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Welcome to a new year, a new administration, and a fabulous experience! We are Responsible, Respectful, and Proud!
Daily Lessons and Assignments Period 4
This list includes class lessons and assignments. All assignments are worked on in class and most should be completed by the end of the period. On the few occassions that students do not complete their work, it must be completed for homework and handed in the next day.
Mid Term Exam
Vocabulary - all homophones introduced this year
Test will consist of matching, fill in and multiple choice. Word banks will be given.
Editing and Revising - pages similar to the work we do at the beginning of each class
Reading - Students will be given a story similar to the one we read together this week.
Students will annotate paragraph by paragraph. This will be one section of the grade.
Comprehension questions and written responses will be completed.
Book Club will be held to discuss books students are reading independently.
Notebooks are due for the quarterly notebook check.
All notebooks will be graded on:
-sections organized/labeled
-pages/papers labeled and organized
- papers in order by date
Notebook Sections
Class Notes
Vocabulary
Daily Warm Ups
1/25 Review story using notes/annotations. Complete questions and written responses.
1/24 Continue reading "What Happened to Amy?" and use reading strategies to help with comprehension. Complete reading story for homework.
1/23 Begin reading "What Happened to Amy?" Use reading strategies by stopping (Stop and Think) after each paragraph, retelling (Retell) the story in our own words and write (Write About It) the main idea of that paragraph.
1/19 Indidvidual/Group work- students work on activities based on their independent reading level.
Activities include Read Naturally, SRA, and Lexia. Direct Instruction in small group for CAPT preparation, specifically, Editing and Revising.
1/18 Indidvidual/Group work- students work on activities based on their independent reading level.
Activities include Read Naturally, SRA, and Lexia. Direct Instruction in small group for CAPT preparation, specifically, Editing and Revising.
1/17 Review of homophones - oral review and Quizlet.com
1/13 Student choice of Quizlet to study homophones or silent reading for students who have completed all weekly assignments.
1/12 Delayed opening - Oral reading of our class read-aloud book.
1/11 Indidvidual/Group work- students work on activities based on their independent reading level.
Activities include Read Naturally, SRA, and Lexia. Direct Instruction in small group for CAPT preparation, specifically, Editing and Revising.
1/10 Indidvidual/Group work- students work on activities based on their independent reading level.
Activities include Read Naturally, SRA, and Lexia. Direct Instruction in small group for independent reading.
1/9 Vocabulary - Homophones clothes - close doe - dough tighten - titan Complete visual worksheet giving a dictionary definition for each word as well as a picture which shows a meaning of the word with the word embedded within the picture
1/6 Individual/group work - students work on activities based on their independent reading level.
Activities include Read Naturally, SRA, and Lexia. Direct Instruction in small group is focused on use of reading strategies including Stop and Think, Visualization, Make a Connection, Write About it, Make a Prediction, Ask a Question, Retell. Students complete Wait In Line. Strategies and story plot will be shared with others.
1/5 Individual/group work - students work on activities based on their independent reading level.
Activities include Read Naturally, SRA, and Lexia. Direct Instruction in small group is focused on use of reading strategies including Stop and Think, Visualization, Make a Connection, Write About it, Make a Prediction, Ask a Question, Retell. Students continue reading and recording strategies while reading Wait In Line. Strategies will be shared with others.
1/4 Individual/group work - students work on activities based on their independent reading level.
Activities include Read Naturally, SRA, and Lexia. Direct Instruction in small group is focused on use of reading strategies including Stop and Think, Visualization, Make a Connection, Write About it, Make a Prediction, Ask a Question, Retell. Students read and record strategies while reading Wait In Line. Strategies will be shared with others.
1/3/12 Vocabulary - Homophones meet - meat - mete, poor - pour - pore Complete visual worksheet giving a dictionary definition for each word as well as a picture which shows a meaning of the word with the word embedded within the picture
12/22 Dr. Palmer was here to read the ending to The Christmas Story that she wrote for us, based on the ideas we sent her.
