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Fourth Quarter Reading 8
Page history last edited by sheri 1 yr ago
Fourth Quarter Reading 8
April
4/21-4/28
April 21 - April 28 Reading Lessons
| EALRS |
ACTIVITY |
WA 2.1.3: Apply comprehension monitoring strategies during and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text. State both literal and/or inferred main ideas and provide supporting text-based details. Organize theme, main idea and supporting details into a self-created graphic organizer to enhance text comprehension.
2.1.5 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: predict and infer. W Make inferences based on implicit and explicit information drawn from text and provide justification for those inferences. Organize information to support a prediction or inference in a self-created graphic organizer.
2.3.1 Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships. W Explain how certain actions cause certain effects
1.2.2· Use vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text.
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities. W
· Integrate new vocabulary from informational/expository text and literary/narrative text (including text from a variety of cultures and communities |
4/21 WASL review and analysis of reading responses; Smoke and Ashes MOTT project
4/22 WASL Math
4/23 WASL Reading
4/24 WASL Reading
4/25 WASL is done celebration
4/28 Intro vocabulary -- Focus: Character, Plot (Conflict/Cause/Effect), Setting (influence on story) Questions: (Interaction of character with setting/characters/conflict/theme); more plot/conflict; prediction; Study Guides in text
Finish:
WA 2.1.6: Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: monitor for meaning, create mental images, and generate and answer questions. Organize images and information into a self-created graphic organizer to enhance text comprehension. |
4/15-4/28
April 15 - April 28 Reading Lessons
| EALRS |
ACTIVITY |
WA 2.1.3: Apply comprehension monitoring strategies during and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text. State both literal and/or inferred main ideas and provide supporting text-based details. Organize theme, main idea and supporting details into a self-created graphic organizer to enhance text comprehension.
2.1.5 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: predict and infer. W Make inferences based on implicit and explicit information drawn from text and provide justification for those inferences. Organize information to support a prediction or inference in a self-created graphic organizer.
WA 2.1.6: Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: monitor for meaning, create mental images, and generate and answer questions. Organize images and information into a self-created graphic organizer to enhance text comprehension.
2.3.1 Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships. W Explain how certain actions cause certain effects
WA 2.4.1.a: Draw conclusions from grade-level text (e.g., the most important idea the author is trying to make in the story/poem/selection, what inspiration might be drawn from the story/poem/selection, who might benefit from reading the story/poem/selection).
1.2.2· Use vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text.
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities. W
· Integrate new vocabulary from informational/expository text and literary/narrative text (including text from a variety of cultures and communities
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Daily Work:
Application of Reading Strategies
1. SSRR: Silent Sustained Reading Response (MOTT) Choose your own role. Respond on Log Sheet provided (date/role/response). Individual Conferences
2. Lesson in Language of Literature (reading/strategies/elements) or READ
Focus: Note-taking on main idea; gist statements; inference; question
4/14 Complete MOTT assignment; review WASL reading tests
4/15 WASL Science
4/16 WASL Science
4/17 WASL Math
4/18 WASL practice reading; MOTT for Smoke and Ashes -- broster and 1 page paper.
4/21 WASL review and analysis of reading responses
4/22 WASL Math
4/23 WASL Reading
4/24 WASL Reading
4/25 Intro vocabulary -- Focus: Character, Plot (Conflict/Cause/Effect), Setting (influence on story) Questions: (Interaction of character with setting/characters/conflict/theme); more plot/conflict; prediction; Study Guides in text
4/28 Mannville Points and prediction |
4/9-4/14
April 9 - April 14 Reading Lessons
| EALRS |
ACTIVITY |
WA 2.1.3: Apply comprehension monitoring strategies during and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text. State both literal and/or inferred main ideas and provide supporting text-based details. Organize theme, main idea and supporting details into a self-created graphic organizer to enhance text comprehension.
2.1.5 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: predict and infer. W Make inferences based on implicit and explicit information drawn from text and provide justification for those inferences. Organize information to support a prediction or inference in a self-created graphic organizer.
WA 2.1.6: Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: monitor for meaning, create mental images, and generate and answer questions. Organize images and information into a self-created graphic organizer to enhance text comprehension.
2.3.1 Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships. W Explain how certain actions cause certain effects
WA 2.4.1.a: Draw conclusions from grade-level text (e.g., the most important idea the author is trying to make in the story/poem/selection, what inspiration might be drawn from the story/poem/selection, who might benefit from reading the story/poem/selection).
1.2.2· Use vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text.
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities. W
· Integrate new vocabulary from informational/expository text and literary/narrative text (including text from a variety of cultures and communities
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Mid-term tests
Conference Preparation
Skills and strategies review
Practice and modeling of skills/strategies
Daily Work:
1. Application of Reading Strategies
2. SSRR: Silent Sustained Reading Response (MOTT) Choose your own role. Respond on Log Sheet provided (date/role/response). Individual Conferences
Focus: Note-taking on main idea; gist statements; inference; question
4/7 Inservice; no students
4/8 Smoke and Ashes: notes, gists, strategies --- review
4/9 WASL Reading Test
4/10 Smoke and Ashes: notes, gists, strategies; organizer (broster)--- review
practice prep;
4/11 Parent Student Teacher conferences
4/14 Complete MOTT assignment; review WASL reading tests |
Fourth Quarter Reading 8
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