Tuesday, September 30, 2014

Reading Chairs Schedule:
Mondays: Table 1
Tuesdays: Table 2
Wednesdays: Table 3
Thursdays: Table 4
Fridays: Table 5

Independent Reading

Mini-Lesson:	Good readers get started right away.
Essential Questions:	How can I make the most of the time I'm given to read at school?
Work Time:	* Read for 20 Minutes * Reading Conferences * Update your reading list in Google Classroom! * Plan for next book.

Unit 2: Analyze to Understand

Essential Questions:	How do good readers think about the text?  If I could communicate with the main character of my book, what would I have to say to them?
I will know I am successful when:	I am able to use the formal email writing mode to show my understanding of what I have read.
Mini-Lesson:	Writing a formal email letter
Work Time:	Write an email to your main character: One thing you're wondering about, Something that you wish that the character would do instead, A connection you have to the character/conflict/setting,  A warning you have for the main character, and A prediction based on evidence in the text.
Debrief:	Ticket-Out-The-Door: How do good readers think about the text?
Homework:	Reading 30 Minutes Update your reading list (It's in Google Classroom)

Monday, September 29, 2014

Reading Chairs Schedule:
Mondays: Table 1
Tuesdays: Table 2
Wednesdays: Table 3
Thursdays: Table 4
Fridays: Table 5

Independent Reading

Mini-Lesson:	Good readers get started right away.
Essential Questions:	How can I make the most of the time I'm given to read at school?
Work Time:	* Read for 20 Minutes * Reading Conferences * Update your reading list in Google Classroom! * Plan for next book.

Unit 2: Analyze to Understand

Essential Questions:	What type of image does the language in the text create in a reader’s imagination?  What do you see in your mind when you think of these words with your eyes closed?
I will know I am successful when:	I am able to find examples of Sensory language (words or phrases that appeal the reader’s senses of sight, hearing, touch, smell, and taste) in the story.  I am able to use these sensory details to create imagery that helps me imagine how things look, feel, or taste.
Mini-Lesson:	We will be “close-reading” this story and this is the first read. This means that we are reading the text to get the gist of the story (plot, characters, setting, conflict).
Work Time:	Read the story "Tuesday of the Other June" by Norma Fox Mazer.  pp. 80-88
Debrief:
Homework:	Reading 30 Minutes Update your reading list (It's in Google Classroom)

Friday, September 26, 2014

Reading Chairs Schedule:
Mondays: Table 1
Tuesdays: Table 2
Wednesdays: Table 3
Thursdays: Table 4
Fridays: Table 5
Independent Reading

Mini-Lesson:	Good readers get started right away.
Essential Questions:	How can I make the most of the time I'm given to read at school?
Work Time:	* Read for 20 Minutes * Reading Conferences * Update your reading list in Google Classroom! * Plan for next book.

Vocabulary: Page 161 in your Interactive Student Notebook. Be sure to make four Frayer Models. Use the guide on the back whiteboard in the classroom to help you. Also, don’t forget to update the Table of Contents (Page 5).  

       

Term	Definition
Cite	To quote exactly from a source.
Evidence	Facts, figures, details, quotes, or other sources of data and information that support a claim.
Analyze	Breaking down a text into parts to examine.
Support	The evidence, facts, and details that help an argument, idea, or claim.

Unit 2: Analyze to Understand

Essential Questions:	How does improving my vocabulary make me a better reader, writer, speaker and listener?
I will know I am successful when:	I am able to define, provide examples, provide non-examples, and visually represent language arts vocabulary words.
Mini-Lesson:	Directions for adding the new vocabulary words and Frayer Models to the Interactive Student Notebooks.
Work Time:	Complete the four new vocabulary words (P.l61)
Debrief:
Homework:	Reading 30 Minutes Update your reading list (It's in Google Classroom)

Thursday, September 25, 2014

Classroom Behavior Reminders:
*You start the class! This means that you come into the classroom and begin independent reading right away. 
*You may not have your Chromebook open at any time without permission. 
*Only one student may go to the restroom/get a drink at a time. Always sign out!