12/21 Let's Make a Homophone!!!Our own vocabulary version of Let's Make a Deal! Students will be competing against each other for cash and prizes (not really) to see who knows their homophones best!!
12/20 Individual/group work - students work on activities based on their independent reading level.
Activities include Read Naturally, SRA, and Lexia. Direct Instruction in small group is focused on use of reading strategies including Stop and Think, Visualization, Make a Connection, Write About it, Make a Prediction, Ask a Question, Retell. Students continue reading and recording strategies while reading "Zoo." Strategies will be shared with others.
12/19 Individual/group work - students work on activities based on their independent reading level.
Activities include Read Naturally, SRA, and Lexia. Direct Instruction in small group is focused on use of reading strategies including Stop and Think, Visualization, Make a Connection, Write About it, Make a Prediction, Ask a Question, Retell. Students continue reading and recording strategies while reading "Zoo." Strategies will be shared with others.
12/15 Individual/group work - students work on activities based on their independent reading level.
Activities include Read Naturally, SRA, and Lexia. Direct Instruction in small group is focused on use of reading strategies including Stop and Think, Visualization, Make a Connection, Write About it, Make a Prediction, Ask a Question, Retell. Students continue reading and recording strategies while reading "Zoo." Strategies will be shared with others.
12/14 Individual/group work - students work on activities based on their independent reading level.
Activities include Read Naturally, SRA, and Lexia. Direct Instruction in small group is focused on use of reading strategies including Stop and Think, Visualization, Make a Connection, Write About it, Make a Prediction, Ask a Question, Retell. Students continue reading and recording strategies while reading "Zoo." Strategies will be shared with others.
12/13 We had a special visit from Dr. Palmer. She brought her Christmas story to read aloud to our class. This is a continuation of our 'Writing With The Superintendent' Series!!1
12/12 Vocabulary - Homophones overdo-overdue whether-weather sundae-Sunday Complete visual worksheet giving a dictionary definition for each word as well as a picture which shows a meaning of the word with the word embedded within the picture
12/9 Silent Independent Reading. Student will read the books they have chosen. Time will be given to complete a written summary of what has been read
12/8 Whole class oral reading activity.
12/7 www.quizlet.com Class time for students to become familiar with all aspects of the program.
12/6 Introduce www.quizlet.com Students are able to log in using their own password, and join our class group Let's Make A Homophone! Sets of homophones have been developed to use as practice. Games can be played and activities to practice spelling and understanding definitions are available. Class time was used to set up accounts and join the class group.
12/5 Vocabulary - Homophones do-due-dew / write-right-rite Complete visual worksheet giving a dictionary definition for each word as well as a picture which shows a meaning of the word with the word embedded within the picture
12/2 Silent Independent Reading. Student will read the books they have chosen. Time will be given to complete a written summary of what has been read and details about the main character.
12/1 Individual/group work - students work on activities based on their independent reading level.
Activities include Read Naturally, SRA, Writer's Companion, Book on Tape, Reading Advantage, Lexia,
independent reading or direct instruction in a specific area, as well as internet reading and decoding
activites.
11/30 Individual/group work - students work on activities based on their independent reading level.
Activities include Read Naturally, SRA, Writer's Companion, Book on Tape, Reading Advantage, Lexia,
independent reading or direct instruction in a specific area, as well as internet reading and decoding
activites.
11/29 Individual/group work - students work on activities based on their independent reading level.
Activities include Read Naturally, SRA, Writer's Companion, Book on Tape, Reading Advantage, Lexia,
independent reading or direct instruction in a specific area, as well as internet reading and decoding
activites.
11/28 Vocabulary - Homophones chews - choose, threw - through, mail - male Complete visual worksheet giving a dictionary definition for each word as well as a picture which shows a meaning of the word with the word embedded within the picture
11/22 BOOK CLUB Students are given the opportunity to share the books that they are reading. We will discuss characters as well as give brief summaries. This is a great opportunity to hear about other books and maybe get hooked on something new!!!
