Second Quarter Lessons
Third Quarter Lessons
First Quarter Lessons
MOTT Classwork
EALR Focus:
Vocabulary
Interpret vocabulary critical to the meaning of the text (Reading GLE 1.3.2)
What is the meaning of the word/phrase (word/phrase in italics) in paragraph (number) of the story/selection/poem?
What is the meaning of the word/phrase (word/phrase in italics) as it is used in paragraph (number) of the story/selection/poem?
Which word could the author have used in paragraph _______ instead of (vocabulary word/phrase)?
Inference
Make inferences or predictions based on the reading (Reading GLE 2.1.5)
What does the author mean when he/ she says “_________” in paragraph ___ of the story/selection/poem?
Based on the information in the story/selection/poem, what inference/ assumption can the reader make about_______?
Based on the information in the story/selection/poem, what do you predict (character) will do now that (cite circumstances at end of story/selection/poem)?
Based on the information in the story/selection/poem, what will most likely happen to (character) after (cite circumstances at the end of the story/selection/poem)?
How did (character) most likely react to _______?
What is the most likely reason that (character) (action)? Provide two details from the story/selection/poem in your answer.
What is the most likely reason that (character) (action)? Provide two details from the story/selection/poem in your answer.
What will (character) do now that (cite circumstances at end of story/selection/poem)? Support your prediction with information from the story/selection/poem.
Based on the information in the story/selection/poem, what inference/ assumption can you make about (event/theme/character) _______? Include information from the story/selection/poem to support your inference/assumption.
Explain how _______ was important to the author/poet/character. Support your answer with two details from the story/selection/
poem.
Literary Elements
Demonstrate understanding of literary elements (genres; story elements such as plot, character, setting; stylistic devices) and graphic elements/illustrations
(Reading GLEs 2.2.2, 2.2.3, 2.3.3)
What is the main conflict in the story/selection/poem?
According to the story/selection/poem, which word best describes (character/ setting)?
What object does the author/poet personify?
How does (character) feel about (character/event, etc)?
Which two objects does the author/poet compare using a simile/metaphor?
NOTE: This item type should be passage-dependent; i.e., students should have to return to the text in order to answer the question.
Short Answer:
How does (character’s action or trait) contribute to the conflict in the story/selection/poem? Include two details from the story/selection/poem in your answer.
Any of these words could be used to describe (character) in the story/selection/poem. Choose the word you think best describes (character).
__________ (Adjective)
__________ (Adjective)
__________ (Adjective)
Provide two details from the story/selection/poem to support your choice.
How does (character) change in the story/selection/poem? Support your answer with information from the story/selection/poem.
Extended Response:
What problem does (character) experience? What are three steps he/ she takes to solve this problem? Include information from the story/selection/poem in your answer.
According to the story/selection/poem, describe how (character) feels about (character/event/issue). Provide three details from the story/selection/poem to support your answer.
Comparisons
Compare and contrast elements of text
(Reading GLEs 2.3.1, 2.4.6)
Which sentence tells how (two characters in the story/selection/poem) are similar?
How are the _____ in the story/selection/poem and _______ in the story/selection/poem similar/different?
How does (character’s) feeling about (subject) compare to the author/poet’s feeling about (same subject)?
Short Answer:
What are two similarities/ differences between (character/events/object, etc) and (character/events, object, etc)? Include information from the story/selection/poem in your answer.
How do the (first author’s/subject's/poet's) feelings about _______ compare to the (second author’s/subject's/poet's) feelings about ______? Include one detail from the (first story/selection/poem) and one detail from the (second story/selection/poem) in your answer.
The author of (the first selection/story/poem in a pair) states "______". Provide two examples from (the second selection/story/poem in a pair) that (demonstrate the idea in the statement).
Extended Response:
ONE ER
What are two ways (character/event/object in first story/selection/poem) is like (character/event/object, etc in second story/selection/poem)? Include information from (first story/selection/poem) and the (second story/selection/poem) in your answer.
