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Syllabus Reading 8 2006-2007

Syllabus Reading 8 2006-2007
Fourth Quarter
Third Quarter
Second Quarter
First Quarter

Fourth Quarter

Week of April 30

May 4

Fluency non-fiction

WASL Stems

Reading Strategy Review

Biography Work

May 3

WASL

May 2

Fluency non-fiction

WASL Stems

Biography Work

May 1

WASL

April 30

Fluency non-fiction

WASL Stems

Reading Strategy Review

Biography Work

Week of April 23

April 27

Fluency non fiction work fluency and WASL STEMS

Multi-mode texts: nonfiction, biography project

April 26

Math WASL 2

April 25

Fluency non fiction work fluency and WASL STEMS

Multi-mode texts: nonfiction, biography project

Review reading strategies--underline main ideas; underline key words in questions to understand questions; re-read and locate (number) answers in text

April 24

Math WASL 1

April 23

Fluency non fiction work fluency and WASL STEMS

Multi-mode texts: nonfiction, biography project

Review reading strategies--underline main ideas; underline key words in questions to understand questions; re-read and locate (number) answers in text

Week of April 16

April 20

fluency and WASL STEMS

Biography Project

April 19

fluency and WASL STEMS

Biography Project

April 18

Test discussion

Biography Project

April 17

WASL Stems Test

fluency and WASL STEMS

Biography Project

April 16

Fluency & comprehension--Non fiction work

Multi-mode texts: nonfiction--biography; make-up reading tests

Review reading strategies

WASL Stems Test

Week of April 9

April 13

Parent Teacher Student Conferences

April 12

Comprehension Test

Fluency non-fiction work--Clone

Goal Setting

Conference Practice

April 11

Comprehension Test

Letter to family

April 10

Test

Reading Strategy test

Letter to family

April 9

Awards Ceremony

Teacher Inservice

Third Quarter

March

Week of 3/26

3/26 Review theme;

Reread gist statements for answers to discussion questions

Partner discussions; class discussions

Week of 3/19

3/23 Read and gist statements

3/22 Discussion; read/ gist statements for each page to 111.

3/21 Vocabulary Review; Discussion responses; Read Aloud

3/20 Group discussions of questions

3/19 & 20 Cornell Notes with Gist Statements for discussion questions; Read to page 100

3/19 Vocabulary; Theme

Week of 3/12

3/16 Cornell Notes with Gist Statements for discussion questions; Read to page 100

3/15 Vocabulary; Theme

3/14 Groups: Class - vocabulary; Two comprehension groups; One MOTT group

3/13 Review and test; question 2 and vocabulary

3/12 No School: Learning Improvment Day

Week of 3/5

Daily:

Fluency and Reciprocol Teaching: Read/Ask the Teacher/Ask the Student -- Thick/thin questions

Vocabulary

Theme: What was the main idea each day? What do these mean together? What does the author want us to learn?

Cornell Notes: How to take notes for main idea/ theme development.

http://wiki.43folders.com/index.php/Cornell_Notes">http://wiki.43folders.com/index.php/Cornell_Notes Tells how to take notes in Cornell Style.

cornellnotes.doc

Create a page with a line down the middle to 2/3 of the page; draw a horizontal line at the 2/3 mark.

We learned to take notes in the left column on the text; respond to the text with connections and explanations or details in the right column; summarize in a gist statement at the bottom of the upside down T page.

February

DEAR: Drop Everything And Read

Text & Focus

Salem Village: Theme

EALRS

READING REVIEW

2.1.4 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and exposition: use prior knowledge.

2.2.3 literary elements: setting & character

2.2.2 Apply understanding of complex organizational features of printed text. * Use text features to verify, support, or clarify meaning. * Select, from multiple choices, the purpose of a specific text feature and/or information learned from a text feature.

2.1.6 Apply comprehension monitoring strategies for informational and technical materials Develop questions before, during, and after reading and use knowledge of questioning strategies to locate answers.

