September 17th-21st

Reading (2nd, 3rd, 6th and 7th)

Standards to be addressed this week

ELAGSE8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

ELAGSE8RL2: Determine a theme and/or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Root of the Week:  sect=cut;separate

The short story: None-reading novel this week (Percy Jackson and The Lightning Thief)

Monday: Today we started our novel by viewing a clip of The Metropolitan Museum of Art which is a huge part of the setting in the opening of the novel.  Most classes were able to read the first 9 pages.  We began reviewing text structures looking  specifically at cause and effect.

HOMEWORK: 1.  work on 2nd paragraph of your book review which is due THIS FRIDAY.

2. Review the notes you received in class on cause and effect.  Analyze the passage on the back for examples of cause and effect.

3.  Study vocabulary for upcoming formative.

Tuesday:  INDEPENDENT  READING TIME.  Ms. Harris spent time today discussing the upcoming book talks and book reviews.  All classes continued to read the novel today except 6th period(they will catch up tomorrow)

HOMEWORK: 1. work on 3rd paragraph of your book review which is due THIS FRIDAY. 2. study Latin root vocab words.

Wednesday: Independent Reading Time.  Today I used some class time to model an example of a book talk. Students continued to read Percy Jackson and The Lightning Thief.  We will meet in the media center tomorrow.

HOMEWORK:  Work on your book review draft and the six comprehension questions below:

1. On the first page, Percy says that he is a “troubled” kid. Do you think he is
troubled? What evidence from this chapter supports your answer?
2. When Percy describes Grover, he gives several characteristics that are
usually “uncool.” Why do you think Grover is Percy’s best friend?
3. Based on your knowledge of the Greek creation myth, what is Percy’s story
and Mr. Brunner’s explanation missing? Fill in at least three details.
4. Why does Percy have trouble in school? Based on your answer, is it fair for
Mr. Brunner to have high expectations of Percy? (“I will accept only the best
from you.” p. 7)
5. How did a pen help save Percy’s life?
6. Who is Mrs. Kerr? Explain her significance to the story.

Thursday:  Today we went to the Learning Commons to begin typing our papers.  I briefly reviewed how to share their final papers.  I am attaching a guide sheet for students that need additional assistance.  Papers ARE NOT PRINTED OR EMAILED TO ME.  PLEASE POST IN YOUR SECTION OF THE CLASS NOTEBOOK.

Directions to share to your notebook:  How to share your document with MsHarris-1uivvf9

HOMEWORK: FINISH TYPING BOOK REVIEW.  VOCABULARY FORMATIVE TOMORROW.

Friday: INDEPENDENT READING TIME.  Students will take their vocabulary formative and we will continue to read Percy Jackson and complete the study guide questions.

HOMEWORK:  Book Talks will  begin after break.  If you signed up for October 1st, enjoy your break but PRACTICE.

AC Reading (1st)

ELAGSE8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

ELAGSE8RL2: Determine a theme and/or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Monday: We continued with our novel study this week “A Wrinkle in Time”.  Students should have completed reading Chapters 1 and 2.  I briefly reviewed text structures focusing specifically on cause and effect.

HOMEWORK:

1.  work on 4th paragraph of your book review which is due THIS FRIDAY.

2. Review the notes you received in class on cause and effect.  Analyze the passage on the back for examples of cause and effect.

3.  Study vocabulary for upcoming formative.

 

Tuesday:   INDEPENDENT  READING TIME.  We will go over the next five vocabulary root words and continue to read A Wrinkle In Time.  Chapters 3 and 4.

HOMEWORK: Work on finalizing and revising our book review.  We will type it in class Thursday.  I will discuss how to submit it electronically.  Please continue to work on your character snapshot.

Wednesday: INDEPENDENT READING TIME. I modeled a book talk today.  Students continued to read A Wrinkle in Time.

HOMEWORK:  Work on character snapshots and book review draft.  If you didn’t finish your cause and effect worksheet, please complete that also.

Thursday: Today we went to the Learning Commons to begin typing our papers.  I briefly reviewed how to share their final papers.  I am attaching a guide sheet for students that need additional assistance.  Papers ARE NOT PRINTED OR EMAILED TO ME.  PLEASE POST IN YOUR SECTION OF THE CLASS NOTEBOOK.

HOMEWORK: FINISH TYPING BOOK REVIEW.  VOCABULARY FORMATIVE TOMORROW.

