Completion of the assignments through post-its and character feelings will complete the following standard:

SL.1.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Readers, today I want to teach you that when readers have thoughts during reading, those thoughts are precious. They want to hold onto those thoughts so they don't just float away. So, it really helps if, rather than just putting a blank post-it on the page, you draw or write a little something on that post-it to help you remember what you were thinking.

Find a book you know well and add a post it note on a page that shows emotion. A character emotion or an emotion that came to your mind as you were reading.

Take a short video showing your post-it notes and why you chose those pages. Add to your portfolio for reading work.

As you listen to your child read through their book it will show mastery of the following standard:

RF.1.1: Demonstrate understanding of the organization and basic features of print.

Student is able to identify upper and lowercase letters within words separated by spaces when reading and writing from left to right and top to bottom.

Completion of the assignments through post-its and character feelings will complete the following standard:

SL.1.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Readers, today I want to teach you that, when thinking about a characters feelings in a story, it helps to be as specific, as precise, as you can be. Instead of just sayng, He is happy, its good to think, is that the best word for it? and try to find a just-right word to describe what you mean.

How did the boy's feelings change throughout the story? What clues from the pictures or his words make you think that?

Complete this organizer describing the character feelings and add to your portfolio for reading work.

Reading non-fiction text is a little more difficult than fiction. There is more vocabulary and it is teaches us so we really have to pay attention. There are tools to help us read non-fiction such as the table of contents, a glossary, bold print words and more.

In a zoom lesson one day Oliver showed up with a non-fiction book on sharks so we turned it into a lesson! I grabbed my fiction book on the same topic and we began (LAFS.K.RI.3.9).

We have practiced using a T-chart for comparing and contrasting things (its easier to draw and gives more space than a venn diagram) so they are familiar with this idea.

Even though the books are fiction and non-fiction they still addressed the same topic of sharks. We practiced finding things and ideas in the books that could be the same and that are different and wrote them in the chart shown above.

On the resources page there are several short non-fiction passages. Get epic also has many books. You may have an abundance in your own library.

Choose 2 texts. For example, on the resource page is a story about earthworms. The Diary of a Worm is also a fiction story of a worm which is on getepic. I would read these 2 and then create my own t-chart showing similarities and differences between the two.

Choose a topic, create t-cart, and add to your portfolio when finished.