Exploring the World Through Literature Messages

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Reading Genre

Michael Shelton — Fri, 09 Dec 2005 23:40:57 GMT

Reading Genre Before the end of this school year, students will be expected to read at least one book in each of the nine reading genre categories listed below:

Fantasy Informational Science Fiction Historical Fiction Realistic Fiction Folklore √ myths, legends, fairy tales, tall tales Mystery/ Horror Poetry Biography/ Autobiography

Genre Focus by Quarters 1st Quarter √ Fantasy (2 books) 2nd Quarter √ Mystery (3 books) 3rd Quarter √ Biography (2 books) 4th Quarter √ Informational (2 books)

Genre Definitions

FICTION - a work of literature that is the product of the author's imagination. Short Story - a short work of fiction usually under 10,000 words. Generally, few characters with the conflict concentrating on one character. Novel - a narrative of considerable length usually a much more complex plot, conflict, setting, and characters than a short story. Traditional Literature - (includes fables, legends, folktales, and myths) a short story that depicts a moral lesson, religious principle, or general truth. Realistic Fiction - a story that could have happened. Plot, characters, and setting are consistent with lives of real people. Settings and issues can be either contemporary or historical. Fantasy - A story based on imaginative characters and premise that relates to universal values and struggles. Mystery - A story or novel whose plot involves the solving of a puzzle, especially a crime. Romance - A novel or narrative depicting heroic or marvelous deeds, pageantry, and so on.

NONFICTION - a narrative based on real events and people

Biography - an account of a person's life written by another person.

POETRY - a concentrated form of literature using allusion, imagery, irony, and metaphor.

Lyrical Poetry - expresses the poet's feelings using rhyme, repeated sounds such as alliteration and assonance, rhythms, and beats. Narrative Poetry - a poem that tells a story. Ballads - a rhythmic narrative usually to express adventure and deep emotion. Limerick - a humorous, nonsensical verse of five anapestic (a metrical foot composed of two short syllables followed by one long one) lines. Haiku - an unrhymed, lyrical Japanese poem consisting of three fixed lines of 5, 7 & 5 syllables respectively.

GETTING ORGANIZED

Michael Shelton — Tue, 17 Dec 2002 16:23:45 GMT

Getting Organized Tips for Developing Organizational Skills in Children Adapted from a list by The Coordinated Campaign for Learning Disabilities

Developing good organizational skills is a key ingredient for success in school and in life. Although some people by nature are more organized than others, anyone can put routines and systems in place to help a child become more organized. The following list was compiled by the Coordinated Campaign for Learning Disabilities and would be helpful for any child, especially one with learning difficulties.

1. Use Checklist -

Help your child get into the habit of using a "to-do" list. Checklists can be used to list assignments and household chores and to remind children to being appropriate materials to class. The students at Las Brisas have an assignment notebook to list homework assignments. This should be used consistently and completed items crossed off the list as they are done. This will help children feel a sense of accomplishment.

2. Organize homework assignments -

Before beginning a homework session, encourage your child to number assignments in the order in which they are to be done. Learning to prioritize work is a lifelong skill. Start with an assignment that's not too long or difficult. That will set your child up for success. Be sure to cross it off the list. Stick with the list but avoid saving the longest or hardest assignments for last or you'll end up doing all the workJ.

3. Set a designated study space -

Children should study I the same place every night where supplies and materials are close at hand. This space doesn't have to be a bedroom, but it should be quiet with few distractions. Initially you may want the study place near you to monitor progress and encourage good study habits.

4. Set a designated study time -

A certain time every day should be reserved for studying and doing homework. The best time is usually not right after school, as most children need time to unwind first. Include your child in choosing the time. Even if your child does not have homework, the reserved time should be used to review the day's lessons, read for pleasure or work on an upcoming project. Once that understanding is established there is less likelihood of "forgotten" homework in order to play video games, watch TV, or talk on the phone.

5. Keep organized notebooks -

Help your child keep track of papers by organizing them in a binder or notebook. Use dividers to separate class notes, or color-code notebooks to keep track of material for each day's classes and to organize the material later to prepare for tests and quizzes. Having separate "to do" and "done" folders helps organize worksheets, notices and items to be signed by parents as well as provide a central place to store completed assignments. The simpler the system the better.

