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Building a Learning Community: Crafting Rules for the Classroom

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Building a Learning Community: Crafting Rules for the Classroom

Grade Levels

3rd Grade, 4th Grade, 5th Grade

Course, Subject

Related Academic Standards
CC.1.2.3.H CC.1.2.3.H
Describe how an author connects sentences and paragraphs in a text to support particular points.
CC.1.2.4.A CC.1.2.4.A
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CC.1.2.4.J CC.1.2.4.J
Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.
CC.1.3.3.A CC.1.3.3.A
Determine the central message, lesson, or moral in literary text; explain how it is conveyed in text.
CC.1.3.3.C CC.1.3.3.C
Describe characters in a story and explain how their actions contribute to the sequence of events.
Expand
  • Big Ideas
    Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text
    Effective use of vocabulary builds social and academic knowledge
    Language is used to communicate and to deepen understanding.
    Spoken language can be represented in print.
    Active citizens understand that government serves communities and the common good.
    Citizens show respect for others and act responsibly
  • Concepts
    Acquiring and applying a robust vocabulary assists in constructing meaning
    Changes in word parts affect meaning.
    Complex letter combinations are used to represent sounds in words that convey meaning.
    Essential content of text, including literary elements and devices, inform meaning
    Essential content, literary elements and devices inform meaning
    In the English language words can be understood by analyzing both the phonetic and the morphological parts.
    Textual features and organization inform meaning
    Textual features inform meaning
    Word choice and sentence structure are used to express ideas.
    Citizens must help their communities and each other.
    Laws and government documents establish the rules for citizens and government.
  • Competencies
    Apply an increasingly complex and varied vocabulary during reading, writing and speaking.
    Apply word analysis skills (e.g.: syllabication, root words, prefixes, suffixes, inflectional endings) to read and unlock meaning of words.
    Build fluency, accuracy and prosody by reading words in connected text.
    Combine sentences in an increasingly complex and organized manner to convey meaning.
    Identify and analyze the characteristics of various genre (e.g. poetry, drama, fiction)
    Identify and correctly use regular and irregular plurals, affixes, and inflectional endings.
    Recognize and access meaning of words in text by using phonics and word analysis skills.
    Recognize and identify the characteristics of various genre (e.g. fiction, nonfiction, poetry, drama)
    Summarize key information and the implied or stated main idea of texts
    Summarize key information from a text (e.g. major points, processes and/or events)
    Understand that roots assist in unlocking the meaning of words.
    Understand the relationship of words within sentences. (i.e. semantics; syntax)
    Use and cite evidence from texts to make assertions, inferences, generalizations, and to draw conclusions
    Use contextual cues to confirm the literal and figurative meaning of vocabulary
    Use contextual cues to extend meaning of vocabulary (e.g. multiple meaning words)
    Use contextual cues to test meaning of vocabulary
    Use the knowledge of language, including word origins and morphology to unlock meaning.
    Identify the reasons for the existence of rules and laws.
    Participate in establishing class rules and consequences.

Description

Empower students academically and socially by allowing them to participate in setting up the expectations for classroom behavior throughout the year. Supported by teacher modeling and coaching, students consider what behaviors and manners are necessary for the classroom to function successfully and collect the opinions of other community members on the subject. After collecting data, students summarize and present their findings to the class. The class then compiles a list of the most important behaviors for their learning community. Students also participate in deciding how the classroom rules will be published and how compliance will be monitored.

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Building a Learning Community: Crafting Rules for the Classroom

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ReadWriteThink

 

Here at ReadWriteThink, our mission is to provide educators, parents, and afterschool professionals with access to the highest quality practices in reading and language arts instruction by offering the very best in free materials.

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