Tuesday, February 7, 2017

Announcements and Reminders:                            New Seating --  See the seating charts at the front and back of the room.  Parent-Teacher Conferences will be held on February 9.

Targets for Today: Read for pleasure. Read for fluency. Read  for understanding.  Practice strategies to use during reading and after reading.

Today’s  Agenda: 1. Individual Reading   2. Partner Fluency Practice --  with new partners and new passages 3. What to do with unfamiliar words.       Using the dictionary -- Complete an exercise. If you did not find a word, select one of these words.   1. If you are on the first row of the classroom, use      bilk, assuage, or chiropteran. 2. If you are on the second row of the classroom, use  arrogate, nuncupative, or superfluous. 3. If you are on the third row, use adz, wax, or haulm. 4. If you are on the fourth row, use  acerbic, transient, or tergiversate.       Using . . . . . . Figuring Out Words in Jabberwocky -- How do you know what these words are doing in the sentence? Just for fun you could listen to this song based on the poem --  https://www.youtube.com/watch?v=L5BCo6YPHLs       Using Context Clues -- Look forward to this with Mrs. Fugal. 4.  Add to your BICUM Brochure -- Inside Right Section: Add this today!   Inside    (Added earlier) Before Reading Complete a Self Check  Study Area  Emotions Level of  Difficulty Feeling physically  Preview 1. Read the title. Ask: What do I know about this subject? 2. Read the first couple of sentences and the last couple of sentences. 3. Look for bold or italicized print. 4. Look at charts, maps, graphs, diagrams. 5. Ask yourself: "Is this a useful and reliable source?" 6. Select or Create Questions 7. Set Study Length 8. Place check marks (Added last time) During Reading Be Active Check your alignment. "Talk" with the author or text. Visualize Predict      1) predict      2) read      3) check      4) compliment or correct Pace yourself with a pencil. Make Connections!      Text to Self      Text to Text      Text to World Stop at the 's  and Test your Understanding. Yes, I do  understand. Mark andhighlighttext. Continue to next . Read to end of study block. No, I don't  understand Use fix-up strategies: See the back of this brochure! (Add this today!) After Reading -- #1 REDUCE Post View Ask yourself -- *What did I learn from reading this? *What patterns/overall structure did I notice? *What was the overall central idea? *Do I understand it all? If not, use fix-up strategies. Answer Questions Organize for Recall (Select 1) -- make outlines -- take notes -- write summaries -- create maps 5. Text Structures -- Patterns Review the types of Internal Text Structures. Practice Recognizing Text Structures. Text Structure Resources

If You Were Absent:

Vocabulary:   context:  the parts of something written or spoken that immediately precede and follow a word or passage and clarify its meaning.

San Diego Quick – Fluency Partners   A3

	N, Remlee	P, Kaden
	B, Luke	B, Benjamin
	C, Skyler	B, Ryan
	C, Emma	A, Adelein
	N, Brielle	G, Madelyn
	A, Katherine	V L, Diana
	C, Logan	O, Camden
	H, Hillary	S, Sabri
	M, Rebekah	V, Charlise
	Q, Waylon	T, Jacob
	C, Lucie	M, Matamoana
	W, Madison	K, Riley
	D, Jordan	J, Bridger
	C, Calleigh	R, Elizabeth
	C, Matthew	A, Max

San Diego Quick – Fluency Partners   A4

	S, Mandi	H, Alyssa
	M, Brielle	B, Emma
	F, Anicia	N, Sydney
	W, Tori	W, Sydney
	A, Jenifer	W, Olivia
	B, Morgan	B, Andrea
	F, Sophia	D, Kennedy
	G, Charles   O, David	A, Joshua
	L, Brianna	H, Kailey
	K, William	H, Dallan
	W, Karson	M, Maddux
	T, Hadlee	W, Camryn
	M, Brock	Z, Cayden
	T, Preston	P, Taylor
	H, Anthony	E, Morgan
	D, Landon	K, Joshua
	F, Kyle	L, Morgan