*************************
What are two ways (character/event/object) in first story/selection/poem) is different from the (character/event/object) in second (story/selection/
poem)? Include information from (first story/selection/poem) and the (second story/selection/
poem) in your answer.
NOTE: Do not repeat the titles in the tag lines. This is a 9-line x 9-line scaffolded item.
Generalizations
Extend information beyond text (make generalizations beyond the text to a broader idea or concept, draw conclusions, or apply information to other texts or situations)
(Reading GLEs 2.4.1, 2.4.5)
Based on the information in the story/selection/poem, which generalization can the reader make about (concept/ idea/event)?
Based on the information in the story/selection/poem, which conclusion can the reader draw about character/event/idea/ concept?
Short Answer:
One conclusion that a reader can draw from this selection/story/poem is (give conclusion). Provide two details from the selection/story/poem to support this conclusion.
What conclusion can the reader draw about (character/event, etc)? Provide information from the selection/story/poem to support the conclusion.
January
Daily Work:
Application of Reading Strategies
1. SSR: Silent Sustained Reading 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
2. Focus Lessons READ magazine issue 12/14 Late Start: Done during Writing time:
1/08
Christmas Legend
Discuss key words from 1/7.
Share summaries-- did you follow the requirements?
01/09
Review THICK questions.
Inference skills: What statements does the article infer?
Facts/Opinions: What statements are fact; opinion?
Review and revise responses.
1/10
Reading:Read READ 12/14 issue: “Oil and Water” pages 12-15
Main Strategies: Predict/Question/Connect/Visualize
All: Clarify -- Getting Unstuck
Character Motivation -- review; organizer: character development or CRT chart
01/11 Continue reading/groups/class discussions on character motivation
01/14
Continue character motivation; WASL questions on character (of Tues, if needed)
Daily Work:
Application of Reading Strategies
1. SSR: Silent Sustained Reading 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
01/15
Oil and Water: Review character map strategy
Questions: (Interaction of character with setting/characters/conflict)
01/16
Entry: Final Oil and Water Test
Thick Question Group Tests-- Review checkouts responses; revise (WASL prep again)
01/17
Entry: Write summary of IR reading; then read
Or: p. 16 Mood Stopping by Woods on Snowy Evening; (read for enjoyment first and discuss without all the annotation; then discuss the annotations --
01/18
Entry: Read Lit Analysis words with group; choose two to act out
Text: Reader’s Handbook: Focus on Character--Model Character Map; IR: CM
Note-taking: main idea
01/22
SSR
Text: Reader’s Handbook: Focus on Character
23 See sub plans
24 and 25
Finish Text: Reader’s Handbook: Focus on Character
Begin:
READ: The Burglar’s Christmas: Character Motivation
p. 18; Character: The Burglar’s Christmas-- Character Organizers (Target: What said/did & what that means/infers; CRT in teams; BME after)
WASL questions---
Questions: (Interaction of character with setting/characters/conflict)
TARGET strategy for character analysis
29
READ: The Burglar’s Christmas: Character Motivation
p. 18; Character: The Burglar’s Christmas-- Character Organizers (Target: What said/did & what that means/infers; CRT in teams; BME after)
WASL questions---
Questions: (Interaction of character with setting/characters/conflict)
TARGET strategy for character analysis
30
Prep for Raymond’s Run: Vocabulary
Preview Text
Focus: Character and Conflict; Vocabulary and Strategies
How will you read for the focus?
