We are the students from 3/4C at Barwon Heads Primary School in Victoria, Australia. There are 26 of us and our teacher is Miss Jordan. We use this space to share all of the fantastic things that are happening in our classroom.
We had a lot of fun during Reader’s Workshop today!
Our reading focus for the week is identifying literary elements in fiction texts. Today, we focussed on the literary element of genre. A genre is a type of text. Different genres have different features and we had a big discussion about some common genres:
In preparation for this lesson, students all brought in their favourite narrative book from home. It was great to see a wide range of books from lots of different authors in the collection!
The books were placed around the room and the students acted as ‘genre detectives’, spending time reading the books and deciding which genre each one was. They also had to document their reasons to justify their genre selection for each book.
To conclude and reflect on the lesson, we had a class discussion to make a final decision about the genre of each book. It was fantastic to see the students were mostly unanimous in their genre selection for every single book! This means they achieved the success criteria for the lesson and really built on their knowledge of text genres.
What is your favourite fiction genre? Describe the features of the genre.
Which books did you enjoy reading during this session?
This week, we launched independent reading in our classroom.
We spend part of our daily Reader’s Workshop sessions doing independent reading, to practise strategies and work on our individual goals.
During independent reading, we aim to:
begin reading quickly and efficiently
read with stamina for the duration of the session
choose a good place to read and stay in that place
After independent reading, we catch up with our “Reading Buddy” to discuss our books. This is a great opportunity to share our reflections, ask each other questions and learn about other books and authors from our peers.
What are you currently reading during independent reading?
Who is your favourite author?
What reading strategy would you like to focus on this term?
We have been learning about idioms in literacy this week.
Idioms are phrases that have a different meaning to the actual words in the phrase. For example, if something is described as “a piece of cake”, it is an idiom. It means that something is really easy, it doesn’t actually have anything at all to do with cake.
In class, we discussed the literaland the inferred meaning of lots of idioms.
The literal meaning is when you imagine the words in the idiom as being the real meaning.
The inferred meaning is what the phrase actually means when used in conversation.
Example: To “spill the beans”.
You might imagine someone tipping over a bowl of beans BUT this idiom really means that you have revealed some secret information.
For this learning task, each student chose an idiom they liked. They had to draw the literal and the inferred meaning for their idiom. Check out our work and see if you can identify the idioms!
Learning about idioms is important because authors often use idioms in books, so we need to understand them in order to understand what we read. Since learning about idioms, we also realised that we use idioms all the time in our conversations!
This week, we have focussed on writing “power sentences”.
A power sentence contains descriptive information to help the reader make a picture in their mind. Adding interesting nouns, adjectives, verbs and adverbs really brings a sentence to life. In class, we had some great discussions about how to add impact to a sentence.
We started with this simple sentence: The boy went up the stairs.
We all agreed that this sentence doesn’t have any impact and provides very little information. By adding some interesting words to create different emotions and feelings, the entire meaning of the sentence changes.
Here are the “power sentences” we came up with!
Here are some other simple sentences. Try to rewrite them by adding interesting vocabulary and submit your “power sentences” in your comment!
The students in 3/4C are thoroughly enjoying our poetry unit.
Earlier in the term, we investigated poems and learnt about figurative language in poetry. Now, all students have started their own poetry anthology.
Students have written several poems for their anthology, including:
Observations in our environment
The poems written by the students for most of our unit have not been of a particular structure, so they have had a lot of freedom with the style, organisation and layout of their poems. However, earlier this week, we did investigate five types of popular poem structures. They are:
Each of these styles of poems have specific features and a set structure. They are described below.
The enthusiasm of the 3/4C students during our poetry unit has been absolutely fantastic! Miss Jordan is very proud of all their work!
What is your favourite structured poem?
What do you like to write poems about?
***Please choose one of the structured poems and write a poem in your comment!***
This week, we started a poetry study in our writing lessons.
Students have participated in “poetry investigation” all week. This means we read lots of poems and analysed how they are written. Students observed the mood of different poems and the writing craft that is used.
We discussed what we sometimes see in poems. Here are some of our thoughts:
Emotions or feelings
Repeated words or phrases
A message or moral
We also focussed on how figurative language is used in poetry. Today, we investigated six different kinds of figurative language:
Some of these types of figurative language were new to the students and they enjoyed learning the new vocabulary. Learning how to say hyperbole and onomatopoeia was a challenge!
For their main task today, students worked in pairs to read a variety of poems. Their challenge was to identify which types of figurative language were present in each poem. Everyone did a fantastic job and it was great to listen to the conversations as they investigated the figurative language.
Write some examples of figurative language in your comment!
We have been working on our persuasive writing skills for the past few weeks.
Persuasive writing is a type of non-fiction writing used to convince the reader to agree with the author about an issue. The author expresses their opinion using personal beliefs and factual information in this argumentative writing style.
We have investigated a variety of persuasive texts and learnt more about:
The structure and organisation of a persuasive text
Types of arguments and reasons used
How to turn factual information into a persuasive argument
At the beginning of the unit, students investigated a variety of persuasive texts to identify the key components of persuasive writing. Students then chose their own persuasive topic and drafted, revised, edited and published their work.
It has been great to see the students honing their persuasive writing skills this term!
Think of something you would like to persuade others about. In your blog comment, write a persuasive paragraph to convince other blog readers to agree with you!
Remember to use persuasive language, interesting verbs and adjectives and rhetorical questions. Don’t forget to edit your comment before you submit!
We have been studying fictional narratives in class.
A fictional narrative is a made up story. Students really get to demonstrate their creativity when writing fictional narratives, so it is a lot of fun!
We spent last week “immersing” ourselves in fictional narratives to investigate the key elements of a well written story.
We focussed on:
The structure of a fictional narrative
Thinking of ideas to form a quality narrative
Narratives can be structured in different ways, but we identified the typical organisation of a fictional narrative:
Beginning (introduce the main character/s, describe the setting)
Middle – part one (complication)
Middle – part two (series of events that occur as a result of the complication)
Ending (complication is resolved).
We read a variety of picture story books which are good examples of narratives. Below are some examples of quality narratives that follow the typical structure we are using for our own fictional narratives.
We are also aiming to include some interesting vocabulary in our narratives. We have discussed how the following things can really enhance a story:
“Show me, don’t tell me” strategy.
Everyone in 3/4C is doing a great job drafting their narratives! Once the drafts are complete, students will revise and edit, and then publish on their iPads! Miss Jordan can’t wait to see how all of the students’ narratives turn out!
What is your fictional narrative about?
What kinds of narratives do you like to write?
What kinds of narratives do you like to read?
How have your fictional narrative writing skills improved?