Over the last couple of days we read the story "White Socks Only" to help us work on the reading strategy of asking questions. This is another rich text full of lots of opportunities to pause and ask meaningful questions that hep us think deeper about the topic and the author's main messages in the text. I am very impressed with the level of questions many of us are asking and the discussion that arises from the questions we ask... it is like a mini book club in Room 209!
Below is a link of a reading of the story.
White Socks Only
Showing posts with label Civil Rights. Show all posts
Showing posts with label Civil Rights. Show all posts
Tuesday, 21 January 2014
Tuesday, 14 January 2014
Henry's Freedom Box
Today we began an excellent picture book called "Henry's Freedom Box." I only read half the book and then ask the students to record any questions that they might have. We discussed asking questions that are "thick" and would generate conversation among their peers. Here is an example of what I mean about thick versus thin questions.
How old is Henry?
This is an example of a thin question. It requires a one word answer. The answer to this question will not generate conversation and it does not help a reader make much more meaning from the text.
How might Henry be feeling knowing that his children may be sold as slaves?
This is an example of a thick question. The question generates rich conversation. Many different feelings may be brought up with different explanations for each one. The question helps the reader gain deeper meaning of the main ideas of the text as well as character feelings.
Tomorrow we will finish up the story, ask some more questions and share our thinking as a whole group.
How old is Henry?
This is an example of a thin question. It requires a one word answer. The answer to this question will not generate conversation and it does not help a reader make much more meaning from the text.
How might Henry be feeling knowing that his children may be sold as slaves?
This is an example of a thick question. The question generates rich conversation. Many different feelings may be brought up with different explanations for each one. The question helps the reader gain deeper meaning of the main ideas of the text as well as character feelings.
Tomorrow we will finish up the story, ask some more questions and share our thinking as a whole group.
Monday, 13 January 2014
The Civil Rights Movement
Over the next few weeks we will be reading a lot of children's books about the Civil Rights Movement. We will be learning about racism and segregation. We learn that during this time, people did not act the way Jesus intended for us to act. We will also learn about the very courageous people such as Martin Luther King Jr., Rosa Parks and Ruby Bridges who stood up for what they believed in to help work towards positive changes.
Our reading strategy focus right now is "asking questions." Using this theme always provokes deep / meaningful questions from the various texts we read. Students begin asking higher level questions which elicit conversation about the texts main ideas, messages, lessons, morals, character feelings etc. It really is a rich unit with so many learning opportunities!
Our reading strategy focus right now is "asking questions." Using this theme always provokes deep / meaningful questions from the various texts we read. Students begin asking higher level questions which elicit conversation about the texts main ideas, messages, lessons, morals, character feelings etc. It really is a rich unit with so many learning opportunities!
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