UPDATE: Please have your child write their blog on a piece of paper from this week until the end of December. This should be turned in each day, as the blog is not currently allowing comments. Thanks for your flexibility!

We have begun to learn about making inferences while reading, another skill that readers use to better comprehend their reading. When a reader makes an inference, they are using their background knowledge, as well as clues from the text to make an inference, or guess about the text.

Read for 20 minutes. Record the title of your books and the author’s name. Then write and tell me about an inference that you made. Use these sentence stems.

The text told me_____________________. I know ____________________. I can infer that ______________________________.

Example: I read Where the Wild Things Are, by Maurice Sendak. The text told me that Max was dressed up in a wolf suit. I know that playing dress up requires you to use your imagination. I can infer that Max likes to use his imagination.

12/4 Inference

UPDATE: Please have your child write their blog on a piece of paper from this week until the end of December. This should be turned in each day, as the blog is not currently allowing comments. Thanks for your flexibility!

We have begun to learn about making inferences while reading, another skill that readers use to better comprehend their reading. When a reader makes an inference, they are using their background knowledge, as well as clues from the text to make an inference, or guess about the text.

Read for 20 minutes. Record the title of your books and the author’s name. Then write and tell me about an inference that you made. Use these sentence stems.

The text told me_____________________. I know ____________________. I can infer that ______________________________.

Example: I read Where the Wild Things Are, by Maurice Sendak. The text told me that Max was dressed up in a wolf suit. I know that playing dress up requires you to use your imagination. I can infer that Max likes to use his imagination.

12/3 Happy December readers!

UPDATE: Please have your child write their blog on a piece of paper from this week until the end of December. This should be turned in each day, as the blog is not currently allowing comments. Thanks for your flexibility!

We have begun to learn about making inferences while reading, another skill that readers use to better comprehend their reading. When a reader makes an inference, they are using their background knowledge, as well as clues from the text to make an inference, or guess about the text.

Read for 20 minutes. Record the title of your books and the author’s name. Then write and tell me about an inference that you made. Use these sentence stems.

The text told me_____________________. I know ____________________. I can infer that ______________________________.

Example: I read Where the Wild Things Are, by Maurice Sendak. The text told me that Max was dressed up in a wolf suit. I know that playing dress up requires you to use your imagination. I can infer that Max likes to use his imagination.

11/28

UPDATE: Please have your child write their blog on a piece of paper from this week until the end of December. This should be turned in each day to help keep track of their work, as the blog is not allowing comments.

This week we are beginning to learn about author’s purpose. Authors write for many reasons. An author may write to persuade or try to get you to do something. They may write to give you facts or to inform you on a subject. Other authors write fiction stories from their imaginations to entertain you.

Read for 20 minutes. Record the Title of your book and the Author’s name. Then write to tell me why you think the the author wrote your book. Was it to persuade you, to inform you of something, or to entertain you? Give me a reason why you picked that purpose.

Example: Today I read The World of the Polar Bear, written by Norbert Rosing. I think the author's purpose was to inform me about polar bears. The author wrote lots of facts about where polar bears live, how they take care of their young, and what they like to eat. 

11/27

UPDATE: Please have your child write their blog on a piece of paper from this week until the end of December. This should be turned in each day to help keep track of their work, as the blog is not allowing comments.

This week we are beginning to learn about author’s purpose. Authors write for many reasons. An author may write to persuade or try to get you to do something. They may write to give you facts or to inform you on a subject. Other authors write fiction stories from their imaginations to entertain you.

Read for 20 minutes. Record the Title of your book and the Author’s name. Then write to tell me why you think the the author wrote your book. Was it to persuade you, to inform you of something, or to entertain you? Give me a reason why you picked that purpose.

Example: Today I read The World of the Polar Bear, written by Norbert Rosing. I think the author's purpose was to inform me about polar bears. The author wrote lots of facts about where polar bears live, how they take care of their young, and what they like to eat. 

11/26

UPDATE: Please have your child write their blog on a piece of paper from this week until the end of December. This should be turned in each day to help keep track of their work, as the blog is not allowing comments.