1.2.2 Apply strategies to comprehend words and ideas. All above and

2.4.1 Analyze informational/expository text and literary/narrative text to draw conclusions and develop insights

READING GOALS

Cycle 2: 2.4.5 Analyze text to generalize, express insight, or respond by connecting to other texts or situations. W Generalize about universal themes, human nature, cultural and historical perspectives, etc. Select, from multiple choices, a sentence that describes the most important idea, concept, or conclusion that can be drawn from the selection.

!

Writing:

2.2.1 Demonstrates understanding of different purposes for writing.-- double entry journals

Second Quarter

1/27-12/4 Setting in Nonfiction salem 1

SFA
__The Witchcraft of Salem Village__

Nonfiction

Cycle 1 Day 1

Goal: Identify and describe important elements of setting.

Big Question: Does anything good ever come of gossip? Why or why not?

Materials: Plot Profile/Story Map plotprofilestorymap.pdf

salem 1

11/22-26 Thanksgiving

11/22 Continue Evaluating Answers

11/21 Reading Results Assembly

Meet in multi-purpose room
Mrs. Anthony and Mr. Higgins preside.

11/20 Character Analysis

Analyze evidence.
- Did the evidence prove in specifics that Kate is adaptable? determined? coureageous?
Analyze answers:
- Which answers are the best choice?
- Which answers meet rubric requirements? How can you answer better for full credit?
- Requirements: enough text evidence to support your conclusions, usually two to three details from the text.

11/17 Our Last MOTT

Practice what you will say to your group about your topic.

Presentation format in small groups of 3-4 :

1-Get membership grid ready. (group members and topics)

2- One person explains his/her topic.

3- Each person in the audience asks questions.

4- Audience writes the answers on grid.

5- Switch presenters.

Reflection :

a- Which presenter caused you to think about something? What about the presentation did this? What did you think? agree? disagree?

b- What did you learn about your presenters that you didn't know before?

c- How does researching your own topics help you?

d- Why should we, or should we not, continue MOTT?

11/16 Character Analysis

Independently read and note evidence from the text proving that Kate is adaptable, determined, and courageous.

Triads--each person chooses one: 1 adaptable 2 determined 3 courageous

Write your evidence in your section of the chart paper

MOTT

11/15 MOTT; Test

MOTT: 20 minutes
Complete test and Character Trait Analysis

11/14 MOTT; Strategies; Test

MOTT: 15 minutes; Project due Friday
Reciprocol Reading Strategies:
- Summarize, Question, Clarify, Predict
Test: Looking for reading strategies used on test; complete test
Complete Character Trait Analysis on Kate: two textual details to prove each adjective: determined, courageous, adaptive

11/13 MOTT; Reading Test

MOTT: 15 minutes; Project due Friday
Complete reading test using reading strategies previously reviewed.
If finished, work on MOTT.

11/09

Choose three topics for MOTT future reading and library time.
Work on reading test until 9:35.
MOTT work.
Next Friday: have a MOTT project ready to present.
MOTT directions

11/08 Reading Strategies

Quiz on reason for and definitions of reading strategies learned yesterday
Discussion of reading strategies/quiz answers
WASL pretest using reading strategies

11/07 WASL Reading Strategies

__Know the vocabulary__ :
- Inference : developing ideas based on the text and reader's knowledge; reading between the lines
  - Jokes require inference skills.
    - What do moon dogs do at night?
      - Howl at the earth.
        
        The reader needs to know that dogs on earth howl at the moon and infer that dogs on the moon would howl at the earth.
- Evalute : to make a decision or judgement about something; to form an idea of the value of something
  - Evaluate the decision of Red Riding Hood to disobey her mother and walk off the path to pick flowers.
__Use Before Reading Strategies__ :
- Preview the text :
  - Read the captions, italics, bold words.
  - Skim the introduction and conclusion.
  - Decide what the text is about.
  - Make connections to what you already know about the text from your own experiences, from other texts, from the world.
- Read the questions .
  - Prepare to read the text for understanding.
  - Prepare to be involved in the text by noting the parts of the text that will help answer the questions.

