In ELA we have begun our third core book of the year - Bud, not Buddy by Christopher Paul Curtis. This time around, we are mixing things up and putting a fun new twist on our literature circles. We have started a class blog where we are practicing creating and answering HOT (Higher Order Thinking) questions about each section as we read. Before beginning our blog, we spent time talking about what higher order thinking questions were and why they were important to us as readers.
We discussed the different levels of questioning and what they mean. Questions can vary from being thin recall questions (What's the character's name? What is the name of the town this takes place in? etc.) that require little thought, to thicker questions that ask you to connect with a character, or make inferences about what is happening in the story. These thicker questions are what we are aiming for when it comes to our blog posts. H.O.T questions make you stop and really think about what you are reading. They require you to not only comprehend the book, but be able to connect what is happening in the book to your life or other books you have read. They cannot be answered using a simple "yes" or "no" since they require a lot of understanding to answer completely. Students are responsible for posting 3 higher order thinking questions after each section read. After their post, they take time to scroll through and see some of their classmates questions and choose a few to respond to. The kids are loving this opportunity to communicate through a blog about their reading, while also getting the chance to answer each other's questions.
|Cooper is really challenging the class with these questions!|
|Ella is asking to compare Bud to Salva, who was the main character of a book we read together and LOVED at the beginning of the year. Great Work!|
Additionally to our blog, we are still meeting with our Literature Circles to work on vocabulary and share our Imaginative Illustrators. This is an activity where students choose a passage from the reading that really stood out to them and allowed them to visualize what was happening at that point. After choosing a line, sentence, or paragraph from the chapter, they cite it on their paper and draw what they imagined happening. It's interesting to see the varying illustrations of students who have chosen the same passage, but visualized it differently.
Check them out below!