This week we are beginning to learn about author’s purpose. Authors write for many reasons. An author may write to persuade or try to get you to do something. They may write to give you facts or to inform you on a subject. Other authors write fiction stories from their imaginations to entertain you.

Read for 20 minutes. Record the Title of your book and the Author’s name. Then write to tell me why you think the the author wrote your book. Was it to persuade you, to inform you of something, or to entertain you? Give me a reason why you picked that purpose.

Example: I read Charlotte’s Web by E.B. White. I think the author wrote this book to entertain the readers. I think this is the purpose because the characters are fictional and can talk to each other. The story is also from the author’s imagination.

11/15

This week we are going to be reviewing some reading strategies. Today we are going to work on making connections while reading.

Good readers think while they read.  They notice when characters in the text experience things that they have too.  They notice when a character is feeling a way they have felt before.  When a character is visiting a place that the reader has been before, it's easy for that reader to get a good idea of what's going on in the story.  

Please practice this skill as you read for 20 minutes this evening. 
Then, in the comment section write and tell me the title and the author of the book you read. 
Let me and your friends know what connection you made while you were reading.
You can use these sentence stems to help you...

That reminds me of…That made me think of the time…I can relate….

11/14

This week we are going to be reviewing some reading strategies. Today we are going to work on making connections while reading.

Good readers think while they read.  They notice when characters in the text experience things that they have too.  They notice when a character is feeling a way they have felt before.  When a character is visiting a place that the reader has been before, it's easy for that reader to get a good idea of what's going on in the story.  

Please practice this skill as you read for 20 minutes this evening. 
Then, in the comment section write and tell me the title and the author of the book you read. 
Let me and your friends know what connection you made while you were reading.
You can use these sentence stems to help you...

That reminds me of…That made me think of the time…I can relate….

11/13

This week we are going to be reviewing some reading strategies. Today we are going to work on making connections while reading.

Good readers think while they read.  They notice when characters in the text experience things that they have too.  They notice when a character is feeling a way they have felt before.  When a character is visiting a place that the reader has been before, it's easy for that reader to get a good idea of what's going on in the story.  

Please practice this skill as you read for 20 minutes this evening. 
Then, in the comment section write and tell me the title and the author of the book you read. 
Let me and your friends know what connection you made while you were reading.
You can use these sentence stems to help you...

That reminds me of…That made me think of the time…I can relate….

11/12

This week we are going to be reviewing some reading strategies. Today we are going to work on making connections while reading.

Good readers think while they read.  They notice when characters in the text experience things that they have too.  They notice when a character is feeling a way they have felt before.  When a character is visiting a place that the reader has been before, it's easy for that reader to get a good idea of what's going on in the story.  

Please practice this skill as you read for 20 minutes this evening. 
Then, in the comment section write and tell me the title and the author of the book you read. 
Let me and your friends know what connection you made while you were reading.
You can use these sentence stems to help you...

That reminds me of…That made me think of the time…I can relate….

11/8

This week in reading we are continuing to use Fix- Up strategies. We are learning about using context clues to help us figure out the meaning of unknown words. Read for 20 minutes. Record the Title of your book and the Author’s name. Write about a word that you used context clues to find the meaning for or tell about other reading strategies you used.

11/7

This week in reading we are continuing to use Fix- Up strategies. We are learning about using context clues to help us figure out the meaning of unknown words. Read for 20 minutes. Record the Title of your book and the Author’s name. Write about a word that you used context clues to find the meaning for or tell about other reading strategies you used.

11/6

Happy Election Day!

This week in reading we are continuing to use Fix- Up strategies. We are learning about using context clues to help us figure out the meaning of unknown words. Read for 20 minutes. Record the Title of your book and the Author’s name. Write about a word that you used context clues to find the meaning for or tell about other reading strategies you used.

11/5

This week in reading we are continuing to use Fix- Up strategies. We are learning about using context clues to help us figure out the meaning of unknown words. Read for 20 minutes. Record the Title of your book and the Author’s name. Write about a word that you used context clues to find the meaning for or tell about other reading strategies you used.