11/06 Sleepy Hollow; MOTT

Finish ending to Sleepy Hollow:
- Write as if the Spirit of the Wind explains what happens to Ichabod Crane
- Analyze endings for:
  - Following character traits
  - Following plot
  - Following mood/tone/setting
MOTT work

11/03 Mood/Tone

Discuss scenes
How does the mood and tone of the story add to understanding the characters?
How does the mood and tone of the story add to understanding the plot?
As a group, write as if you are the Spirit of the Wind. Explain what happened to Ichabod Crane.

11/02 Mood/Tone

For your scene, provide evidence for the mood and tone.
- Mood: atmosphere of the writing
- Tone: attitude
- Resource: Mood Lesson
MOTT in Library

11/01 No School

Teacher inservice

First Quarter

10/31 Halloween Reading

Partner Read "The Legend of Sleepy Hollow"
MOTT

10/30 Sleepy Hollow; Field Trip

Begin reading "The Legend of Sleepy Hollow"
Salmon Field Trip for science class
Halloween Party tomorrow at 1:50 pm

10/27 MOTT

Project work
Project sharing * group notes
- Topics: Lane Frost; Maya Angelou

10/26 Fluency/MOTT

Fluency Work (Record or Story 4)
MOTT 30 min (Library)

10/25 MOTT; Internet Security

Work on MOTT project
Reflect on Mott project ( http://www.sunrae.org/lesson/read.htm for directions)
- Reflection Questions
- Structured Response suggestions:
  - Reflection questions: How would you use this information?
  - How important is the information to you? Why?
  - What do you find most interesting about the information? Why?
  - What are some questions you have about what you have read?
  - How is what you read different from what you thought you know?
  - Actions: Construct a graphic organizer representing something you found interesting.
  - Construct a picture of something you just read about.
  - Construct a pictograph of something important to your topic.
Social Network Survey

10/24 Fluency, Ornaments, Scary Drugs

Fluency: read/answer questions
Ornaments (see Holiday) Ornament and permission forms due this Friday.
Create a poster: Drugs are Scary Due Friday.

10/23 Fluency/MOTT

Partner read a paragraph, discuss, take notes on "Cuban Missle Crisis"
MOTT

10/20 Fluency/MOTT

Partner read a paragraph, discuss, take notes on "Cuban Missle Crisis"
MOTT

EALR 3.1.1

Analyze web-based and other resource materials (including primary sources and secondary sources) for relevance in answering research questions.

EALR 2.1.7 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: determine importance and summarize text. Organize summary information for informational/expository, technical materials, and complex narratives into a self-created graphic organizer to enhance text comprehension.

10/19 Fluency

Partner read a paragraph, discuss, take notes on "Cuban Missle Crisis"
Library (MOTT)

10/18 Read to Learn

Substitute
- Students form groups of 4 or less.
- Students look through the Science World magazine and choose to read one of the main articles: Green Racer, Water Girl, or Hit the Waves.
  - TASKS:
    - 1. Predict what the story will be about and write in your journal.
    - 2. Group read the article, involving themselves in the text by taking notes, underlining, highlighting, or marking the text for main ideas/supporting details.
    - 3. The group reads each section, sidebar, and/or photo/map/caption. Discuss the main ideas and supporting details. Write a gist statement for each section, sidebar, etc.
    - 4. After reading all parts of the article, discuss all the main ideas. Write a gist statement for the entire article.
    - 5. Create an organized poster using pencil only that includes the gist statement, vocabulary, and pictures with labels to present to the other groups on Monday. See requirements at right.
    - 6. Done today.

10/17 Read to Learn

Prereading: Survey text titles/subtitles/sidebars/captions to predict topic of article on Internet/Government Spying
ReQuest Strategy:
- Read a section. Teacher closes text and students ask teacher questions.
- Students close text and teacher asks questions, modeling higher-level questions.
- Predict next sections content.
- Continue through end of article.

10/16 MOTT

Read, share, and respond to your own topic
Prepare for choosing pledge words

10/13 MOTT; Pledge Sample Analysis

MOTT Reflection:
- What do you find most interesting to you? Why?
- How is what you read different from what you thought you knew?
- Construct a sketch of what you have discovered.
Fourth Grade Pledge
- How does it meet the school's purpose? the fourth grade's purpose?
- How could it work for the whole school?
- Explain the parts would you include/exclude.

