GRA Week 5: Going Places

This week's read aloud for the Peter H. Reynolds Author Study was the book Going Places. We read the book as part of Week 5 of the project.

Going Places Talking Circle

This week students interacted with the story in many fun ways. After reading the story, students had many personal connections to share. As we chatted, we wondered what the author's message was. We decided to hold a Talking Circle to discuss what Peter Reynolds wanted us to learn or what he wanted to teach us through his book Going Places. Luckily, I was able to capture some of our student's thinking by recording part of our Talking Circle on the AudioBoom app. Have a listen to what some student's believe the author's message was!

listen to ‘going places talking circle’ on audioBoom

Peer-to-Peer Feedback

Students wrote about what they believed Peter Reynolds wanted us to learn from the story. They also added some text-to-text and text-to-self connections as well. We continue to be inspired by the messages in his stories. He continues to inspire us to use our imagination, be creative and show grit even when we feel that something is too challenging or too difficult. Going Places also taught us about the importance of working together, cooperation and to think outside of the box!

Students shared their ideas and had the opportunity to read with partners. This allowed them to share their thinking and receive peer-to-peer feedback. Peer feedback is one of our goals this year. We will be using oral and written peer feedback to help improve our writing and expand our ideas!

Students received Twitter messages from classes who are also participating in the Global Read Aloud.

e.s i learn i don.t have to make stuff the same as the others. #GRA14

— Mrs. Ciampa (@MrsCiampaClass) November 6, 2014

@MrsCiampaClass we think @peterhreynolds message in "Going Places" was that you can, team up, be creative and do things differently. #gra14
— Mrs.Mason (@MrsMasonOCSB) November 5, 2014

.@MrsMasonOCSB @peterhreynolds TO says: the video is shows grit because thy wrct together and didnt give up . #GRA14
— Mrs. Ciampa (@MrsCiampaClass) November 7, 2014

@MrsMasonOCSB @peterhreynolds HH says: I like the video it was nice THANK YOU!!!!!!!!!!! #GRA14
— Mrs. Ciampa (@MrsCiampaClass) November 7, 2014

@MrsMasonOCSB @peterhreynolds wn:I agree with your class because it looks the same as the book going places
— Mrs. Ciampa (@MrsCiampaClass) November 7, 2014

@MrsCiampaClass We compared the book with this @peterhreynolds video http://t.co/KgOyhZpMA6 - check it out. #GRA14 #GRApeter
— Mrs.Mason (@MrsMasonOCSB) November 5, 2014

One other way that student's interacted with the book this week was through a shared-Padlet with a Grade Three class we have collaborated with before. Students used the AudioBoom app to record themselves reading their connections to the story Going Places. Last year, many students became experts since they used the AudioBoom app all year long. This week, our Tech Experts helped friends who are not familiar with the app. They demonstrated their expertise and helped a friend to record, take a picture and save the AudioBoom recording. We have a number of Tech Experts in our room so we are fortunate that students can leverage their expertise to assist others to become experts on this app too. After recording their AudioBoom, we added our readings to a shared-Padlet with Mrs. King's Grade Three Class. Students in both of our classes shared their connections, predictions and thinking on various iPad apps. Mrs. King's class used Pic Collage and Tellagami on the Padlet. On Friday, we took time to read and listen to the thinking posted on the Padlet. This shared-Padlet allowed our classes to collaborate in a truly interactive way. There are so many great ways to use Padlet. Collaborating with another class provides students with so much rich dialogue and a variety of opinions about what Going Places can mean to different people. 

Created with Padlet

I am very thankful that my students have had the opportunity to participate in this amazing Global Project this far. We only have one more week to go. This project has truly inspired my students and I am happy to see how much they've grown in their learning already!

GRA Week 4: Ish & Sky Colour Connections

This week, we completed Week 4 of the Global Read Aloud Project. Hard to believe we are past the 4 week mark already. Students are very engaged in the project and look forward to seeing what new Peter Reynolds story we will read next. This week as we began reading Sky Color (spelled coloUr with a "U" in Canada), students quickly made many text-to-text connections with other books we previously read during this project. Primarily, their text-to-text connections came from the story ISH.

After reading Sky Color, students made many connections to our on-going discussion on showing grit. In the story, they said that Marisol showed grit by not giving up on creating a sky - even when she did not have any blue. We decided to see what skies can look like without using the colour blue. Have a look at our fun sky colour creations!



In Language, our current focus is writing descriptive paragraphs using adjectives. To prepare students with their ideas for writing, we had our first Talking Circle of the year. Our Talk Circle focus was on Explaining our text-to-text connections and agreeing or disagreeing with the ideas shared.

The Talk Circle helped us to listen to the connections of our peers. We explained our ideas and shared our similar or different viewpoints. Ish and Sky Color have many similarities and the Talk Circle helped us to come up with ideas for our paragraph writing. A lot of rich dialogue was shared - excellent job friends!

Students used the Talking Circle to help them write about the text-to-text connections between Sky Color and Ish. They all believed that the stories are similar. We worked hard on our paragraphs. Students are using a paragraph checklist to keep them on track. The checklist helps them to edit their work to see if they have all of the criteria. The paragraph writing format has inspired many students to write detailed sentences. Adding adjectives helps us to be more descriptive.

Some students had the opportunity to share their work with friends. After writing, we read our paragraphs on the iPad app 30 Hands. Students are learning to use this app to create slideshow presentations featuring photos and audio clips of their work. We hope you enjoy our Sky Color and Ish paragraph reading. We are wondering if anyone has similar text-to-text connections like we found? We are also wondering if anyone has different text connections than what we wrote about? Please share with us on our Twitter page!

Inferring and Talking Circles

We continue to focus on inferring when reading. Students have even inferred while reading various Holy Week stories as the week has gone on. They are making great connections and using what they already know to infer the hidden meaning in a story. Another important part of inferring is when we infer what the author's message is. Author's message is when we think about what important topic or message the author wanted us to learn after reading a story. We explored this when reading a story called "Oliver Button is a Sissy". First, students inferred what Oliver might be feeling. Next students inferred why the boys might be treating Oliver like they had in the story. At the end, we thought about what the author's message might be. What did the author want us to learn from this story? We did a Talking Circle to explore this as a class. The students had so many great ideas to share. We recorded a small part of our circle on AudioBoo that you can hear below. We will continue to infer and use a Talking Circle for class discussions as the weeks go by. We are working on being good listeners during this great talking session.

listen to ‘Best of All Talking Circle’ on Audioboo