Ms. Moreau's Literacy Blog

     During the lesson, we started with a “This or That” Halloween activity. Halloween is my favorite holiday, so it was fun to talk about what we like and do not like, and to share what our costumes were. One of our students was absent, so it was just Student G with us today.                                                           After that, we reviewed our class norms, went over the agenda, and then jumped right into our QAR (Question-Answer Relationship) strategy anchor chart. I explained what an informational text was and how the QAR strategy connected to the book we were reading.       When I was done, my partner shared the vocabulary words, which led to some good questions about Congress and politics. Our book was about Shirley Chisholm , the first Black woman in Congress, so some of the vocabula...

     During the lesson, we started with an acrostic poem as our icebreaker to get to know the students better. They used their first names and wrote adjectives or things they liked that started with the letters in their names. Each student, my partner, and I shared our acrostic poems as well. From this, we learned that one of our students really enjoys music, and the other student enjoys basketball and animals. After this, we went over our norms again and then started our lesson about making predictions.       I explained our anchor chart and talked about what predictions are, and also how we had sentence starters written on the chart for when they would write their predictions. My partner introduced the vocabulary words. Even though our book didn’t have any printed words, there was still a lot of vocabulary used to describe what was happening in the pictures. Most of our vocabulary words were about the ocean or cameras, and the students enjoyed taking...

          During the lesson, students participated in an icebreaker activity and then helped create our classroom norms. Each student gave at least one norm to add to our list, which helped them feel involved in setting expectations. After that, we went over our agenda and introduced the topic of story elements. The students were very engaged and offered to read what was on the anchor chart, taking turns reading every other puzzle piece. I explained that our lesson would focus on story elements using a story map. I had an example ready with The Three Little Pigs , which they had heard of before, and the students took turns reading the example map. After that, my partner explained that they would make a story map with the story Rapunzel .  Before we started, we shared vocabulary words from the story, and the students were excited to take turns reading the definitions.                        ...