6. Conduct a weekly clean-up -

Your child should be encouraged to go through and sort out book bags and notebooks on a weekly basis. Old tests and papers should be organized and kept in a separate file at home.

7. Create a household schedule -

Try to establish and stick to a regular dinnertime, homework time, and bedtime. Limit television watching and computer play to specific amounts of time during the day.

8. Keep a master calendar -

Keep a large wall-sized calendar for the household that lists the family's commitments, schedules for extracurricular activities, days off from school and major events at home and at school. Note dates of big exams and the due dates for projects. This will help the family keep track of each other's activities and avoid scheduling conflicts.

9. Prepare for the day ahead -

Before your child goes to bed he/she should pack schoolwork and books in the backpack. Clothes, shoes, and socks should be laid out with any accessories to cut down on morning confusion and stress.

10. Provide necessary support while your child is learning to become more organized -

Help your child develop organizational skills by photocopying checklists and schedules and taping them to the refrigerator. Give your child gentle reminders about filling in calendar dates and keeping papers and materials organized. Most important, and for some of us most difficult, set a good example.

Michael Shelton — Tue, 17 Dec 2002 16:17:24 GMT

The Magic of Reading Aloud by Mem Fox

Michael Shelton — Wed, 10 Apr 2002 23:05:14 GMT

The Magic of Reading Aloud Reading aloud to your child is one of the most important things a parent can do to provide a strong foundation for learning to read. Below is a short excerpt from Mem Fox, internationally respected children's author.

An American father once said to me: "So how do you do this read aloud thing?" I was almost too taken aback to answer. Wasn't it obvious? Then I realized it wouldn't be obvious if he hadn't been read aloud to as a child. I wanted to say: "Well, you know, find a book, get a child, and sit down and read the book to the child," but it seemed so simple that I was too embarrassed to say it. When I see a read aloud session in my mind's eye, there's either an adult sitting in a big old chair or on a sofa, with a child on the adult's lap or snuggled up close, sharing a book, or an adult sitting or lying on a bed with the child tucked up, wide eyed, as stories are being read. And the experience is always fantastic. The more expressively we read, the more fantastic the experience will be. The more our kids love books, the more they'll pretend to read them, and the more they pretend to read, the more quickly they'll learn to read. So reading aloud is not quite enough, we need to read aloud well.

The key things to remember when reading to your child are: 1. Pick good stories and become familiar with it yourself prior to reading it to your child. (The New Read Aloud Handbook by Jim Trealese is an excellent reference). 2. Find a quiet, comfortable spot where interruptions will be minimal. Make a set time each day (bedtime's the best!). 3. Don't be afraid to read expressively. 4. Talk naturally about the story as you read; discuss the pictures; and, explain concepts with which the child may be unfamiliar. 5. Favorite books may be read and reread as many times as the child requests. Reading aloud to your child needs to continue long past the time that your child begins to read themselves. It is a special time you & your child will long remember. If you are interested in Mem's suggestions for reading aloud or want to learn more about her books you can log onto: Memfox.net.

Listening to your child read When your child reads to you many of the same principles apply. 1. Find a quiet, comfortable spot where interruptions will be minimal. Make a set time each day that you will listen to your child read. 2. Sit next to your child so that you can actually see the text he is reading. The book your child brings home should be an appropriate reading level. If he is struggling with a book just read it to him and focus on discussion and enjoyment of the story. Before reading: Ask your child if they have read the story before. If not, read the story title to your child. Have him predict what the story may be about. Prior to reading a text, have your child look at each picture and tell you the story using the pictures. This will support your child later when he is trying to figure out an unknown word. While reading with your child, talk about what may happen next in the story, and then see if you were right. Share your surprise and wonder where appropriate. After reading, discuss the book with your child. Talk about the funny part, the exciting part, or the emotional part of the story. Most importantly, enjoy your one-on-one time with your child!

Phonics is Important

Michael Shelton — Wed, 10 Apr 2002 22:54:33 GMT

When you ask a child "How did you figure out that word?" he/she almost always responds with "I sounded it out". For many parents, the first suggestion that comes to mind when their child is working on a challenging word is "Sound it out". This "sounding out" is phonics. Phonics is an important part of learning to read. How does it work and what part should it play in your child's development as a lifelong reader?