12/11/07 to 01/07/08
12/11 Application of Reading Strategies
1. SSR: Silent Sustained Reading Choose your own role. Respond on Log Sheet provided (date/role/response). Individual Conferences
Finish:
Story: Checkouts TG 24-28 Discuss Discuss; character analysis organizers, review, discussion; predictions review
12/12
Lit Element: character analysis of motivation; team work; discuss
12/13
Student Responses p. 29-31
12/14; 12/17 See sub plans
12/18 Read questions; Checkouts TEST
12/19 Dress Rehearsal
1/3
Independent Reading
Reading Strategies
Review procedures
1/4
Independent Reading/strategies
Nutcracker: Recall Details: locate answers to “thin questions”
1/7
Independent Reading/strategies/summary
Review “thin questions”
Read “Christmas Legend”
Underline key words (10) needed to summarize/retell the main ideas.
Write summary.
12/03-12/10 Reading Strategy
12/10 Application of Reading Strategies
12/10 Application of Reading Strategies 1. SSR: Silent Sustained Reading Choose your own role. Respond on Log Sheet provided (date/role/response). Individual Conferences
Finish:
Story: Checkouts TG 24-28 Discuss Read 24-26 (swallow back fear)
Read 26-28 Discuss; character analysis organizers, review, discussion; predictions review
Tuesday:
Student Responses TG 29-31
Lit Element: character analysis
12/7 Application of Reading Strategies
1. SSR: Silent Sustained Reading Choose your own role. Respond on Log Sheet provided (date/role/response).
Story: Checkouts Read 24-26 (swallow back fear) Discuss if time.
character analysis organizers, review, discussion; predictions review
Strategies:connect, question, visualize, predict
Lit Element: character analysis
Graphic Organizers: CRT reading strategies; CRT character map; prediction
12/6 Application of Reading Strategies
1. 1. SSR: Silent Sustained Reading Choose your own role. Respond on Log Sheet provided (date/role/response). Group Conferences
Story: Checkouts TG 24-26 Discuss; Finish vocabulary/context clue writing;
Strategies:connect, question, visualize, predict
Lit Element: character analysis
Graphic Organizers: CRT reading strategies; prediction
12/5 Application of Reading Strategies
1. SSR: Silent Sustained Reading Choose your own role. Respond on Log Sheet provided (date/role/response). Individual Conferences
Story: Checkouts TG 22-24 Discuss;
Vocabulary
Strategies:connect, question, visualize, predict
Lit Element: character analysis
Graphic Organizers: CRT reading strategies; CRT character map; prediction
12/4 Application of Reading Strategies
1. 1. SSR: Silent Sustained Reading Choose your own role. Respond on Log Sheet provided (date/role/response). Individual Conferences
Story: Checkouts
Predict (page 24)
Strategies:connect, question, visualize, predict
Lit Element: character analysis
TG 22-24
11/14-12/03 Reading Strategy
12/03
Independent Reading
Review Vocabulary
Predict from pictures
Take roles in groups
Read first pages.
11/30
Independent Reading
Class Meeting/Vote
Intro Story: Vocabulary Practice
11/29
1. Reading: Finish your Literary Element teaching groups.
2. Parody Writing
11/28
Independent Reading
Literary Element Teams
11/27
Independent Reading
Literary Element Teams
11/26 Application of Reading Strategies
1. 1. SSR: Silent Sustained Reading Choose your own role. Respond on Log Sheet provided (date/role/response). Individual Conferences
Continue PAGES 16-21
If time:
FREE Choice READ AND WRITE DAY
MOTT
11/21 Application of Reading Strategies
1. 1. SSR: Silent Sustained Reading Choose your own role. Respond on Log Sheet provided (date/role/response). Individual Conferences
Continue PAGES 16-21
If time:
FREE Choice READ AND WRITE DAY
MOTT
11/20 Application of Reading Strategies
1. 1. SSR: Silent Sustained Reading Choose your own role. Respond on Log Sheet provided (date/role/response). Individual Conferences
Continue PAGES 16-21
11/19 Application of Reading Strategies
1.
Hand back papers.
Sort into reading and writing papers.
File in the appropriate folder.
Begin reading, using a Literature Role of your choice.