11/1

Hi readers! This week we are learning about Fix Up strategies. Readers use these strategies to help them when they get to a "clunk" in their reading. A "clunk" occurs when a reader does not understand what they read or are reading. A few strategies we are discussing include reading on, going back in the text and re-reading, and asking ourselves if what we read made sense. Read 20 minutes. Record the title and author of your book. Write about a Fix Up or other reading strategy you used to help you overcome a "clunk" or challenge in your reading.

10/31

Hi readers! This week we are learning about Fix Up strategies. Readers use these strategies to help them when they get to a "clunk" in their reading. A "clunk" occurs when a reader does not understand what they read or are reading. A few strategies we are discussing include reading on, going back in the text and re-reading, and asking ourselves if what we read made sense. Read 20 minutes. Record the title and author of your book. Write about a Fix Up or other reading strategy you used to help you overcome a "clunk" or challenge in your reading.

10/30

Hi readers! This week we are learning about Fix Up strategies. Readers use these strategies to help them when they get to a "clunk" in their reading. A "clunk" occurs when a reader does not understand what they read or are reading. A few strategies we are discussing include reading on, going back in the text and re-reading, and asking ourselves if what we read made sense. Read 20 minutes. Record the title and author of your book. Write about a Fix Up or other reading strategy you used to help you overcome a "clunk" or challenge in your reading.

10/29

Hi readers! This week we are learning about Fix Up strategies. Readers use these strategies to help them when they get to a "clunk" in their reading. A "clunk" occurs when a reader does not understand what they read or are reading. A few strategies we are discussing include reading on, going back in the text and re-reading, and asking ourselves if what we read made sense. Read 20 minutes. Record the title and author of your book. Write about a Fix Up or other reading strategy you used to help you overcome a "clunk" or challenge in your reading.

10/25

Last week we learned about FQR charts. We use these to record facts, questions and responses (connections, opinions, inferences) that we have when reading non-fiction. Please read a non-fiction book for 20 minutes each night this week. Then, record the title and author and in the comment section. Finally, record either one Fact, Question or Response that you thought about while you were reading. I've done one for you to use as an example. Zipping, Zapping, Zooming Bats by Ann Earle One fact I learned was that bats eat 1/2 their weight in bugs each night. Zipping, Zapping, Zooming Bats by Ann Earle One question I had while I was reading was, do all bats use echolocation? Zipping, Zapping, Zooming Bats by Ann Earle I can't believe that bats can tell the differences between food and buildings just by using echolocation. That's so cool!

10/24

Last week we learned about FQR charts. We use these to record facts, questions and responses (connections, opinions, inferences) that we have when reading non-fiction. Please read a non-fiction book for 20 minutes each night this week. Then, record the title and author and in the comment section. Finally, record either one Fact, Question or Response that you thought about while you were reading. I've done one for you to use as an example. Zipping, Zapping, Zooming Bats by Ann Earle One fact I learned was that bats eat 1/2 their weight in bugs each night. Zipping, Zapping, Zooming Bats by Ann Earle One question I had while I was reading was, do all bats use echolocation? Zipping, Zapping, Zooming Bats by Ann Earle I can't believe that bats can tell the differences between food and buildings just by using echolocation. That's so cool!

10/22

Last week we learned about FQR charts. We use these to record facts, questions and responses (connections, opinions, inferences) that we have when reading non-fiction. Please read a non-fiction book for 20 minutes each night this week. Then, record the title and author and in the comment section. Finally, record either one Fact, Question or Response that you thought about while you were reading. I've done one for you to use as an example. Zipping, Zapping, Zooming Bats by Ann Earle One fact I learned was that bats eat 1/2 their weight in bugs each night. Zipping, Zapping, Zooming Bats by Ann Earle One question I had while I was reading was, do all bats use echolocation? Zipping, Zapping, Zooming Bats by Ann Earle I can't believe that bats can tell the differences between food and buildings just by using echolocation. That's so cool!

10/18

We have talked about facts and opinions. A fact is something that we can prove with text evidence. An opinion is something that either the reader or author feels. We may agree or disagree with an opinion. Read for 20 minutes. Record the title and author of your book. Then, record either 1 fact or 1 opinion from your book. Tell us how you know that the sentence is a fact or an opinion. Happy Reading.