Directions for class notebook:  How to share your document with MsHarris-1uivvf9

HOMEWORK: VOCABULARY  formative and we will continue to read A Wrinkle In Time and complete the study guide questions.

HOMEWORK: Book Talks will  begin after break.  If you signed up for October 1st, enjoy your break but PRACTICE.

 

Upcoming dates ( all dates are subject to change):

ONGOING: Independent Reading Book Check (conferencing about novel)

9/21 “ject and sect” vocabulary formative

9/21  Independent Book Review Summative DUE

10/2 First Novel Quiz (Percy Jackson: Chapters 1-4; Wrinkle: Chapters 1-4)

10/1-10/5  Book Talks

Book Review and Book Talk Resources

Please use the following resources to assist you in preparing for your book review and book talk. REMEMBER THE REVIEW IS DUE 9/21/18.  TALKS WILL BE HELD THE WEEK OF OCTOBER 1ST-5TH.

  1.  Finish reading the book.
  2.   Sign up for your book talk day.
  3.  Practice your book talk and use note cards if necessary. Be prepared for at least 2-3 questions.

Book Review

Book Review template-2fgvwmp

book talk sample-2nb79mj

Book Talk

https://youtu.be/bdMlLjqv1jk

Book-Talk-Guidelines-2ngpa2s

Book Talk Assignment (1)-1mvdogp

September 10th-September 14th

Reading (2nd, 3rd, 6th and 7th)

Standards to be addressed this week

ELAGSE8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

ELAGSE8RL2: Determine a theme and/or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Root of the Week:  ject=throw

The short story: None-beginning novel this week (Percy Jackson and The Lightning Thief)

Monday: Today I reviewed the guidelines for the book review.  Students were given a template and I went over a sample book review.  I will create a separate post that can be used while you are working on your book review.  Additionally, students signed up for commonlit(website) that we will be using throughout the year.

HOMEWORK: Review study guide for The Ransom of Red Chief. Formative tomorrow.

Study Guide for The Ransom of Red Chief(onlevel-1rco15h

Tuesday:  INDEPENDENT  READING TIME.   Students worked on reading responses and took their  formative on Red Chief.

HOMEWORK:  Read for 20 minutes and work on responses for journals. I am attaching the reading response prompts if you need to work on them.

Reading Response Journalsaug [Autosaved]-1ejrusv

Wednesday: Independent Reading Time.

HOMEWORK:  Work on chart and complete items 26-28.

12_olympians_answers-19bp5m4

Thursday: We continued to work on getting to know the Greek Gods and Goddess by completing our chart and reading a selection about Ancient Greece civilization.  I talked about formating the book review summative and working on the draft.

HOMEWORK: 1. Finish commonlit assignment if you didn’t finish in class.  2. Write first paragraph of book review. I have posted resources in a separate post if you need assistance. READING LOGS DUE TOMORROW!

Friday: INDEPENDENT READING TIME

HOMEWORK:

AC Reading (1st)

ELAGSE8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

ELAGSE8RL2: Determine a theme and/or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Monday: Today I reviewed the guidelines for the book review.  Students were given a template and I went over a sample book review.  I will create a separate post that can be used while you are working on your book review.  Additionally, students signed up for commonlit(website) that we will be using throughout the year. We will begin our novel study this week “A Wrinkle in Time”.

HOMEWORK: Review study guide for The Ransom of Red Chief. Formative tomorrow.

Study Guide for Ransom of Red Chief-t86xs6

Tuesday:   INDEPENDENT  READING TIME. Students took their formative on The Ransom of Red Chief.

HOMEWORK:  Please define the first five words for your Greek and Latin Root Words.  They are : dejected, eject, injection,interjection and jettison.  We will review on Thursday. Also work on your reading responses if you need to. I have attached them here.

Reading Response Journalsaug [Autosaved]-1ejrusv

Wednesday: INDEPENDENT READING TIME.  Students completed the formative and started preview activities for the upcoming novel.

HOMEWORK: Work on your commonlit assignment.

Thursday: Today we briefly discussed the genre of science fiction.  Students analyzed the short story “They’re Made of Meat” for its science fiction characteristics.

HOMEWORK: Define novel vocabulary. Reading logs are due tomorrow.

Friday:

HOMEWORK:

 

Upcoming dates ( all dates are subject to change):

ONGOING: Independent Reading Book Check (conferencing about novel)

9/11 RED CHIEF FORMATIVE

9/14 Reading Logs will be collected!

