This week students were introduced to nonfiction text features. First, we discussed the difference between fiction and nonfiction. We talked about the author's purpose and our purpose as readers is different when we read nonfiction as compared to fiction. They learned that there are features of nonfiction books that they should use when reading these types of books. I read nonfiction books about bats aloud (one projected on smart board) so that we could identify these features. We created an anchor chart using pages from a printable book with example of each feature. Students referred to this all week as they found examples of nonfiction text features in our small guided reading groups as well as their independent reading. They get so excited when they spot one of the features on their own! Here are a few pictures of them working in small groups and locating nonfiction text features in their bat books. The students were VERY interested in learning about bats! After reading, we would meet as a whole class and summarize what we have read and learned. Students told me interesting facts that they heard or read in the bats books. I made a list of their ideas on the board. Students then choose between 4-8 facts to write on their bat graphic organizers. We used these graphic organizers to begin writing informative All About Bats book. We are including nonfiction text features in them as well. They are very excited to be writing their own real nonfiction book! Today they drew their very own diagram of a bat with labels. Next week, students will add finishing touches to their books. Make sure to visit the Student Links tab where I posted the fun song about echolocation! We also had to do a few things not related to bats! We learned about open and closed syllables. This is helping us prepare to read larger words. Students learned that open syllables have long vowels and closed syllables have short vowels. In math we are working with addition strategies. Students learned that they can change the order of the addends and still get the same answer. We also worked with the counting on strategy. When students have to add 1,2,or 3 to a number, they should begin with the larger number first and count on the 1,2, or 3. They can do this in their head, using counters, or by drawing dots. For example, to do 8+2, a student would say 8 and draw two dots to help count up. They wouldn't need to draw the eight dots. We are encouraging them to now just say the larger number and count up. Some students can do this mentally and other students need a manipulative like counters or the support of drawing dots. Next week, be ready to hear about SPIDERS!!!
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