10/12 Fluency & Library

Fluency: Cuban Missle Crisis
Library (MOTT)
Procedures:
- Be in your seat working when the bell rings
- Read the make-up work policy in the handbook. Athletes: this applies to you.
- Exit classrooms from outside door.

10/11 Reading Test

Gates-M Test (reading and writing class)

10/10 Text Analysis: Pledge 2

Read text and vocabulary to draw conclusions
- Text: The Wright School Pledge
- Questions:
  - Why did these people write this pledge?
  - What is important to them?
  - What words tell you this?

Journal
- Write what you think is important to the people at Wright School and why they say the pledge.
- If we had a pledge for our school, what words would you include? What should be important to the people at Nespelem School?

Reading EALR/GLE 2.4.1 Analyze informational/expository text to draw conclusions and develop insights. Draw conclusions from grade-level text

Reading EALR/GLE 2.4.7 Make judgments about how effectively an author has supported his/her belief and/or assumptions, citing text-based evidence.

10/06 Fluency & Analysis

Hot Read Fluency for Mir Station
Read to connect to writing: “How My Uncle Helped Me”
- Contrast with "A Job I Like" using Six Traits of Writing
  - Learn how to write for a reader

Reading EALR/GLE 2.4.7 Make judgments about how effectively an author has supported his/her belief and/or assumptions, citing text-based evidence.

Read text and vocabulary to draw conclusions
- Text: The Pledge
- Question: Why do we say the pledge each morning?
  - Homework:
    - Choose One:
      - Create a "broster" that demonstrates what the pledge means to you (title, gist statement, slogan, question)
      - Create an artistic image explaining your view of the Pledge
      - Create a banner that encourages your view of the Pledge
      - Create an advertisement that encourages your view of the Pledge
      - Write a poem explaining your view of the Pledge

Reading EALR/GLE 2.4.1 Analyze informational/expository text to draw conclusions and develop insights. Draw conclusions from grade-level text

10/05 Fluency & MOTT

Read Mir Space Station and answer comprehension questions.
MOTT in library

MOTT Reading GLE: 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. State the theme/message and supporting details in culturally relevant literary/narrative text. Choose, from multiple choices, a title that best fits the selection and provide details from the text to support the choice. Select, from multiple choices, a sentence that best states the theme or main idea of a story, poem, or selection. Organize theme, main idea and supporting details into a self-created graphic organizer to enhance text comprehension.

10/04 Parent-Student-Teacher Conferences

Arrive with your guardian, explain class procedures, your work, your WASL pretest, your grades.
Guardians write two compliments and one goal for you.
Teachers answer any questions

10/03 WASL Scoring; Conference Prep

Prewrite to prompt:
- Write a letter to your family explaining what is important about reading class. Include at least three important activities.
Review WASL pretest
- Conference Prep: WASL tests/scores review
- Choose goals

10/02 Procedures & Contracts

Fluency: independent read
Procedures: Hallway, Enter Class, Class Work (independent, partner, group), Leave Class
Lockers
Contracts--class/reading compact
Practice procedures

9/29 Read to Learn

Substitute
- Students form groups of 4 or less.
- Students look through the Science World magazine and choose to read one of the main articles: Green Racer, Water Girl, or Hit the Waves.
  - TASKS:
    - 1. Predict what the story will be about and write in your journal.
    - 2. Group read the article, involving themselves in the text by taking notes, underlining, highlighting, or marking the text for main ideas/supporting details.
    - 3. The group reads each section, sidebar, and/or photo/map/caption. Discuss the main ideas and supporting details. Write a gist statement for each section, sidebar, etc.
    - 4. After reading all parts of the article, discuss all the main ideas. Write a gist statement for the entire article.
    - 5. Create an organized poster using pencil only that includes the gist statement, vocabulary, and pictures with labels to present to the other groups on Monday. See requirements at right.
    - 6. Done today.

9/28 MOTT

Spelling
Complete WASL Stems
MOTT

9/27 Reading Strategies

Junior Scholastic 9/8 p.14-15
WASL Stems

A. 2.1.6 Where in the text did you need clarification --due to confusion or vocabulary

What questions did you ask/answer before, during, and after reading?

