MR. Brewer
HUMANITIES - SOCIAL STUDIES/LANGUAGE ARTS
This week in class, we began reading the novel Superfudge by Judy Blume. Before reading aloud to students, Mr. Brewer demonstrated several reading strategies such as: making connections, visualization, prediction and guessing unknown words. In visualization, we imagine what characters and setting in a story are like. It's sort of like having a movie running in your mind. Many good readers do this as they read from a chapter book that has no illustrations. Predicting is when we pause during a story and ask the question what will happen next. This strategy maintains our interest. When we did our book talks we talked about the cliffhanger or hook in good writing. Good readers will pause and wonder about what will come next. Part of the fun of reading is trying to guess what trick an author has up their sleeves next!! We talked about strategies for guessing at unknown words. Students seemed familiar with several of these strategies and could describe them: All through our read-aloud, Mr. Brewer paused often and asked students about how they relate to the characters in the story. This is a reading comprehension strategy called making connections: Students were really enthusiastic about the story, so we heard a lot of personal connections to the events that take place in the story. In particular, the main character in the story, Peter Hatcher, has many disputes with his younger brother Fudge. A lot of students with siblings could relate closely to this narrative. While the book is authored by Judy Blume, students decided that it isn't Judy Blume's voice in the book. They said the narrator of the story was in fact Peter: This week it was announced that we will go as a class to Heritage Park on June 12. Permission forms will go home on Monday next week. We encourage all students to attend and are still seeking parent volunteers to accompany us on the day of the trip. Students used the strategy of visualization to portray their ideas about what the characters in Superfudge look like. They also completed some artwork related to our study of homesteaders. Here are some of the posters students made. For this piece the instruction was: Make a poster welcoming settlers to the Canadian West (specifically Alberta) circa 1890 ~ 1900ish. The Canadian government encouraged newcomers to settle quarter sections. Land was free other than a mandatory $10 registration fee. Most homesteaders immigrated from Europe, though some came from elsewhere in Canada and from the United States. Several of these posters were selected by students for inclusion in Taste of The Arts: This week on Friday, the year end project was introduced to students. Students will make a scrapbook based on what they have learned over the course of the year in grade 4. Students must include pages for each letter of the alphabet (in order), complete with title, sentence description and pictures/photos. 4A and 4B both saw exemplars (examples from previous years) and started the project by making a planning sheet. The project is due on Wednesday, June 26. We will continue to work on the project throughout the month of June.
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