What have we been up to?

Before reading activity

S has been creating comic strips while reading from Junie B. Jones and the Stupid Smelly School Bus each week. Before we continue reading each week,
we have had her look over her previous comic strips to summarize what she read about as well as make a prediction about what she thinks will happen
next.
The purpose guides students reading. It provides motivation and direction for reading, as well as a mechanism for students to monitor their reading to
see if theyre fulfilling purpose (Tompkins 2014, p. 41).

During reading activity

S has been creating comic strips throughout our guided reading time to summarize the plot of the book. This has helped S remember the events and details
of the story.

Readers extend their comprehension, reflect on their understanding, and value the reading experiences in this final stage. Often they create projects to
apply what theyve learned and these projects can take many forms (Tompkins, 2014 p. 47).

After reading activity

Roll & Chat Strategy
S rolls a die to fill out details of the story. We have her discuss her answers with us as well as write them down to help strengthen her comprehension and
memory of the events in the story.
1- What was your favorite part of the story and why?
2- What is your favorite illustration and what does it show?
3- Pick 2 characters. Compare how they are alike and different.
4- What is the setting of the book?
5- What happened at the end of the story?
6- Did you learn any lessons from the story?
We have been doing this to determine if the during reading activity (comic strips) has been helping with her overall comprehension of the story.
Readers extend their comprehension, reflect on their understanding, and value the reading experience in this final stage. Often they create projects to
apply what theyve learned and these projects can take many forms (Tompkins, 2014, p. 47).

writing
From weeks 1-8, we have made it through two steps of The Writing Process: Prewriting and Drafting. Our plan is to get through Revising and
Proofreading during our last session, so that we can put together a Personal Narrative about Cats.

Word Studies
S is currently in the Syllables and Affixes spelling stage, so we have been doing word sorts each week that focus on that. The sorts are to help improve
Ss spelling, writing, and vocabulary.
Students refer to it when they write and use the words for word-study activities, including drawing word clusters and posters to highlight particular
words, doing word sorts to categorize words, and completing semantic feature analysis charts to examine relationships between words (Tompkins, 2014,
p. 47).