11/21 Let's Make a Homophone!!! Our own vocabulary version of Let's Make a Deal! Students will be competing against each other for cash and prizes (not really) to see who knows their homophones best!!
11/18 Silent Independent Reading. Student will read the books they have chosen. Time will be given to complete a written summary of what has been read and details about the main character.
11/17 Individual/group work - students work on activities based on their independent reading level.
Activities include Read Naturally, SRA, Writer's Companion, Book on Tape, Reading Advantage, Lexia,
independent reading or direct instruction in a specific area, as well as internet reading and decoding
activites.
11/16 Individual/group work - students work on activities based on their independent reading level.
Activities include Read Naturally, SRA, Writer's Companion, Book on Tape, Reading Advantage, Lexia,
independent reading or direct instruction in a specific area, as well as internet reading and decoding
activites.
11/15 Individual/group work - students work on activities based on their independent reading level.
Activities include Read Naturally, SRA, Writer's Companion, Book on Tape, Reading Advantage, Lexia,
independent reading or direct instruction in a specific area, as well as internet reading and decoding
activites.
11/14 Vocabulary - Homophones vain - vein - vane praise - prays - preys complete visual worksheet giving a dictionary definition for each word as well as a picture which shows a meaning of the word with the word embedded within the picture
11/11 Discussion of main idea of our short story. Brainstorm ideas that would be appropriate for our title.
11/10 Students created autor biographies to be included on the book jacket for our short story.
11/9 Author's discussion - what is needed to complete our short story: summary, author biographies, reviews, etc.
Notebook Checks will be completed this week. All notebooks will be graded on:
- sections organized/labeled
- papers labeled and organized
- papers in order by date
11/8 Meet with Dr. Palmer to share our story endings that we created for our creative writing activity!
11/7 Respond to survey about the largest problem caused by Storm Alfred. Discuss attributes of non-fiction writing as related to the storm (who, what, where, when, why).
10/31 - 11/1 Storm Alfred!!!
10/28 Continue and complete story endings and illustrations.
10/27 Decide what part each student would like to contibute to the story: create an ending individually, create an ending as a group, illustrate the story, edit the story. Work on chosen part.
10/26 Complete re-reading Dr. Palmer's story, carefully looking for and highlighting any clues and forshadowing that we might want to include in our wrting when we end the story.
10/25 Discuss forshadowing:what it means and how to find it. Re read Dr. Palmer's story, carefully looking for and highlighting any clues and forshadowing that we might want to include in our wrting when we end the story.
10/24 Dr. Palmer came to our class. She has used our very detailed descriptions that we created, and written an amazingly detailed story for our enjoyment. However, it's a cliffhanger, and we must end it ourselves.......
10/21 Silent reading of the novels that students chose for independent reading.
10/20 Shared Writing with the Superintendent Students continue to share their setting based on the five senses. A final list of details will be created for an inside setting and an outside setting.
10/19 Collaboration was the theme today. Lots of discussion on what it is, how to do it, how difficult it can be and how important it is. Students collaborated to complete the settings for our writing. Ideas were shared with the whole class.
10/18 Shared Writing with the Superintendent - students brainstormed ideas for story settings, then broke into small groups to write lists of words to describe what you would see, hear, smell, taste, touch at these settings.
10/17 Vocabulary - Homophones need - knead - kneed pair - pear - pare complete visual worksheet giving a dictionary definition for each word as well as a picture which shows a meaning of the word with the word embedded within the picture
10/14 Students went to the media center to choose books for independent reading.
10/13 Let's Make a Homophone!!! Our own vocabulary version of Let's Make a Deal! Students will be competing against each other for cash and prizes (not really) to see who knows their homophones best!!
10/7 Shared Writing with the Superintendent - Share character descriptions with other groups. As a whole class, create a character deciding on what descriptions we want for him/her
10/6 Shared Writing with the Superintendent - Share character descriptions with other groups. As a whole class, create a character deciding on what descriptions we want for him/her.
