Current Plans:
Month of January:
ORGANIZATION: A reading routine is well underway. Students are required to read 4 times per week and record in their reading logs. While reading, students are to show they are "actively" reading by writing their thoughts on post-it notes.
Students know how to- *All of these examples are in back of the student's reading log!!
Infer (character feelings, setting....)
Predict (the future about characters, events...)
Question (concerns about reading)
Unknown Vocab. (words unfamiliar to the reader)
Make Connections (T-W, T-T, T-S)
Visualizing
Students must turn in 2 post-its with every reading response.
RRQ- Reading Response Questions
These questions are due every other week. All questions must be answered in the RACER format... again, examples are in the students reading logs. All answers must be in paragraph form.
R- restate the question
A- answer the question
C- cite evidence from the text to support your answer
E- extend or explain- additional details to support your answer (plus EDIT)
R- reread your answer to make sure it makes sense
MINI-LESSONS: We will be using the Guided Reading model in class which allows for mini-lessons
a. Using Greek and Latin Roots
b. Establishing READING routines through the Fountas and Pinnell Model
c. Model the use of the Reading Log and Reader's Notebook
d. Reading Strategies
e. Read Aloud
Guided Reading:
I have started pulling small groups for reading. The goal is to improve every students reading level and learn how to get the most out of everything we read. More information to follow as the weeks progress. It's been a great start!
Writing:
write similes that describe your animal
write a compare and contrast with a partner telling the similarities and differences of their animals
Research:
Research your Beanie Baby animal for it's true form. Use internet articles and sites and nonfiction books (at your reading level) to fill in the chart from class.
ORGANIZATION: A reading routine is well underway. Students are required to read 4 times per week and record in their reading logs. While reading, students are to show they are "actively" reading by writing their thoughts on post-it notes.
Students know how to- *All of these examples are in back of the student's reading log!!
Infer (character feelings, setting....)
Predict (the future about characters, events...)
Question (concerns about reading)
Unknown Vocab. (words unfamiliar to the reader)
Make Connections (T-W, T-T, T-S)
Visualizing
Students must turn in 2 post-its with every reading response.
RRQ- Reading Response Questions
These questions are due every other week. All questions must be answered in the RACER format... again, examples are in the students reading logs. All answers must be in paragraph form.
R- restate the question
A- answer the question
C- cite evidence from the text to support your answer
E- extend or explain- additional details to support your answer (plus EDIT)
R- reread your answer to make sure it makes sense
MINI-LESSONS: We will be using the Guided Reading model in class which allows for mini-lessons
a. Using Greek and Latin Roots
b. Establishing READING routines through the Fountas and Pinnell Model
c. Model the use of the Reading Log and Reader's Notebook
d. Reading Strategies
e. Read Aloud
Guided Reading:
I have started pulling small groups for reading. The goal is to improve every students reading level and learn how to get the most out of everything we read. More information to follow as the weeks progress. It's been a great start!
Writing:
write similes that describe your animal
write a compare and contrast with a partner telling the similarities and differences of their animals
Research:
Research your Beanie Baby animal for it's true form. Use internet articles and sites and nonfiction books (at your reading level) to fill in the chart from class.
beanie_baby_animal_research.gdoc | |
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File Type: | gdoc |