Word Work Day 2 and a Freebie

On this particular week, day two focused on Draw the Root. Click here for the link.

Here is a sample of student work (Again, I used my daughter. Yes, I know it is summer, but she should know these words since she is officially now a sixth grader (middle school). Sob! Sob!)

Can you guess the "im" word?

Ok-here is the reveal......

Just in case you can not see the words are: impatient, imbalance and immortal.

I know you are probably wondering where I get my resources for words (Just in case the students do not have any--which will not be the case--but .......)
So for those inquiring minds I actually just google something like "words using the root__" .
However, I know some of you do not feel "safe"with a google search so I have some websites that might be useful. These include, but are not limited too, (and more to come on other posts):

• This one is particularly for words with "im" http://wiki.answers.com/Q/What_words_begin_with_the_prefix_im
• Here is a list from wikipedia with Greek and Latin Roots: http://en.wikipedia.org/wiki/List_of_Greek_and_Latin_roots_in_English

Check out my Teachers Pay Teacher Store for more Word Work fun

Word Work Day 1

It is officially summer. I have a busy schedule, but somewhere in between doctor visits for my kids and self, vacations, swimming, and loads of fun with own kids, I plan to blog. So here is my first post in my series of Word Work. This will be a five day series with a small glimpse into my classroom as we study the "im" root.

Check out the lesson by clicking here

Lessons Learned and O-W-I

Yesterday, we read The Sweetest Fig  by Chris Van Allsburg. The students loved it! I started with a PPT   that I found on this link. I adapted to my class and played mystery type music at first. The students love to think, pair, share. I used the second portion of the PPT to compare and contrast France. We discovered the location of France using world maps found in our Social Studies book atlas. We discussed the differences and similarities in  France and the United States using the concepts from the PPT. Then, I proceed to read the book. I stopped at the pages according to the last page allowing the students to make inferences and write/tell how they reached their inferences (pictures, conversation/dialogue, and/or narration). We continued to read and discuss the story. The students were appalled with the ending. Last, we discussed the lesson learned from the story: Treat others as you want to be treated. writ

Today, we read Probuditi! Again, we made many observations, wonders, and predictions. We created a O-W-I graphic organizer by folding a piece of notebook paper "like a cylinder" to form three columns. We labeled the first column Observe. Column Two was labeled Wonder. Column Three was labeled Infer. (Sorry-I do not have any pics of the student work or our anchor chart so I am trying to explain--just in case you want to try this during reading comprehension strategy.)As I read, I would pause and ask the students to complete the chart writing what they observe (literal inferences). As students we writing, I would call on some students to share. Then, the students wrote about what they wondered based on their observation(s). Again, I would have students share. Last, students wrote down what they "thought might happen and why" to complete the infer section. Students also shared this portion.  We continued to do this in various spots in the story.  At the end, we summarized from our O-W-I chart and predicted what might happen if the story continued. Next week, we will finish our Chris Van Allsburg. Stay Tuned!

The Wretched Stone and "Turn Off the TV" Challenge

Today, we read The Wretched Stone by Chris Van Allsburg. Our lesson started by discussing how authors use symbols and/or create problems in literature that are related to real-world experiences.  (EQ: What is symbolism and how do authors use symbolism in stories?) As we read, we made connections and also discussed how the story is written as journal entries. When we came to the page that reads:

     "It is a rock, approximately two feet across. It is roughly textured, gray in color, but a portion of it is flat and smooth as glass. From this surface comes a glowing light that is quite beautiful and pleasing to look at."

The students discussed the visualizations with their "dicussion partner". I listened as students discussed what they thought the stone might be like in the real-world. At first students, we guessing flashlights, magnetite (lodestone), mirrors. I had to continually re-read and direct their attention to what the item looked like. Finally, someone guessed the symbolism relationship--a TV. While reading we continued to follow and discuss the crew's reaction to the stone during the story. After reading the book, we discussed how sometimes people in the real-world are like the crew in the story making meaningful text-to-world and text-to-self connections.  I proposed a "Turn Off the TV Day" Challenge. We expanded the idea to electronic devices. We discussed and made a word splash of other things that we could do. Then, the students created a schedule of times with events for tomorrow WITHOUT television. Last, the students signed the promise.