10/5 Shared Writing with the Superintendent - Complete group descriptions of the scary character, writing information about each of the 5 senses as well as specific characteristic traits.
10/4 Shared Writing with the Superintendent - Brainstorm what you notice about a character in a book or a movie. Break into character description based on what he looks like, smells like, sounds like, feels liketastes like. Include characteristics and informaiton about how the character acts. Break into groups and begin creating your own character for a scary story.
10/3 Vocabulary - Homophones sent-cent-scent braking-breaking
complete visual worksheet giving a dictionary definition for each word as well as a picture which shows a
meaning of the word woth the word embedded within the picture
9/30 Independent reading in books of student choice
9/29 Individual/group work - students work on activities based on their independent reading level.
Activities include Read Naturally, SRA, Writer's Companion, Book on Tape, Reading Advantage, Lexia,
independent reading or direct instruction in a specific area, as well as internet reading and decoding
activites.
9/28 Individual/group work - students work on activities based on their independent reading level.
Activities include Read Naturally, SRA, Writer's Companion, Book on Tape, Reading Advantage, Lexia,
independent reading or direct instruction in a specific area, as well as internet reading and decoding
activites.
9/27 Individual/group work - students work on activities based on their independent reading level.
Activities include Read Naturally, SRA, Writer's Companion, Book on Tape, Reading Advantage, Lexia,
independent reading or direct instruction in a specific area, as well as internet reading and decoding
activites.
9/26 Vocabulary - Homophones sent-cent-scent braking-breaking
complete visual worksheet giving a dictionary definition for each word as well as a picture which shows a
meaning of the word woth the word embedded within the picture
9/23 Individual/group work - students work on activities based on their independent reading level.
Activities include Read Naturally, SRA, Writer's Companion, Book on Tape, Reading Advantage, Lexia,
independent reading or direct instruction in a specific area, as well as internet reading and decoding
activites.
9/22 Individual/group work - students work on activities based on their independent reading level.
Activities include Read Naturally, SRA, Writer's Companion, Book on Tape, Reading Advantage, Lexia,
independent reading or direct instruction in a specific area, as well as internet reading and decoding
activites.
9/21 Individual/group work - students work on activities based on their independent reading level.
Activities include Read Naturally, SRA, Writer's Companion, Book on Tape, Reading Advantage, Lexia,
independent reading or direct instruction in a specific area, as well as internet reading and decoding
activites.
9/20 Individual/group work - students work on activities based on their independent reading level.
Activities include Read Naturally, SRA, Writer's Companion, Book on Tape, Reading Advantage, Lexia,
independent reading or direct instruction in a specific area, as well as internet reading and decoding
activites.
9/19 Vocabulary - Homophones band-band-banned or-ore-oar
9/16 On-line research - Information, websites, videos, photos about the Berry kids and their road to recovery
9/15 Choose an article to read and annotate:
"Berry Children:Entire Nation Reaches Out To Texax Kids Orphaned, Paralyzed in Crash"
"Houston Community Rallies Around Car Crash Orphans:
9/14 Complete reading and annotating - break into groups and share info with others
"Justin Bieber & Lady Gaga Launch a Worldwide Campaign for Houston's Berry Kids:Show Your Hearts"
9/13 Pre-Reading strategies S~M~A~R~T~ for story
"Justin Bieber & Lady Gaga Launch a Worldwide Campaign for Houston's Berry Kids:Show Your Hearts"
As a group, read and annotate important information from each paragraph
9/12 Vocabulary - Homophones sail-sale tied-tide
9/9 Create a 5-paragraph essay about your own personal strengths and weaknesses, using your worksheet
completed earlier in the week
9/8 Complete strengths collage
9/7 Create strengths collage
9/6 Complete Personal Strengths Worksheet - state 4 strengths and give examples of a time in your life when you
exhibited these
