Over this past week, Mrs. Wrigley and I have introduced a new author to the students in our classes. Through team teaching and collaboration, children in both of our classes have been getting together to learn more about Ezra Jack Keats. Through an online website, students were introduced to him and learned about his early life, struggles as an artist, and how he became so famous. Students were given a preview on Monday about the kind of books he writes, where he gets his ideas, and about the characters that appear and play a key role in many of his award winning books. Learning about the caldecott medal has sparked many children to seek out other books in our library that have earned this great honor. Later in the week, students also got together to learn more about the kind of illustrations E.J.K. used and to our surprise, he uses a variety of mixed methods. INQUIRE with your child how many books E.J.K. has written and what he uses to make his illustrations.
Throughout the week, students have been listening to many of his books. Some books are read once, while others are read 2-3 times. During this author study, students have been focusing on the literary elements to help them think about the texts being read. Everybody has had an opportunity to hear and talk about quality literature through Ezra Jack Keat's books. While listening to E.J.K books students have had conversations about the characters, problem, and solution. An anchor chart was created as a class to explore these story elements and as we add more books, students can use it to compare and contrast across each book. Our main focus this week has been to help the students understand the problem that the main characters face and the related solution that unfolds. In responding to this literature, students have been crafting complete sentences and writing a response to answer specific questions. Some of these responses have taken a creative approach, and children are developing alternative solutions to the problems that occur to the main characters. Through discussion, turn and talk, and planning our writing, students develop a better understanding of this complex literature. In addition, students have been making text to self and text to text connections to help them develop a deeper understanding of the stories.
Over this past week, Mrs. Wrigley and I have introduced a new author to the students in our classes. Through team teaching and collaboration, children in both of our classes have been getting together to learn more about Ezra Jack Keats. Through an online website, students were introduced to him and learned about his early life, struggles as an artist, and how he became so famous. Students were given a preview on Monday about the kind of books he writes, where he gets his ideas, and about the characters that appear and play a key role in many of his award winning books. Learning about the caldecott medal has sparked many children to seek out other books in our library that have earned this great honor. Later in the week, students also got together to learn more about the kind of illustrations E.J.K. used and to our surprise, he uses a variety of mixed methods. INQUIRE with your child how many books E.J.K. has written and what he uses to make his illustrations. 
Throughout the week, students have been listening to many of his books. Some books are read once, while others are read 2-3 times. During this author study, students have been focusing on the literary elements to help them think about the texts being read. Everybody has had an opportunity to hear and talk about quality literature through Ezra Jack Keat's books. While listening to E.J.K books students have had conversations about the characters, problem, and solution. An anchor chart was created as a class to explore these story elements and as we add more books, students can use it to compare and contrast across each book. Our main focus this week has been to help the students understand the problem that the main characters face and the related solution that unfolds. In responding to this literature, students have been crafting complete sentences and writing a response to answer specific questions. Some of these responses have taken a creative approach, and children are developing alternative solutions to the problems that occur to the main characters. Through discussion, turn and talk, and planning our writing, students develop a better understanding of this complex literature. In addition, students have been making text to self and text to text connections to help them develop a deeper understanding of the stories. 