Create a graphic organizer of the main ideas and supporting examples from the text.

B. 2.4.7 Is using a planner a good idea? Provide four details from the text to support your answer.

9/26 Fluency; Reading Strategies

Fluency/partner read.
4I’s in practice
- imagine, involve, insight (infer), inspect/envision
  - How can you involve yourself in the text so you will remember the main ideas and details to retell the article tomorrow?
  - Text annotations

9/25 Teacher Inservice; No School

9/22 Native American Day

9/21 Fluency/Vocabulary/MOTT

Fluency vocabulary review
Fluency Test
MOTT in library or WASL pretest, if incomplete

9/20 MOTT

Finish WASL pretest
MOTT

9/19 Planners

Read to learn
- Read assigned planner section
- Discuss meaning and purpose of section
- Create Broster: gist statement, slogan, question
- Share

9/18 WASL Pretests

Substitute

9/15 Fluency & Comprehension

Partner, then individually read article
Answer questions
Turn in work.
Retell the article information
Turn in.

9/14 Fluency * MOTT

Take time reading test
Reseach your own topic in the library

9/13 Fluency & Vocabulary; Riddle

Complete "I am" riddle.
Vocabulary (girls): paranoia, superior, tension
Predict topic from title and vocabulary

9/12 Reading WASL Pretest (Girls)

Complete Riddle about yourself
WASL Pretest

9/11 Reflection, Class Meeting, Read

Leadership Camp: What did you learn? What do the boys need to know to prepare? What do you hope to achieve?
Planners (Girls): Inspect text of Respect and Sportsmanship; Create broster.

9/8 Assembly Actor Eric Schweig

Assembly Q & A with Actor Eric Schweig
Fluency Partner Read/ Independent Read

9/7 Vocabulary & Fluency

vocabulary: paranoia, superior, tension
fluency: Sputnik and the Space Race

9/6 WASL Reading pretest

9/5 Surveys; Planners

Reading Survey; MOTT survey;
Second overview of Planner--where to track assignments

9/1 Awards Day

Waterslides for WASL Winners, Honor Roll, and Students for the Quarter
Science Reading: Read Chapter One and create brosters for each section.
Independent research: MOTT topic research

8/31: Envision Text; Review Inference skills

Read poem "The Kiss" by Sara Teasdale: Review how digging into the text helps understanding. How is HOW you read today different than how you read yesterday?
Review Envisioning Text: Imagine, Involve, Insight, Inspect and Envision
Inference: Using information given in the text to draw conclusions while incorporating supporting ideas from past experiences. A person infers when s/he reads the words and connects to ideas already known (her own, or elsewhere in the text or other texts) to understand what is not directly stated in words.
Inference: How did the character in the poem think about "him"? Did she elevate (status)? anticipate? evaluate? Use evidence from the text and your own experience to infer your response.
Handbook: Read and respond (4I's) in your group to the assigned section. Take 5W & H notes; Create a broster: a brief poster on your topic with which includes: a gist statement, a slogan, and a question

8/30: Envision Text

Envision Text: Imagine/predict from the title of the poem; Involve self with images, connections; gain Insight by making connections (text to text, text to self, etc.), finding patterns, looking at experiences; Inspect and envision mental images by generalizing the concepts of the text
Poem: "School Day Blues" Envision text: discuss how to get involved in text and make connections to oneself.
Handbook: Determine importance using theme, main idea, and supporting details. Create a summary and a "broster," a brief poster which includes: gist statement, slogan, question (to wonder, to clarify, to define).

8/29: Reading Process, Planners, Set Rules

The first day of school: take notes, underline in texts--part of reading process for making a mind movie
Review Barbecue Welcome and Think Different inspiration.
Planners: What's in them?
Why are we here?: How will we act to achieve our goals? Create a class contract for our goals and behavior.

8/28 : Barbecue & Welcome

Think Different, Change the World, Inpire: Each of us can make a difference in the world, either close at home, or on a larger scale, such as taking a trip to Washington, DC to lobby for our schools.
How are you smart? Take the survey on multiple intelligences and see where your talents shine. Bring the paper back tomorrow to share.