10/17

We have talked about facts and opinions. A fact is something that we can prove with text evidence. An opinion is something that either the reader or author feels. We may agree or disagree with an opinion. Read for 20 minutes. Record the title and author of your book. Then, record either 1 fact or 1 opinion from your book. Tell us how you know that the sentence is a fact or an opinion. Happy Reading.

10/16

We have talked about facts and opinions. A fact is something that we can prove with text evidence. An opinion is something that either the reader or author feels. We may agree or disagree with an opinion. Read for 20 minutes. Record the title and author of your book. Then, record either 1 fact or 1 opinion from your book. Tell us how you know that the sentence is a fact or an opinion. Happy Reading.

FACT vs. OPINION

We have talked about facts and opinions. A fact is something that we can prove with text evidence. An opinion is something that either the reader or author feels. We may agree or disagree with an opinion. Read for 20 minutes. Record the title and author of your book. Then, record either 1 fact or 1 opinion from your book. Tell us how you know that the sentence is a fact or an opinion. Happy Reading.

10/11/12 Genre

We reviewed genre last week. Read for 20 minutes. Record the title and author of your book in the comment section. Then write 2-5 sentences telling me what genre your book fits in and why. You can use this resource to help remind you about the different types of genres. Use my example to guide you.

10/10 Genre

We reviewed genre last week.  Read for 20 minutes.  Record the title and author of your book in the comment section.  Then write 2-5 sentences telling me what genre your book fits in and why.  You can use this resource to help remind you about the different types of genres.  Use my example to guide you.

10/9/12 Genre

We reviewed genre last week.  Read for 20 minutes.  Record the title and author of your book in the comment section.  Then write 2-5 sentences telling me what genre your book fits in and why.  You can use this LINK to help remind you about the different types of genres.  Use my example to guide you.

10/4/12

Read for 20 minutes this evening.
Then, in the comment section, record the title and author of your book.
After that, write and tell us about what was happening with one of the characters in your story.
After you tell us what was happening in the text, tell us what character trait you think that person or animal was demonstrating.
You may use the list below to help you come up with ideas..... HAPPY READING!

able
active
adventurous
affectionate
afraid
alert
ambitious
angry
annoyed
anxious
apologetic
arrogant
attentive
average
bad
blue
bold
bored
bossy
brainy
brave
bright
brilliant
busy
calm
careful
careless
cautious
charming
cheerful
childish
clever
clumsy
coarse
concerned
confident
confused
considerate
cooperative
courageous
cowardly
cross
cruel
curious
dangerous
daring
dark
decisive
demanding
dependable
depressed
determined
discouraged
dishonest
disrespectful
doubtful
dull
dutiful
eager
easygoing
efficient
embarrassed
encouraging
energetic
evil
excited
expert
fair
faithful
fearless
fierce
foolish
fortunate
foul
fresh
friendly
frustrated
funny
gentle
giving
glamorous
gloomy
good
graceful
grateful
greedy
grouchy
grumpy
guilty
happy
harsh
hateful
healthy
helpful
honest
hopeful
hopeless
humorous
ignorant
imaginative
impatient
impolite
inconsiderate
independent
industrious
innocent
intelligent
jealous
kindly
lazy
leader
lively
lonely
loving
loyal
lucky
mature
mean
messy
miserable
mysterious
naughty
nervous
nice
noisy
obedient
obnoxious
old
peaceful
picky
pleasant
polite
poor
popular
positive
precise
proper
proud
quick
quiet
rational
reliable
religious
responsible
restless
rich
rough
rowdy
rude
sad
safe
satisfied
scared
secretive
selfish
serious
sharp
short
shy
silly
skillful
sly
smart
sneaky
sorry
spoiled
stingy
strange
strict
stubborn
sweet
talented
tall
thankful
thoughtful
thoughtless
tired
tolerant
touchy
trusting
trustworthy
unfriendly
unhappy
upset
useful
warm
weak
wicked
wise
worried
wrong
young