9/21 “ject and sect” vocabulary formative

9/21  Independent Book Review Summative DUE

10/1-10/5  Book Talks

September 3rd-September 7th

Reading (2nd, 3rd, 6th and 7th)

Standards to be addressed this week

ELAGSE8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

ELAGSE8RL2: Determine a theme and/or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Root of the Week:  None

The short story:  The Ransom of Red Chief (click link)

The Ransom of Red Chief-zqpbrl

Monday: NO SCHOOL

HOMEWORK:

Tuesday:  INDEPENDENT  READING TIME.   Students worked on reading responses and took their vocabulary formative.

HOMEWORK:  Read for 20 minutes and work on responses for journals. I am attaching the reading response prompts if you need to work on them.

reading response prompts-uh8siu

Wednesday: Independent Reading Time. We finished reading The Ransom of Red Chief.

HOMEWORK: Students should complete packet pages 53 and 60 from The Ransom Packet.  They should also complete page 59 from the text( I’ve attached it right here)

red chief-1ay5uzd

Thursday: Students completed a summative on the skills we covered as well as responded to prompts in their journal.

HOMEWORK: Continue to work on Red Chief packet if it is not finished.

Friday: We wrapped up the week by workingg in groups on types of conflict.  Students were given various conflicts from books, movies and TV to identify.

HOMEWORK: Begin to study for Ransom of Red chief formative. You will take it Tuesday. I’ve attached a study guide for you to use

Study Guide for The Ransom of Red Chief(onlevel-1rco15h

AC Reading (1st)

ELAGSE8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

ELAGSE8RL2: Determine a theme and/or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Monday: NO SCHOOL

HOMEWORK: NONE

Tuesday:   INDEPENDENT  READING TIME.   Students worked on reading responses and took their vocabulary formative. I am attaching the reading response prompts if you need to continue to work on them,

reading response prompts-uh8siu

HOMEWORK: Finish reading The Ransom of Red Chief and complete the reading check in the packet.

Wednesday: INDEPENDENT READING TIME. We reviewed and discuss The Ransom of Red Chief.

HOMEWORK: Students should complete packet pages 53 and 60 from The Ransom Packet.  They should also complete page 59 from the text( I’ve attached it right here)

red chief-1ay5uzd

Thursday: Students completed a summative on the skills we covered as well as responded to prompts in their journal.

HOMEWORK: Finish Red Chief packet if it isn’t complete.

Friday: We wrapped up the week by workingg in groups on types of conflict.  Students were given various conflicts from books, movies and TV to identify.

HOMEWORK: Begin to study for Ransom of Red chief formative. You will take it Tuesday. I’ve attached a study guide to help you prepare.

Study Guide for Ransom of Red Chief-t86xs6

 

Upcoming dates ( all dates are subject to change):

9/4-9/7  Independent Reading Book Check (conferencing about novel)

9/6   4.5 week skill summative

9/11 RED CHIEF FORMATIVE

9/21 “ject and sect” vocabulary formative

9/21  Independent Book Review Summative DUE

10/1-10/5  Book Talks

August 27th-August 31st

Reading (2nd, 3rd, 6th and 7th)

Standards to be addressed this week

ELAGSE8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

ELAGSE8RL2: Determine a theme and/or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Root of the Week:  “dict=speak”

The short story:  The Ransom of Red Chief (click link)

The Ransom of Red Chief-zqpbrl

 

Monday: Today students took the formative on The Drummer Boy of Shiloh after reading independently.  There were two reading response journal questions today:

  • Create a timeline of events from what you have read so far.
    (Must have at least 5)
  • List the physical characteristics of the main character (clothing, features, etc.)

HOMEWORK: Read 15-20 minutes and continue to study your greek and latin root vocabulary.

Tuesday:  Concept covered today was types of conflict.  Students reviewed the two main ways conflict are classified, internal or external.  We took notes and reviewed our new latin root today which is “dict”.

HOMEWORK:  Students will study greek and latin root vocabulary. Read for 20 minutes.  Make sure you sign up for your book talk.

Wednesday: Independent Reading Time.  Due to the shortened periods today, we did some reading   and responding in our journals.  Some classes continued to review conflict and started a practice sheet.

HOMEWORK:  6th/ and 7th work on conflict worksheet.  2nd/3rd continue to read Ransom of Red Chiefl

Thursday:

HOMEWORK: STUDY GREEK AND LATIN VOCABULARY ROOTS.

Friday:

HOMEWORK:  STUDY GREEK AND LATIN VOCABULARY ROOTS.

