During Reading Workshop we have been talking about how readers use their schema (background knowledge) to help them make connections to the text. We learned that schema is our background knowledge we have from things we have read, seen, done, experienced, etc. By making connections while reading our brain engages in comprehending what we have read. I have modeled this by sharing my connections to stories while reading out loud to them. Their favorite this week is when I read Owen and I told them stories about my love for the very tattered, worn blanket in the picture. Ask your child about this book! We will be working on this skill for the next few weeks.
In writing workshop we talked about the idea of writers going back to work they have done to reread it and make changes to make even better than before. We read some mentor texts and I did some modeling of slowing down moments in stories and adding details to it. In the example above the student had previously written "I walked upstairs". She cut out new sentence lines, glued it over her previous work and then wrote "Me and my friend walked up my stairs. Then me and my friend played with dolls".
In writing workshop we talked about the idea of writers going back to work they have done to reread it and make changes to make even better than before. We read some mentor texts and I did some modeling of slowing down moments in stories and adding details to it. In the example above the student had previously written "I walked upstairs". She cut out new sentence lines, glued it over her previous work and then wrote "Me and my friend walked up my stairs. Then me and my friend played with dolls".