Julia Scalzo, Gifted Resource Specialist
We are in full on Grammar mode in PA!
3PA- Thinkers contunied learfning and applying understanding of the 8 parts of speech through creating charts, taking notes, singing songs, and writing about an elephant. :)
4PA- Our exploration of the 8 parts of speech helped us to understand sentence structure. Understanding these parts of speech allows us to undersuand meanings of complex words and ideas, and improves structure in writing. A little "Quiz, Quiz, Trade" was also thrown in for extra practice.
5PA- 5PA Writers learned about understanding parts of a sentence, as well as identifying phrases and clauses. More review of the parts of speech will be explored next week.
3PA- We have been learning about 5 of the 8 parts of speech. Understanding how words are used in sentences and thoughts make us deeper readers. Next week, we will finish our study of the 8 parts of speech and begin understanding how these are important in parts of sentences.
4PA- We have been reviewing 5 of the 8 parts of speech. Understanding how words are used in sentences and thoughts make us deeper readers. Next week, we will finish our study of the 8 parts of speech and begin understanding how these are important in helping us be better writers.
5PA- We wrapped up our study centered around Unchanging Environments and the human need for change. As a culminating activity, we composed a synthesis prompt, addressing this idea and supporting it using multiple sources as evidence.
3PA- 3PA Thinkers started their Grammar Study last week. Our focus this week will be on the parts of speech which include nouns, pronouns, adjectives and verbs. We also had a little fun with pronouns writing an original short story, "Its Big Day" where they had to apply the rules of "Its vs. It's." So fun!
4PA- We started the week celebrating our writing by "Showing Off a Character's Main Trait". In the writing piece, they had to choose a character and a setting where something goes wrong. Studetns used the STEAL technique to show thw character's main trait. We are also reviewing parts of speech this week, specifically nouns, pronouns, advectives and verbs.
5PA- After celebrating our creative writing challenge, "Wandering Above a Sea of Fog", we refocused our attention to areas that experience an unchanging environment. Specifically, we read and analyzed articles from Barrow, Alaska and Rjukan, Norway. Stay tuned on what we do with the information learned!
3PA- Our Thinkers extended their understanding of symbolism and change as they read, Sachiko Means Happiness. We looked for examples of change in the story, as well as key words. This led us to understanding an important symbol in the story. Students then used common Japanese symbols and their meanings to create a Japanese Art Panel that reflects themselves. A writing piece to explain the symbols accompanoied the project.
4PA- We extended our understanding of character traits by learning about Explicit Charatcerization and Implicit Characterization. To help find Implicit traits, we used the STEAL acronym (what the character Says, Thinks, Effect on others, Actions, and Looks). Our focus story was The Helpful Badger.
5PA- Students completed an analysis of the story, All Summer in a Day by Ray Bradbury. We used the "Passing Notes" strategy to work as a team to fully answer interpretive/open ended questions and gain perspective from our teammates. We then took a Performance Assessment on the story.
3PA- We wrapped up our analysis of the story Shells by finding symbolism in the story and how the idea of "coming our of one's shell" applied. To extend our study of CHANGE and use of symbolism, we read and annotated the story story, "Sachiko Means Happiness". In it, the main characters experience change. We again used symbols in the story and how they represented the idea of change.
4PA- We finished reading and annotating the Japanese folktale, "The Old Man and His Affectionate Son" . We specifically looked at examples where the old man was a "thinker" and ways the son was a "thinker." After analysis and discussion students determined the theme of the story. Socratic Seminar was conducted for students to arrive at deeper understanding of character and their motivations in the folktale.
5PA- Students presented their theme parks designed with the Hemulen in mind. These turned out great, as LOTS of story elements are present in each student's theme park. We began reading and annotating our next focus story, "All Summer in a Day" by Ray Bradbury. We will finish our discussion of our annotations next week.
3PA- Literary elements were reviewed as we analyzed popular fables to determine the theme. We also began our first focus story, Shells, by Cynthia Rylant. We read and annotated the story, looking for examples of feelings, key words, symbolism/imagery, and big ideas/themes. We then used these annotations to complete a literature web to organize our ideas. There was another focus on character traits and the idea of CHANGE.
4PA- We wrapped up our analysis of Lenny's Red Letter Day with a Socratic Seminar. Students discussed big ideas and themes that emerged in the story, and supported their ideas with examples from the text. Students did a great job discussing their ideas using our "keys to quality conversations". Our next focus story is a Japanese folktake titled, "The Old Man and His Affectionate Son."
5PA- Students wrapped up their discussion though Socratic Seminar on the story, "The Hemulen Who Loved Silence." Through that, we discovered that the Hemulen REALLY wanted. Students then used this character analysis, along with the incorporation of other story elements, to design a theme park that met the Hemulen's needs. I can't wait to see how these turn out!
3PA- This week's focus was on understanding the ideas of forming Generalizations and the Concept of Change. These ideas will permeate throughout the year as we read and analyze stories for deeper meaning.
4PA- This week we applied what we learned about finding the theme in literature. Students read and annotated two poems to determine the theme. The poem titles were "Birdfoot's Grampa" by Joseph Bruchac and "Famous" by Naomi Shihab Nye. We then began our first focus story, "Lenny's Red Letter Day" by Bernard Ashley. We read and annotated places we thought were important, questions we had, feelings, and places where the main character showed concern for others, and where he showed concern for himself. These annotations will help us better understand the story's conceptual themes for deeper understanding.
5PA- We jumped right into the reading and annotating of "The Hemulen Who Loved Silence" by Tove Jansson. Big ideas we explored involved determining what the Hemulen REALLY wanted. Students culminated their understanding of the story in the form of Socratic Seminar. I am impressed with how they shared their ideas and insights. Next week we will pair the natural disaster in the story to a real life hurricane, Hurricane Sandy.
3PA- We are still practicing routines and learning habits as we get settled into Project Arrow. Students took a pretest on a fable titled, The Miser. To show students the types of learning experiences we will have this year, we are using the fable to learn about character perspectives on the stolen gold incident using character traits uncovered by reading the fable.
4PA and 5PA- Students are reviewing literary elements as they prepare for their focus stories we will begin by the end of this week. Literary elements are character, setting, theme, and conflict. We talked about how each element has an impact on the other ones.
New school year, new PA room location! This year, our learning and fun will be in room 145! I am SO energized and excited to be back working with your children this year! I plan on seeing our 3-5 PA friends starting the week of August 25. That week I will be introducing PA and the routines that accompany it. Information will be coming home with regard to "All things PA" to familiarize yourself with both the program and a bit about me.
For your convenience, our PA schedule can be found to the left of this message. You can always access this page to learn about "goings on" in PA.
In addition to working with grades 3-5 for Project Arrow, I will be reaching out and working with our younger Mustangs in a variety of ways. I believe talent resides in all kids, and I enjoy the challenge and opportunity to be able to work with these thinkers in grades K-2. Stay tuned! It's going to be a GREAT year!
Thinking is a GIFT!
Julia Scalzo