Finally, just when the boy is ready to give up, he learns that sometimes things aren' t where, or what, we expect them to be. but it is made of paper and doesn' t fly well at all. Climbing to the top of the tallest tree? No, not tall enough. But how? Waiting for them to grow tired from being up in the sky all night doesn' t work. So much so that he decided to catch one of his very own. Once there was a boy, and that boy loved stars very much. Once I have a brief overview of a writing task I use a very basic 'fill in as you go' planner for individual writing goals, whole group goals and targeted students who work with me at the jellybean table.Book Description Hardcover. In the Procedure Two section I often go back and add additional words and phrases that I explained whilst reading.
I have included my read aloud plan for the text below, with a brief writing focus following each read. There is little detail as to why the boy would like to be friends with a star and this became quite the unintentional topic of conversation between my students. How to Catch a Star is the story of a little boy who would like to catch a star so that he can befriend it. Instead of focussing on an overarching theme and selecting texts in response to that theme I am now selecting a text and basing our literacy centres and supplementary texts on our main focus text.Īs this week was the first week back I decided to use quite a simple text from a much loved author in our classroom, Oliver Jeffers. This term I have slightly diverted from my theme focus to a text focus. It's a teething process with endless ways of doing things, however I can without a doubt see the value of the P3 reading process. I have had (and continue to have) many struggles with implementing 元 in my classroom. The whole class focus on a particular theme has also seen a deeper understanding when it comes to topic specific vocabulary, which is particularly noticeable in their writing. Following a theme has allowed my students to really immerse themselves in a topic. I have absolutely loved using this structure in my classroom. Our literacy centres have been loosely based on theses theme and where possible I incorporate the weekly theme into other KLAs. With each theme I have selected different texts to use as our 元 Procedure Three texts, as well as supplementary texts for students to read independently or to be read as Procedure One texts. For the majority of this year I have had a fortnightly themes, such as the zoo, magical creatures, dinosaurs (just to name a few).
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