AC Reading (1st)

ELAGSE8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

ELAGSE8RL2: Determine a theme and/or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Monday: Today students took the formative on The Drummer Boy of Shiloh after reading independently.  There were two reading response journal questions today:

  • Create a timeline of events from what you have read so far.
    (Must have at least 5)
  • List the physical characteristics of the main character (clothing, features, etc.)

HOMEWORK: Read 15-20 minutes and continue to study your greek and latin root vocabulary. Sign up for your book talk!

Tuesday:  Concept covered today was types of conflict.  Students reviewed the two main ways conflict are classified, internal or external.  We took notes and reviewed our new latin root today which is “dict”.

HOMEWORK: Review greek and latin vocabulary and read for at least 20 minutes.  Mae sure that you sign up for your book talk.

Wednesday: Independent reading. Due to the shortened periods today, we did some reading   and responding in our journals.  Some classes continued to review conflict and started a practice sheet.

HOMEWORK: Finish conflict worksheet.

Thursday:

HOMEWORK:  STUDY GREEK AND LATIN VOCABULARY ROOTS.

Friday:

HOMEWORK: STUDY GREEK AND LATIN VOCABULARY ROOTS.

HOMEWORK:

Upcoming dates ( all dates are subject to change):

08/27  Formative on The Drummer Boy of Shiloh

8/27-8/31  Independent Reading Book Check (conferencing about novel)

08/31  Formative on Making Inferences

9/4  Vocab formative on “spec and dict”

9/5   4.5 week skill summative

9/21  Independent Book Review Summative DUE

10/1-10/5  Book Talks

August 20th-August 24th

Reading (2nd, 3rd, 6th and 7th)

Standards to be addressed this week

ELAGSE8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

ELAGSE8RL2: Determine a theme and/or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Root of the Week:  “spec=see, look”

The short story, The Drummer Boy of Shiloh (click link)

the-drummer-boy-of-shiloh-27py5cb

Monday:  Vocabulary formative on man, ped.  We will continue to work with the selection “The Drummer Boy of Shiloh.  Students will begin to review making inferences.

HOMEWORK: Read for 20 minutes. Complete page 32 of the packet.

Tuesday:  We will  read for specific details in The Drummer Boy of Shiloh.   Students will wrap up the selection and students will complete page 324: #1-3 and 6-7.

HOMEWORK:  Students will study greek and latin root vocabulary. Read for 20 minutes.

Wednesday: Independent Reading Time . Today I reviewed the process for responding to the literature using our reading response journals.   Discussed were guidelines and expectations.  Students began the journaling process today using their independent reading novels.

HOMEWORK: Work on page 34 of The Drummer Boy of Shiloh packet.

Thursday: Mini-Lesson on Making inferences.  After the lesson, students began applying the skill to the selection The Drummer Boy of Shiloh (page 29 in the packet).  We also reviewed the remaining vocabulary words for the root “spec”.  I have also attached a study guide for The Drummer Boy of Shiloh.

STUDY GUIDE: drummerboyonlevel-2c9yhrg

HOMEWORK: STUDY GREEK AND LATIN VOCABULARY ROOTS.  Complete pg. 29 and pg. 34.

Friday:  Independent Reading and Reading Response Journals.  We will review The Drummer Boy of Shiloh packet.

HOMEWORK:  STUDY GREEK AND LATIN VOCABULARY ROOTS.

AC Reading (1st)

ELAGSE8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

ELAGSE8RL2: Determine a theme and/or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Monday: Vocabulary formative on man, ped.  We will continue to work with the selection “The Drummer Boy of Shiloh.  Students will begin to review making inferences.

HOMEWORK: Work on scavenger hunt for The Drummer Boy of Shiloh. I’ve attached the story here:

the-drummer-boy-of-shiloh-27py5cb

Tuesday: We will  read for specific details in The Drummer Boy of Shiloh.   Students will wrap up the selection and students will complete page 324: #1-3 and 6-7.

HOMEWORK: Review greek and latin vocabulary and read for at least 20 minutes.

Wednesday: Independent Reading Time. Today I reviewed the process for responding to the literature using our reading response journals.   Discussed were guidelines and expectations.  Students began the journaling process today using their independent reading novels. Additionally, we discussed making inferences. Will further explore that tomorrow.

HOMEWORK: Work on page 34 of packet and finish scavenger hunt.

