Global Read Aloud
Global Read Aloud is an initiative brought together by a growing number of educators to allow students around the world to connect over the same issues. The vehicle to do this is the novel 'Refugee' by Alan Gratz. The book will be read in class, together, as a shared read aloud. We will reflect upon the book and connect with others via postcards, digital communication and interactive projects. (Oct 1 - Nov 1, 2018).
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Figures of Speech
Over the next month we are going to work on expanding our written work through the use of figures of speech. To start we will look at some popular songs to see how artists use figures of speech to help get a strong message across. Students will complete several activities to analyze songs, have a chance to analyze one of their favourites and then apply this to their writing on a daily basis.
Simile - comparison using like or as
Metaphor - comparison without using like or as
Personification - adding a human quality to something that isn't human
Onomatopoeia - a word that sounds like the noise it makes
Alliteration - a repeated sound
Hyperbole - an overexaggeration
Due to copyright issues I can not post the video to the general public, however, a search of YouTube for figures of speech in pop songs (or any genre) will display a list of similar collections of music.
Simile - comparison using like or as
Metaphor - comparison without using like or as
Personification - adding a human quality to something that isn't human
Onomatopoeia - a word that sounds like the noise it makes
Alliteration - a repeated sound
Hyperbole - an overexaggeration
Due to copyright issues I can not post the video to the general public, however, a search of YouTube for figures of speech in pop songs (or any genre) will display a list of similar collections of music.
Assessment Criteria
Assessment of student work is done in three main ways: Diagnostic, Formative and Summative
Assessment for Learning
1. Diagnostic assessment: done to help determine what level students are at so that instruction can be planned based on the current level of achievement. This can be done in Language through specific programs, like PM Benchmarks, BAS and DRA. These are purchased programs that are standardized to allow us to get a snapshot of reading comprehension. We may also ask for samples of work before any instruction has happened in order to see what skills are needed. These samples are used to target instruction to specific areas of need. Students do not receive a grade for this work.
2. Formative assessment: done during a project/assignment to help check where students are at and refine instruction or intervention. It also helps students, teachers and guardians know how progress is happening during an activity. These are the experiences where students can practice and refine their skills before final grading. Students will receive feedback on documents as they work (e.g., notes, comments, suggested edits) and they will also conference with peers and the teacher throughout the process.
Assessment of Learning
3. Summative assessment: done at the conclusion of a project/assignment to assess how well they have learned the target skills. This assessment also includes suggestions for success in future activities. Students receive a final grade for their work based on provided co-created rubrics (e.g., created with students) and also Ministry of Eduction rubrics seen below.
Assessment for Learning
1. Diagnostic assessment: done to help determine what level students are at so that instruction can be planned based on the current level of achievement. This can be done in Language through specific programs, like PM Benchmarks, BAS and DRA. These are purchased programs that are standardized to allow us to get a snapshot of reading comprehension. We may also ask for samples of work before any instruction has happened in order to see what skills are needed. These samples are used to target instruction to specific areas of need. Students do not receive a grade for this work.
2. Formative assessment: done during a project/assignment to help check where students are at and refine instruction or intervention. It also helps students, teachers and guardians know how progress is happening during an activity. These are the experiences where students can practice and refine their skills before final grading. Students will receive feedback on documents as they work (e.g., notes, comments, suggested edits) and they will also conference with peers and the teacher throughout the process.
Assessment of Learning
3. Summative assessment: done at the conclusion of a project/assignment to assess how well they have learned the target skills. This assessment also includes suggestions for success in future activities. Students receive a final grade for their work based on provided co-created rubrics (e.g., created with students) and also Ministry of Eduction rubrics seen below.
Ontario Curriculum Grades 1-8 Language Rubric | |
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