Topic, Main Idea, and Theme

Over the next few weeks it is our goal that every student will be able to state with confidence:

• Topic: The subject of the story.
• Main Idea: A summary of the events of the story. It may be stated or implied.
• Theme: A central meaning or purpose to the story, usually a generalization about a life situation.

Our study will span the definitions of these three important concepts, and include application to paragraphs, familiar stories, the short stories we've already shared in class, and even popular fables and fairy tales. We will then apply this learning to the independent reading that students are choosing (and logging) for this month. One tool to bolster development of main idea is the "Three Word Main Idea Map," similar to the one located on the back of this month's log.

In class we will read a bit of historical fiction, a short story set in the time of the historic eruption of Mt. Vesuvius.

With a deeper understanding of these concepts we can increase comprehension and the complexity of the discussions of the texts we read.

March Reading Log

This month we have a reading log choice. For our voracious readers, there is a log formatted to include reading done more than once time a day.

For our once-a-day readers, we have a log that offers one spot daily, much like our previous logs.

Click on the image to enlarge.

Of course, either log must indicate a total of 2 hours (120 minutes) of reading time per week.

On the back of the log are two activities on characterization and on main idea which will be modeled and discussed in class next week.

QAR - Question/Answer Relationship

Question Answer Relationships (QAR) has successfully improved the reading comprehension of students in a variety of geographical and educational settings, including suburban, rural, general education, and bilingual education. QAR provides students and teachers with a common vocabulary to discuss the comprehension strategy of questioning. QAR helps students to better answer comprehension questions in their reading.
In QAR students learn the difference between answers that are found “In the text” and “On my own”. As evident above research demonstrates the importance of an awareness of question types, QAR teaches students to use the question answer relationship to improve reading comprehension.
In class we will be discussing, demonstrating, creating and answering all 4 kinds of questions, and then applying this strategy to FCAT-style questions and the sample FCAT materials. This Active Reading Strategy will provide our students with another tool to maximize comprehension.

SQ3R

In class we have been focusing on non-fiction texts, their text features, and strategies for reading these informational texts with active reading strategies. We have begun to work with a strategy called SQ3R.







SQ3R:
Survey – look at pictures, captions, title, first and last sentence.
Question – turn each text feature into a question and write them on your paper, leaving space for notes.
Read – The text!
Respond – Answer each question in your notes.
Review – Your notes to study!





We worked with non-fiction textbooks and current events articles. Students were shown a strategy to set up 2-column notes and SQ3R for studying content area information, where folding back the page makes for a handy self-quiz tool.

Most importantly, SQ3R reminds us to be active readers, survey and predict, ask and answer questions, and review the content when we read.

In class next week students will be completing an SQ3R using a current events article.

Non-Fiction Text Features Quiz

There will be a quiz on the non-fiction text features we have been studying (and using in our "Spotlight Projects.") A day quiz is 2/17, B day is 2/18. Study those terms!

For another look at the list, click here.

Spotlight on Me

This project will have each student use non-fiction text features to create an article about themselves. We will have workshop time in class next week to complete the writing, but feel free to bring pictures or artifacts from home to assemble your own "spotlight" article. See Mrs. Gould's example below.

Non-Fiction Text Features

Click on the image to enlarge.

We are studying the features of non-fiction texts and the best strategies for comprehension of non-fiction writing. These 20 terms were reviewed in class. There will be a quiz on these terms next week.