Thursday: Mini-Lesson on Making inferences.  After the lesson, students began applying the skill to the selection The Drummer Boy of Shiloh (page 29 in the packet).  We also reviewed the remaining vocabulary words for the root “spec”.  I have also attached a study guide for The Drummer Boy of Shiloh.

STUDY GUIDE:  DrummerboyAC-2mnucgn

HOMEWORK:  STUDY GREEK AND LATIN VOCABULARY ROOTS. Complete page 29  and 34 of the packet.

Friday: Independent Reading and Reading Response Journals.  We will review The Drummer Boy of Shiloh packet.

HOMEWORK: STUDY GREEK AND LATIN VOCABULARY ROOTS.  Review The Drummer Boy of Shiloh for formative Monday.

 

HOMEWORK:

Upcoming dates ( all dates are subject to change):

08/27  Formative on The Drummer Boy of Shiloh

8/27-8/31  Independent Reading Book Check (conferencing about novel)

08/31  Formative on Making Inferences

9/4  Vocab formative on “spec and dict”

9/21  Independent Book Review Summative DUE

 

August 13th-August 17th

Reading (2nd, 3rd, 6th and 7th)

Standards to be addressed this week

ELAGSE8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

ELAGSE8RL2: Determine a theme and/or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Root of the Week:  “man,manu=hand”

Monday:  Today students took the Reading Inventory.  Please  ask your student about his or her individual performance.

HOMEWORK: Make sure that you have completed the Raymond’s Run packet as well as page 43 from the textbook.  Review for the formative tomorrow.  I’ve attached the study guide again.

Study Guide for Raymond onlevel-2nc76uv

Tuesday:  We will  take the formative on Raymond’s Run.  Today we went to the media center to complete orientation and check out books.

HOMEWORK:  Students will study greek and latin root vocabulary.  The new root is “man, manu” which means hand.  The words are:  emanicipate, manacles, manager, mandate and maneuver.

Wednesday: Independent Reading Time .  I took time today to review latin root since we missed that yesterday.  Students completed a plot practice exercise.

HOMEWORK:  You should complete page 31 (context clues) and page 33 in The Drummer Boy of Shiloh packet.

Work on selection vocabulary and coplete idiom worksheet.  Use these links to assist you:

Videos:  https://youtu.be/Kt9Xc0yz4cc

https://youtu.be/0G030DoBGxc

idioms_and_meanings-152lgll

https://www.smart-words.org/quotes-sayings/idioms-meaning.html

 

Thursday:  As we begin to read  The Little Drummer Boy of Shiloh, we will build background knowledge about the Civil War and drummer boys.  Students will continue to work with the Greek and Latin root “man, manu.  Today I also reviewed elements of plot

HOMEWORK: STUDY GREEK AND LATIN VOCABULARY ROOTS.  Review notes on plot and watch the following videos:

https://youtu.be/nPfL0LToik0

Friday:  We will  begin to read the selection, The Drummer Boy of Shiloh.  Students will continue to practice plot (GRADED FORMATIVE)

HOMEWORK:  STUDY GREEK AND LATIN VOCABULARY ROOTS.

AC Reading (1st)

ELAGSE8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

ELAGSE8RL2: Determine a theme and/or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Monday:  Today students took the Reading Inventory.  Please  ask your student about their performance.

HOMEWORK:  Make sure that you have completed the Raymond’s Run packet as well as page 43 from the textbook.  Review for the formative tomorrow.  I’ve attached the study guide again.

Study Guide for Raymond-1mmttrc

Tuesday: We complete the formative on Raymond’s Run and I introduced the latin root “man, manu which means “hand”.

HOMEWORK: Review greek and latin vocabulary and read for at least 20 minutes.

Wednesday: Independent Reading Time . Bring your novel to class .  We completed a practice exercise on plot and preview our upcoming selection “The Drummer Boy of Shiloh

HOMEWORK:

You should complete page 31 (context clues) and page 33 in The Drummer Boy of Shiloh packet.

Work on selection vocabulary and coplete idiom worksheet.  Use these links to assist you:

Videos:  https://youtu.be/Kt9Xc0yz4cc

https://youtu.be/0G030DoBGxc

https://www.smart-words.org/quotes-sayings/idioms-meaning.html

Thursday: As we continue to read The Drummer Boy of Shiloh, we will begin background knowledge on  the Civil War and drummer boys.  Students will continue to work with the Greek and Latin root “man,manu”.  I reviewed elements of plot.