SSR: Silent Sustained Reading Choose your own role. Respond on Log Sheet provided (date/role/response). Individual Conferences
Continue PAGES 16-21
11/16 Application of Reading Strategies
1. 1. SSR: Silent Sustained Reading Assignment: Write the three most important events or ideas you read in your text today.
Like-Role discussion-- did your peers complete an accurate role/strategy? State what is done correctly; offer suggestions for improvement, if needed.
3. Team Share of reading information
4. Class discussion
Review: strategies, process
Intro Literary Elements through Charles using
PAGES 16-21
11/15 Application of Reading Strategies
1. 1. SSR: Silent Sustained Reading Choose your own role. Respond on Log Sheet provided (date/role/response). Individual Conferences
Pick role: DD, Illum, Connector, Summarizer CRT
Read: S26 PTA to end
11/14 Application of Reading Strategies
1. 1. SSR: Silent Sustained Reading Choose your own role. Respond on Log Sheet provided (date/role/response). Individual Conferences
Pick role: DD, Illum, Connector, Summarizer CRT
Read: S24-middle
Oral discussion.
Identify roles as discuss orally.
Read S24-top S 26 PTA
3. Group Share of reading.
4. Class discussion
11/5-11/13 Reading Strategy
11/8; 11/9; 11/13 Application of Reading Strategies
1. 1. SSR: Silent Sustained Reading Choose your own role. Respond on Log Sheet provided (date/role/response).
11/8 If your feedback includes a GREEN highlight, do that role again with a more complete response.
2. Intro Fiction-- S23 , S24, S25 Predict, S26-7 as directed --
--Illuminator as Evaluator/Discussion Director as -Clarifier/Questioner.
Answer margin questions on CRT.
a. Use your sticky note as we learned in class last week.
b. Use Conversation Roundtable (CRT) for margin questions.
c. Be ready to discuss both Lit Roles and margin questions
1.Group according to Roles. Did your group members follow the directions of the role?
2. Class responses to questions on CRT Match strategy to role.
Seat Team Meet: Target Notes: their name, role, and most important phrase to remind you of their information. After discussion, complete the Target Note summary as directed by teacher.
11/7 Application of Reading Strategies
1. 1. SSR: Silent Sustained Reading Choose your own role. If your feedback includes a yellow highlight, do that role again with a more complete response. Respond on Log Sheet provided (date/role/response).
2. Intro Fiction-- Intro Page Together with strategy practice.
a. Pages S20-21 Prediction review.
b. Teacher handout/read/cloze/model -- think, write, share (partner), share (class)
c. (3 below for S22 on own -- ready to discuss)
If time:
3. For pages S22--Illuminator as Evaluator/Discussion Director as -Clarifier/Questioner.
Answer margin questions on CRT.
a. Use your sticky note as we learned in class last week.
b. Use Conversation Roundtable (CRT) for margin questions.
c. Be ready to discuss both Lit Roles and margin questions
1.Group according to Roles. Did your group members follow the directions of the role?
2. Class responses to questions on CRT Match strategy to role.
Continue 11/6, 11/7, 11/8:
Read S22 Eval,Question (DD)
S23 , S24, S25 Predict, S26-7
Thursday Meet: Target Notes: their name, role, and most important phrase to remind you of their information. After discussion, complete the Target Note summary as directed by teacher.
Thurs, Fri, Tues--
Finish S20-27, as needed.
11/6 Application of Reading Strategies
1. 1. SSR: Silent Sustained Reading Choose your own role. Respond on Log Sheet provided (date/role/response).
2. Intro Fiction-- Intro Page Together with strategy practice.
a. Pages S20-21 Predictions
11/5 Field Trip
EALRs
2.1 Demonstrate evidence of reading comprehension--
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. W
2.1.4 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and exposition: use prior knowledge.
(appropriate connections)
2.1.5 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: predict and infer. W
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.
2.1.7 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: determine importance and summarize text. W
Introduction work: 2.2.2 and 4 text organization
Comments (0)
You don't have permission to comment on this page.