Skip to main content

The Important Things About Grade 2

On the last day of school, I asked my students to contribute a line for a class piece on the important things about grade 2. We modelled this piece on The Important Book by Margaret Wise Brown http://amzn.to/qohItz Although I might have highlighted different important things, I took heart at the fact that several lines addressed our classroom community in some way. Since this was a major focus of our learning this year it was encouraging to hear the children's learning expressed in this way. This is what they said:

The important thing about grade 2 is that you learn to read more challenging books.
It is also true that you learn to listen a lot.
And that you make lots of friends.
And that you learn to write lots of stories.
And that your classmates and your teacher are important.
And that you work as a team.
And that you have opportunities to work with different things.
And that you have fun.
And that you learn to write long and big sentences and stories.
And that you respect people.
And that you have a great teacher.
And that you learn a lot.
And that you learn to use class expectations and the school motto.
But the important thing about grade 2 is that you learn to read more challenging books.

Note: The class expectations mentioned above are school wide expectations. They include the following: listen to adult instructions the first time; keep hands, feet, and objects to yourself; walk in the school. Our school motto is take care of ourselves, take care of each other, take care of our school.

Comments

Tara said…
What a great idea to use Brown's book as a mentor text - I might try this with my 6th. graders next year!
8 July 2011 at 20:05
Post a Comment

Popular posts from this blog

Partner Reading and Content, Too Routine (PRC2)

I'm a hoarder. There, I've said it. I try to deny that I'm a hoarder but it comes back to haunt me every time I move houses, or pack up my classroom at the end of the school year. I have old articles, lesson plans, handouts, folders brimming with teaching ideas, past issues of profesional journals. I hardly throw anything out though I've learned to be more selective over the years. My one rule of thumb, and I really try to stick to this, is that if I haven't used or referred to something in a year, then it's time to toss it into the recycle bin. One exception to this rule (you knew this was coming, didn't you?) is past issues of journals from professional organizations. However, with the ability to locate articles online through my professional memberships, even this exception is becoming less and less useful, which brings me to the topic of this blog post. I am currently reading a copy of The Reading Teacher from 2010. I've clipped a cou...
Post a Comment
Read more

The Reading Strategies Book - Chapter 12, Supporting Students’ Conversations – Speaking, Listening, and Deepening Comprehension

The strategy lessons highlighted in Chapter 12, Supporting Students’ Conversations – Speaking, Listening, and Deepening Comprehension, in The Reading Strategies Book by Jennifer Serravallo are critical to students’ engagement and comprehension, as well as their ability to write literary essays, or even book reviews, summaries and reflective pieces about books. If students aren’t able to talk about books in a way that is invigorating and joyful, they will be less likely to develop an interest in growing ideas for writing about books. In her introduction to this chapter, Jennifer Serravallo, reminds us that when conversations go well, children are inspired by what they read and are motivated to keep reading. However, when conversations fall flat, then kids get bored and tune out. How do we avoid this situation and teach kids to  have  focused conversations about books?  The answer is easy: teach kids  strategies to help them develop effective conversa...
Post a Comment
Read more

Are we listening?

A child sits alone with a ripped worksheet packet on his desk. He appears to be singing or subvocalizing something though no one hears him. Or, perhaps they're ignoring him. The teacher stands at the front of the room teaching on the SmartBoard. The children follow along in their worksheets. Except the child sitting alone. He is in his own world. No one engages him and he engages no one. My heart aches for this child. He is physically and emotionally removed from the class. I ask him why his paper is ripped. (It's not an accidental rip.) He says he did that on a different day. When he had been frustrated about the work. He tells me that he sometimes sits by himself because the work is too hard for him. He later tells me that he sits by himself because the teacher thinks he talks too much during the lesson.  He says he does that because he wants to find out about the "lives of the other children". My first impulse is to rescue him from the wrongheade...
10 comments
Read more