Simply put phonics is the term used to describe the speech sounds we have assigned to the letters we use in the English language. When a child "sounds out" a word, they are decoding the sound to symbol relationship for that word. Because we read left to right it would seem logical that as readers we decode words saying each letter from left to right c - a - t. However, recent brain research suggests that it's more likely that good readers recognize letter patterns first and uses that information to decode the unknown word. So when decoding C-A-T a good reader notices the AT, thinks about other words they know that have that pattern and tries out the pronunciation to see if it makes sense. "I know bat. Let's see C -AT, CAT." As words get longer good readers look for spelling patterns. A beginning reader might pronounce F-A-T-H-E-R as FAT HER, where a good reader would leave the TH together and pronounce FATHER.

Learning to use phonics while reading can be a challenge. Here are some things you can do when reading with your child and they encounter a unknown word to help develop strategies for using phonics. 1. Say "Put your finger on the word and say all the letters (using letter names not the sounds)". This will help them attend to each letter. Sometimes that's all that is necessary and the word "pops" out. If it doesn't go to step two. 2. Say "Keep your finger there and read to the end of sentence." This will support the use of context and make finding the unknown word easier after they have read to end of the sentence. 3. If that doesn't work ask, "What do you see in the picture that starts with __?" . 4. If that doesn't work ask "Let's see, do you think it says--- then provide the word and let them confirm the word is correct.

Remember that reading is about the creation of meaning from print. You do have to figure out words, but reading is not figuring out words and "sounding good". Always come back to the meaning in the story. Reading should be fun. It should lead to understanding, learning, thinking, and enjoying.

Information about Gifted/Talented Children

Michael Shelton — Wed, 03 Oct 2001 21:19:07 GMT

Arizona Association for the Gifted and Talented Southern Arizona Regional Conference September 9, 2006 8:00 am to 3:00 pm Sheraton Tucson Hotel and Suites 5151 E. Grant Road Tucson, Arizona For directions and hotel reservations, call 520-323-6262 www.sheraton.com/tucson Continental breakfast and lunch will be provided

Keynote Speakers: John Stollar, Director of Gifted/Advanced Placement Arizona Department of Education

Peggy Steffens, Instructional Computer Coordinator Amphitheater School District

Six Choices of Breakout Sessions Ten Roundtable Discussion Groups Chance to meet other parents of gifted children Opportunity to network for the advocacy of gifted students and support for gifted programs in Southern Arizona

Registration Deadline August 31, 2006 $35.00 for AAGT members $60.00 for nonmembers (includes 18 month AAGT membership) For information and registration, please contact Terrie Cubillas, AAGT Board Member 2470 N. Tucson Blvd. Tucson, Arizona 85716 Call 520-319-6113, fax 520-319-6115, or email tqbs@comcast.net

Please share this flyer and registration form with fellow educators, families of gifted students, and other interested parties.

AAGT Southern Arizona Regional Conference Registration Form Deadline August 31, 2006

Name ________________________________________________________________

Address ______________________________________________________________ Street City Zip Phone _______________________________________________________________ Home Cell Work Email ________________________________________________________________ Parent ÿ Administrator ÿ HS Teacher ÿ MS Teacher ÿ Elem Teacher ÿ Gifted Teacher ÿ Special Ed Teacher ÿ

Current AAGT Member $35.00 _______

Non-member (registration includes 18 month AAGT membership) $60.00 _______

District Check # _____ Personal Check # _____ District P.O. # _____

For information and registration contact Terrie Cubillas, AAGT Board Member 2470 N. Tucson Blvd. Tucson, Arizona 85716 Call 520-319-6113, fax 520-319-6115, email tqbs@comcast.net

Calendar

Michael Shelton — Wed, 03 Oct 2001 21:19:07 GMT

July
Sun	Mon	Tue	Wed	Thu	Fri	Sat
29	30	1	2	3	4	5
6	7	8	9	10	11	12
13	14	15	16	17	18	19
20	21	22	23	24	25	26
27	28	29	30	31	1	2
June August

Independent Reading Logs

Michael Shelton — Wed, 03 Oct 2001 21:19:07 GMT

The Independent Reading Log First Quarter

The Independent Reading Log is worth 20 points per week. 10 points for the left side of the log, which indicates the books read and 10 points for the right side which has examples of the literary elements which are the focus for the quarter.