HOMEWORK:  STUDY GREEK AND LATIN VOCABULARY ROOTS. Review plot notes and watch these videos if you need further assistance:

https://youtu.be/fRX0tXX2U18

https://youtu.be/nPfL0LToik0

 

Friday:  We will begin the selection, The Drummer Boy of Shiloh.  Students will complete a skills check on plot (GRADED FORMATIVE)

HOMEWORK: STUDY GREEK AND LATIN VOCABULARY ROOTS.

 

HOMEWORK:

Upcoming dates ( all dates are subject to change):

8/13 Reading Inventory

8/13-8/14 Formative on Raymond’s Run (if time permits, after the RI  )

8/17  First independent reading book check

8/20  Ped/man vocabulary quiz

August 6th-August 10th

Reading (2nd, 3rd, 6th and 7th)

Standards to be addressed this week

ELAGSE8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

ELAGSE8RL2: Determine a theme and/or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Root of the Week:  “ped=foot”

Monday:  Students will take Reading Benchmark Pre-Test.

HOMEWORK: Make sure that you have your supplies to set-up your notebook and an independent reading book.  If you didn’t finish the “growth mindset” activity sheet.

Tuesday:  We will begin learning reading strategies and previewing the selection “Raymond’s Run”.  I will also introduce Greek and Latin roots and the procedure for vocabulary.

I am attaching a pdf of  Raymond’s Run here.

raymond’s run text-1yuszlq

HOMEWORK: Finish quickwrite pp. 32 and vocabulary in context pp 33 (no dictionary use)

DOC080718-001-1szba4d

Wednesday: Independent Reading Time .We will continue to read and work on the selection “Raymond’s Run”.  Students will take notes on the elements of  plot

HOMEWORK: COMPLETE PAGE 32  (all) AND PAGE 34# 1 OF THE PACKET

Thursday:  As we continue to read Raymond’s Run, we will use the selection to make inferences and identify elements of plot.  Students will continue to work with the Greek and Latin root “ped” take guided notes on plot.

HOMEWORK: Complete page 34 #2-4; bring an independent reading book  to class.

Friday:  We will finish the selection and all activities which go with Raymond’s Run.  I am attaching a study guide (optional) that you may use to help you prepare.

HOMEWORK:  Study for Raymond’s Run formative on Monday. Complete any classwork not finished.

Study Guide for Raymond onlevel-2nc76uv

AC Reading (1st)

ELAGSE8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

ELAGSE8RL2: Determine a theme and/or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Monday:  Reading Benchmark Pre-Test

HOMEWORK:  Make sure that you have your supplies to set-up your notebook and an independent reading book. If you didn’t finish the “growth mindset” activity sheet.

Tuesday:  We will begin learning reading strategies and previewing the selection “Raymond’s Run”.  I will also introduce Greek and Latin roots and the procedure for vocabulary.

HOMEWORK:

Wednesday: Independent Reading Time .We will continue to read and work on the selection “Raymond’s Run”.  Students will take notes on the elements of plot.

HOMEWORK:     COMPLETE  PAGE 32   (all) and page #1-5 AND PAGE 34# 1 OF THE PACKET

Thursday: As we continue to read Raymond’s Run, we will use the selection to make inferences and elements of plot.  Students will continue to work with the Greek and Latin root “ped”.

HOMEWORK:  page 33 #1-3 and page 34 #2-4 of the Raymond’s Run packet; bring an independent reading book to class.

Friday: We will finish the selection and all activities which go with Raymond’s Run. I am attaching a study guide (optional) that you may use to help you prepare.

HOMEWORK: Study for Raymond’s Run formative on Monday. Complete any classwork not finished.

Study Guide for Raymond-1mmttrc

http://www.cobblearning.net/lisah/files/2018/08/raymonds-run-text-1yuszlq.pdf

inference pp-19fjzr5

HOMEWORK:  Study for Raymond’s Run formative on Monday

Upcoming dates ( all dates are subject to change):

8/13 Reading Inventory

8/13 Formative on Raymond’s Run (if time permits, after the RI)

8/16  First independent reading book check

8/17  Ped/man vocabulary quiz

 

August 3rd

Hello,

It was a fantastic Friday.  We continued to review classroom procedures and expectations as well as setting goals in reading.  Students completed a Reading interest survey.

Students are expected to have their journals in class Monday.  Binders no later than Tuesday.

Upcoming dates ( all dates are subject to change):

8/13 Reading Inventory

8/13 Formative on Raymond’s Run

8/16  First book check

8/17  Ped/man vocabulary quiz