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| Students divide each page of their journals into two columns and write different types of information in each column. Sometimes they write quotes from a story in one and add reactions to the quotes in the other, or they write predictions in one and what actually happened in the other |
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| A chart to track the tension in a story |
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| Words are sorted into 8 groups: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. Students learn to identify these in order to understand the role of each in a sentence |
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| Writing or retelling a story using different point of views or from a particular character's viewpoint |
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| Once students want to write scripts, they'll recognize the need to add the structures unique to dramatic writing to their repertoire of written language conventions. Students examine scripts, write a collaboration script, then write individual scripts. |
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| Students concentrate on the thoughts, images, feelings, and associations evoked |
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| Students write in these as part of thematic units. They write quickwrites, draw diagrams, take notes, and write vocabulary words |
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| Children listen to understand a message, but they also filter the message to detect propaganda devices, persuasive language, and emotional appeals |
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| Talk activities promote higher level thinking. Students talk for different purposes: to control classmates' behavior, maintain social relationships, convey information, and share personal experiences and opinions. |
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| The one-to-one correspondence between the phonemes (sounds) and graphemes (letters), such that each letter consistently represents one sound |
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| Through reading and writing, students develop a strong sense of the genres and how they are structured: informational writing, journals and letters, persuasive writing, poetry, and stories. |
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| Students meet in small groups to read and respond to self-selected books. Students are discussing something that interests them and is manageable in a supportive community of learners |
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| Teachers and students read and respond to one text together as a class or in small groups. Teacher chooses texts that are high-quality literature selections. Students explore the text and apply their learning by creating projects |
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| Discussion director, passage master, word wizard, connector, summarizer, illustrator, investigator |
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| Students learn to read quickly and with expression. 3 components are speed, word recognition, and prosody |
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| A complex structure including plot, characters, setting, and other elements that interact to produce a story |
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| Students sort a collection of words taken from the word wall into two or more categories |
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| Breaking up sentences and writing phrases, sentence fragments, and conjunctions on cards so that students may construct new sentences |
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| Winning someone to your viewpoint or cause. 3 ways to persuade are by appeals to logic, moral character, and emotion |
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| Expository Text Structures |
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| Organization of informational books including description, sequence, comparison, cause and effect, and problem and solution |
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| Journals written to be shared with the teacher or a classmate. Whoever receives the journal reads the entry and responds to it. The entries are like written conversations |
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| Students draw pictures or diagrams to represent what the story means to them, not pictures of their favorite character or episode |
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| A way of persuasion, but is designed to influence people's beliefs and actions using techniques to distort, conceal, and exaggerate |
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| Students take on the persona of a character from a story or biography they're reading and answer interview questions based on how those characters would respond |
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| the smallest meaningful unit of language. How words are combined into sentences. |
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