On the left side of the log you record the date you start reading the book, the title, the genre and the total number of pages in the book. On Thursday night or Friday before class you enter the date, title, genre and the current page you are on in that book (It allows me to track the amount of reading being done). There may be more than one entry per week depending on the size and number of books being read. The right side of log has a column for Type and a column for examples of Character Development. The Type column will have an S-stated or I-Inferred and a number 1 - 4 that matches the four techniques of characterization* we are studying. The column for Character Development should have an example directly quoted from the book that illustrates one of characterization techniques and a brief statement from the student explaining what the quote told them about the character. Here is an example from a student log. This is the direct quote, "Coraline's mother refused to buy them for her preferring instead to buy white socks, navy blue underpants, four gray blouses and a dark gray shirt." This is the student's response. "Her mom is just like mine. She doesn't like what kids like." The code would be I- Inferred and 3 - showing how a character acts and talks. * 1- stating the character's traits 2- describing the character's appearance 3- showing how a character acts and talks 4- revealing a character's thoughts and feelings

Reading Genre

Michael Shelton — Wed, 03 Oct 2001 21:19:07 GMT

Before the end of this school year, students will be expected to read at least one book in each of the nine reading genre categories listed below:

Fantasy Informational Science Fiction Historical Fiction Realistic Fiction Folklore √ myths, legends, fairy tales, tall tales Mystery/ Horror Poetry Biography/ Autobiography

Genre Focus by Quarters 1st Quarter √ Fantasy (2 books) 2nd Quarter √ Mystery (3 books) 3rd Quarter √ Biography (2 books) 4th Quarter √ Informational (2 books)

Genre Definitions

FICTION - a work of literature that is the product of the author's imagination.

Short Story - a short work of fiction usually under 10,000 words. Generally, few characters with the conflict concentrating on one character. Novel - a narrative of considerable length usually a much more complex plot, conflict, setting, and characters than a short story. Traditional Literature - (includes fables, legends, folktales, and myths) a short story that depicts a moral lesson, religious principle, or general truth. Realistic Fiction - a story that could have happened. Plot, characters, and setting are consistent with lives of real people. Settings and issues can be either contemporary or historical. Fantasy - A story based on imaginative characters and premise that relates to universal values and struggles. Mystery - A story or novel whose plot involves the solving of a puzzle, especially a crime. Romance - A novel or narrative depicting heroic or marvelous deeds, pageantry, and so on.

NONFICTION - a narrative based on real events and people

Biography - an account of a person's life written by another person.

POETRY - a concentrated form of literature using allusion, imagery, irony, and metaphor.

About

Michael Shelton — Wed, 03 Oct 2001 21:18:48 GMT

Who are you? What's this site about? How can people send you feedback?

Welcome to SAGE Reading 2006 - 2007

Michael Shelton — Tue, 02 Oct 2001 21:18:44 GMT

Welcome to SAGE reading,where we will spend the year exploring good literature in its various forms, reading and discussing stories, articles,and books, as well as, doing interesting projects.

A Little Bit About SAGE Reading: The SAGE reading program is designed to be an enriching literacy experience. For our students the skill of reading comes easily. Keeping that reading a meaningful, enriching experience while expanding our vocabulary and knowledge is the goal of the SAGE class. To meet this goal we will be exploring the structure and style of various forms of literature, learning to analyze and question what we read from both the reader's and the writer's perspective (not everything in print or on the Internet is true).

SAGE schedule for the 2006-2007 school year: 10:00 - 10:45 3rd/4th grade 10:45 - 11:30 5th grade 11:30 - 12:15 6th grade

Classroom Expectations:

Come to class each day prepared to join in the discussion, listening, watching participating, and learning! *Bring all necessary materials pencils, completed assignments, and reading books. *Apply the "golden rule". Treat others the way you want to be treated, being respectful toward other students, school staff, and classroom materials.

Parent/Teacher Communication:Please feel free to contact me any time during the year if you ever have ANY questions, concerns, or comments. I can be reached at school by phone 623-445-5564 or by e-mail mike.shelton@lb.dvusd.org and at home by phone 602-770-8348 or e-mail ms1492@aol.com.

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