Our research project is underway! Students have created a question about the brain and will use a variety of book and online resources to find the answer to the question.
Our trip to the library showed students how to use the online databases to conduct research. To access the databases, students need to go to nhfpl.org. Then go to the "collections" tab. Then select "electronic resources." The select "kids and teens." Databases such as Today's Science will help students find reputable sources.
Many of the databases require a library card. Students should have one at this point. If they do not, please contact me so we can get you access,
Students will have Independent Reading Homework over the Winter Break, in order to hold them accountable for daily reading. You can find the assignment description below. Students have until Friday, Dec. 18 to have me sign off on their book.
Students are required to a reading journal (40 points), have me sign off on the book (10 points), and select other "mini assignments" that will total to 50 points. Students can complete more than 50 points worth of assignments if they choose.
I will not collect reading logs until after the project is finished. Instead students will need to keep a reading journal. The journal should include the date of reading and the pages they read. Then include a 1 paragraph response.
Some questions stems include:
I noticed this is important...because...
My first impression of this work is . . .
What is confusing me most is . . .
What I now understand is . . .
What’s happening in this (passage, scene, chapter) is . . .
What happened to me as I read was . . .
I enjoyed (this character, setting, or section of writing) because . . .
I can/can't really identify with what is going on here because . . .
The quality I admire in . . . (this person, character) is . .
.I saw an example of it when . . .
I want to be more like ................because ...
As I read about...I am reminded of . . .
I have changed my mind about . . .because . . .
I predict that . . . based on . . .
I wonder . . .
I wish . . .
My questions is . . .
What I am happy/sad or angry/glad about is . . .
I conclude that . . . because . . .
I never realized that . . .
I learned or relearned that . . . I
think the author's main idea or theme is . . .
The general mood/tone of this work seems to b
Grade 7 students will be walking to the library on either Wed. Dec. 16 or Thurs. Dec. 17 to learn about research practices and the sources available at the public library.
Permission slips have gone home. In addition, applications for library cards have been sent home. This is extra credit for students. Students who turn in the application by Friday, OR show proof that they already have a library card, will earn extra credit.
Please contact me with any questions.
Reading logs are one of several homework assignments that I have been given. Students should still read each night, but there is a reading log to complete 2-4 times a week, depending on the week.
I give a worksheet to guide the reading log and collect it to try to identify areas of focus with your child.
Students should write a summary of what they read, and then analyze a significant event from their reading. Their explanation should explain why the event or piece of text is important and how it will impact the plot, character, etc as the book progresses.
Below are some prompts to help guide students:
NOTICE AND NOTE SIGNPOSTS
CONTRASTS & CONTRADICTIONS When a character does something that contrasts with what you’d expect or contradicts his earlier acts or statements, STOP and ask, “Why is the character doing that?” The answer will help you make predictions and draw inferences about the plot and conflict.
WORDS OF THE WISER When a character (probably older and wiser) takes the main character aside and offers serious advice, STOP and ask, “What’s the life lesson and how might if affect the character?” This lesson is probably the theme of the story.
AHA MOMENT When a character realizes, understands, or finally figures out something, STOP and ask yourself, “How might this change things?” If it is about a problem, it tells you something about the conflict; if it is a life lesson, it tells you something about the theme.
AGAIN & AGAIN When you notice a word, phrase, or situation mentioned over and over, STOP and ask yourself, “Why does this keep happening again and again?” The answer will tell you about the theme and conflict, or will foreshadow what might happen later in the story.
MEMORY MOMENT When the author interrupts the action to tell you about a memory, STOP and ask yourself, “Why might this memory be important?” The answer will tell you about the theme and conflict, or will foreshadow what might happen later in the story.
TOUGH QUESTIONS When a character asks himself a very difficult question, STOP and ask yourself, “What does this question make me wonder about?” The answer will tell you about the conflict, and help you think about what might happen later in the story