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[Past Newsletters]

             FrontLine Teaching
       Published By ReadingLady.com
             November 24, 2001

1) New Book Available
2) Funny Stuff
3) Lesson Plan
4) This & That

New Book Available.

Making Your Word Wall More Interactive

Grades: 1,2,3 Now that you have devoted a large section
of your classroom wall space to a word wall, how do you
ensure that your students are improving their reading,
writing, vocabulary, and spelling skills because of it?
The dozens of activities in this resource provide fun ways
for students to interact with words and build strong
literacy skills. Activities are organized by whole-class,
small-group, and independent study to offer more planning
flexibility. 96 pages.



BackPacks By Jenny

Funny Stuff

I teach first grade. We were looking at the map of North
America. I asked if anyone knew who was our neighbor to the
North. Of course, I was looking for the answer Canada.
One little guy raised his hand enthusiastically.
"Santa Claus" he said. Of course it was the month of December.
It works for me!!!

Submitted by:
Joan Maywalt

I still need lots of submissions for our classroom/school humor,
please forward your submissions to webmaster@readinglady.com


Check out our 4 blocks


Lesson Plan By Kelly O'Brien

It's been a while since I checked in, so I thought I would share a lesson
that went well for me. I introduced  nonfiction text type last week. My
third graders actually had quite a bit of schema for nonfiction and they are

very excited about reading it. To begin I shared  two big books, How
Spiders Got Eight Legs (fiction) and A Look At Spiders (nonfiction). We
discussed "story talk" vs. "fact talk" and I kept repeating "what's
different?" to get the discussion going.

Next, I passed out some Pair It books for tables to look through.  These
books are pairs with one being fiction and the other nonfiction on the same
topic. These books do not actually have many features of nonfiction . The
students needed to rely on "story talk" or "fact talk". More discussion
about "what's different?" went on in the groups.

Then, we began to chart the students' schema for nonfiction on chart paper
to leave up in the room.
Moving into pairs, the students were to try the same thing using Reading
Safari Magazine, which is part fiction and part nonfiction.  It also
contains a few beginning type text features (headings, some labels,
photographs).  The pairs were now deciding if the magazines were fiction or
nonfiction and they were asked to prove it by helping add features they were

finding to the class chart.

Finally, the children were given individual copies of nonfiction books from
our classroom library (mostly on animals) to investigate. Now these books
contained many features of nonfiction (Table of Contents, Index, Glossary,
Charts, Graphs, Pictures with Captions, etc..) We continued to build the
class chart with nonfiction features that the students were excitedly
finding. After much time to investigate and share, the students were asked
to use post it notes to label and post any nonfiction features that they
were finding in the books they were using. These notes were helpful to me as

an informal individual assessment to prepare for my guided reading groups
later. I also think that it went well because it was a low risk lesson,
moving from whole group, to tables, to pairs, before asking for anything


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