Reading Chairs Schedule:
Mondays: Table 1
Tuesdays: Table 2
Wednesdays: Table 3
Thursdays: Table 4
Fridays: Table 5
Independent Reading

Mini-Lesson:	Good readers get started right away.
Essential Questions:	How can I make the most of the time I'm given to read at school?
Work Time:	* Read for 20 Minutes * Reading Conferences * Update your reading list in Google Classroom! * Plan for next book.

Unit 2: Analyze to Understand

Essential Questions:	How does making inferences when I read make me a better reader?
I will know I am successful when:	I am able to make inferences about the the text.
Mini-Lesson:	Review: Good readers make inferences about the text when they read.
Work Time:	Google Classroom Document: Inferences and Context Clues
Debrief:	Ticket-Out-The-Door: Making Inferences
Homework:	Reading 30 Minutes Update your reading list (It's in Google Classroom)

Wednesday, September 24, 2014

Reading Chairs Schedule:
Mondays: Table 1
Tuesdays: Table 2
Wednesdays: Table 3
Thursdays: Table 4
Fridays: Table 5

Independent Reading

Mini-Lesson:	Good readers get started right away.
Essential Questions:	How can I make the most of the time I'm given to read at school?
Work Time:	* Read for 20 Minutes * Reading Conferences * Update your reading list in Google Classroom! * Plan for your next book.

Essential Questions:	What am I passionate about? What topics do I want to know more about?
I will know I am successful when:	I've created some inquiry questions that will guide my research for Genius Hour.
Mini-Lesson:	1. Genius Hour Guidelines 2. Creating an inquiry question (Page 4 and 5) 3. Look for ideas and inspiration for your inquiry project.
Work Time:	Genius Hour Project Planner: Selecting a Topic and Planning an Inquiry (In Google Classroom)
Debrief:	Table Share: One possible inquiry question
Homework:	Reading 30 Minutes Update your reading list (It's in Google Classroom) Finish your Genius Hour Project Planner

Tuesday, September 23, 2014

Reading Chairs Schedule:
Mondays: Table 1
Tuesdays: Table 2
Wednesdays: Table 3
Thursdays: Table 4
Fridays: Table 5
Independent Reading

Mini-Lesson:	Good readers get started right away.
Essential Questions:	How can I make the most of the time I'm given to read at school?
Work Time:	* Read for 20 Minutes * Reading Conferences * Update your reading list in Google Classroom! * Plan for next book.

Unit 2: Analyze to Understand

Essential Questions:	How does making inferences when I read make me a better reader?
I will know I am successful when:	I am able to make inferences about the the text.
Mini-Lesson:	Review: Good readers make inferences about the text when they read.
Work Time:	1. Small Reteaching Group     -or-     Extension Activity 2. Finish KWL
Debrief:	Ticket-Out-The-Door: Making Inferences
Homework:	Reading 30 Minutes Update your reading list (It's in Google Classroom) Finish the assignment: Making Inferences: "Eleven" by Sandra Cisneros

Monday, September 22, 2014

Reading Chairs Schedule:
Mondays: Table 1
Tuesdays: Table 2
Wednesdays: Table 3
Thursdays: Table 4
Fridays: Table 5
Independent Reading

Mini-Lesson:	Good readers get started right away.
Essential Questions:	How can I make the most of the time I'm given to read at school?
Work Time:	* Read for 20 Minutes * Reading Conferences * Update your reading list in Google Classroom! * Plan for next book.

Unit 2: Authors as Mentors

Essential Questions:	What can you learn about someone’s character from how he or she acts in an embarrassing situation?
I will know I am successful when:	I am able to make inferences about the the text.
Mini-Lesson:	Close Reading Text
Work Time:	1. Reading Focus: Making Inferences 2. Close Reading: Reread "Eleven" If we read with a question in mind, then we will read with a purpose. 2. Practice Making Inferences: Think, Write, Share, Compare 3. Finish KWL
Debrief:	Think-Pair-Share: Discuss the circumstance that makes Rachel feel like her birthday is ruined. What makes it obvious that Mrs. Price has a particular view of Rachel. Use the underlined words in your discussion.
Homework:	Reading 30 Minutes Update your reading list (It's in Google Classroom)

Thursday, September 18, 2014

Reading Chairs Schedule:
Mondays: Table 1
Tuesdays: Table 2
Wednesdays: Table 3
Thursdays: Table 4
Fridays: Table 5
Independent Reading

Mini-Lesson:	Good readers read in the "edge times".
Essential Questions:	How can I find extra time for reading?
Work Time:	* Read for 20 Minutes * Reading Conferences * Update your reading list in Google Classroom!

Unit 2: Authors as Mentors

Essential Questions:	What can you learn about someone’s character from how he or she acts in an embarrassing situation?
I will know I am successful when:	I am able to make inferences about the the text.
Mini-Lesson:	Making Inferences KWL Reading with a Purpose
Work Time:	1. Quick Write: What is your definition of an “embarrassing moment”? Describe a situation at school that might embarrass a student your age. 2. Start KWL Chart 3. Read the story "Eleven" by Sandra Cisneros to discover how a misunderstanding at school affects the eleventh birthday of a girl named Rachel.  p. 27 4. Making Inferences
Debrief:	Think-Pair-Share: Discuss the circumstance that makes Rachel feel like her birthday is ruined. What makes it obvious that Mrs. Price has a particular view of Rachel. Use the underlined words in your discussion.
Homework:	Reading 30 Minutes Update your reading list (It's in Google Classroom)

Vocabulary

Term	Definition
Categorize	To place into a category, classify.
Discussion	A conversation focused on a specific topic.
Genre	A category used to classify literary works, usually by form, technique or content.
Reflect	To think about, show or express an idea or opinion.

Order a book from Scholastic Reading Club here.
Our Class Code: M2LBC 

Sign up for REMIND. 

Wednesday, September 17, 2014

YOU CAN PRE-ORDER...

DIARY OF A WIMPY KID: THE LONG HAUL (BOOK 9) 

...from the Scholastic Book Club and have it arrive at school on the national release date, November 4, 2014. Here's the link:

Order a book from Scholastic Reading Club here.
Our Class Code: M2LBC 


Reading Chairs Schedule:
Mondays: Table 1
Tuesdays: Table 2
Wednesdays: Table 3
Thursdays: Table 4
Fridays: Table 5

Play 60 Assembly today: 1:15-2:15
Independent Reading

Mini-Lesson:	Good readers read in the "edge times".
Essential Questions:	How can I find extra time for reading?
Work Time:	* Read for 20 Minutes * Reading Conferences * Update your reading list in Google Classroom!

Unit 2: Authors as Mentors

Essential Questions:	What am I passionate about? What topics do I want to know more about?
I will know I am successful when:	I've created some inquiry questions that will guide my research for Genius Hour.
Mini-Lesson:	1. Genius Hour Guidelines 2. Creating an inquiry question
Work Time:	Genius Hour Project Planner: Selecting a Topic and Planning an Inquiry (In Google Classroom)
Debrief:	Table Share: One possible inquiry question
Homework:	Reading 30 Minutes Update your reading list (It's in Google Classroom)

Vocabulary

Term	Definition
Categorize	To place into a category, classify.
Discussion	A conversation focused on a specific topic.
Genre	A category used to classify literary works, usually by form, technique or content.
Reflect	To think about, show or express an idea or opinion.

Passwords for Library ebooks

Tuesday, September 16, 2014

Reading Chairs Schedule:
Mondays: Table 1
Tuesdays: Table 2
Wednesdays: Table 3
Thursdays: Table 4
Fridays: Table 5
Independent Reading

Mini-Lesson:	Good readers read in the "edge times".
Essential Questions:	How can I find extra time for reading?
Work Time:	* Read for 20 Minutes * Reading Conferences * Update your reading list in Google Classroom!

Unit 2: Authors as Mentors

Essential Questions:	How does improving my vocabulary skills help me as a reader and a writer?
I will know I am successful when:	I am able to identify, comprehend, and use newly learned vocabulary in my daily reading and writing.
Mini-Lesson:	Frayer Model
Work Time:	Interactive Student Notebook: Vocabulary using Frayer Model
Debrief:
Homework:	Reading 30 Minutes Update your reading list (It's in Google Classroom) Finish Vocabulary (p. 160)

Vocabulary

Term	Definition
Categorize	To place into a category, classify.
Discussion	A conversation focused on a specific topic.
Genre	A category used to classify literary works, usually by form, technique or content.
Reflect	To think about, show or express an idea or opinion.

Order a book from Scholastic Reading Club here.
Our Class Code: M2LBC 

Sign up for REMIND.