Tuesday, January 9, 2018

Announcements and Reminders for  Tuesday, January 9, 2018:                           Cave Time  I am available for you on Tuesdays and Fridays.  Wednesday is an enrichment day in my classroom:  Mock Trial. Thursday is Request Day.  Don't forget to hand in your disclosure signatures  and pre-assessement! Reading Strategies Pre-Assess Chart.docx Reading 7 Disclosure Document2017-18.docx On Thursday all seventh  graders  will have an assembly during Cave Time for College Week!   These are my schools!

Targets for Today: I can read quietly for an extended time -- hopefully enjoying it!  I can improve my fluency by better understanding my own reading habits, and by practicing!   I can begin learning about improving my reading by using metacognition.

Today’s  Agenda: 1.  Select a book to read -- either one you brought or one from our classroom shelves, and read it for about  twenty minutes.   2.  Fill out your reading log.  # Date B N M O Title, Explanation, Pages Minutes Total Hours  1 1/5  x The Maze Runner  8-20  20  1/3  2 1/9 x  Cobblestone  about Washington,D.C.    20  2/3       If you're absent, or were off-task during reading time, or didn't fill out your log, pick up a pink make-up sheet and do the homework. 3. One-Minute Partner Fluency Practice Today we are using "Turning Off the Faucet" on the other side of the poem we have been reading.        Fill out a column on your graph for each time you read. Date 1-9-18 1-9-18 Passage TOTF TOTF Usually this will be a number! Words Per Minute 143 153  4. Metacognition Last time: A3 used an article about corporations influencing government to practice the Before Reading Strategies.  A4 did not have time.  Today:  Add to your BICUM Brochure -- Inside Middle Section -- Add this today!     Before Reading Self Check  Study Area   Emotions Level of Difficulty Feeling physically  Preview 1. Read the title. Ask: What do I know about this subject? Read the Headings. 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?" You could use the CRAAP Test.  6. Select or Create  Questions  (You could turn the headings into questions.) 7. Set Study Length 8. Place check marks     During Reading Be Active Notice your alignment with the text.  "Talk" with the author or text. Visualize Notice Patterns Make Inferences  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 and  highlight  text. Read to end of study block.  No, I don't  understand Use fix-up strategies: See the back of this brochure!        After Reading -Reduce- Be Active Alignment from where are you seeing it? Is it like watching a movie? Are you standing to the side of the main character? Are you seeing it from above? Are you the main character?  Active Reading Pacing  yourself with a pencil --  or with your finger --  1.  Place your finger on the first line of print about one inch from the beginning of the material. 2.  Move it across a line to about 1 inch before the right edge of the print. 3. Swing back to the next line 1.2 t0 1 inch from the left edge. 4. Again, move across the page to 1/2 to 1 inch before the end of the line.  What during reading strategy is this little boy using? Make Predictions  Words you need to know:  prediction:  about what is to come inference: about what is (reading between the lines, What is the author saying without directly stating it?)  This is the prediction cycle:  1) predict 2) read 3) check (to see whether you were right) 4) compliment (yourself on getting it right) or correct (your thinking using the new information).  Storytime  -- You will receive a sheet of plain paper.  Fold it in half.  On each half you will draw something as you are directed to.  Write your name somewhere on that paper.  Predicting  Practice --   Label your first half sheet --    #1  "The Goblin Book" The title of the first story is titled "The Goblin Book." What do you think might happen in this story?  Label your second  half sheet --    #2 --   Predicting  Practice -- How could these words be related to each other in a story?  How about these?  How could these words be related to each other in a story?        bed                   spider                  mother                  kill                       sheets                                       book Draw a picture that expresses how you feel about spiders.  Think about experiences you have had with spiders.   Listen to the story. Skittering (If you are absent, read the story here.) Soundtrack from spiders scene in Something Wicked This Way Comes prediction:  about what is to come inference: about what is Words you need to know:  Imply =      to suggest Infer =       to conclude      Just for fun: Making Inferences is very similar to Making Connections and Making Predictions. In fact, predictions are a type  of inference.  When you make inferences, you use clues from the text, memories, facts, experiences, and more to "read between the lines". You're not just looking forward to guess what will happen next, but you're looking at the whole text!  We will use an acronym to help us remember the important parts of making an inference.   KIC Key details/words --- clues from the text + what  I already knew. . . ..  Combine them  to come up with an inference Let's make some inferences about this picture. Pick a detail, infer something, and explain why that detail supports your inference.  What can you infer about the man on the right? What details support your inference? Why? What can you infer about the man on the left? What details support your inference? Why? Making inferences is a life skill, not just a reading skill! You make inferences all the time as you meet new people, decide if a movie is going to be good or not, or try to figure out what happened to that thing that you lost.  Examples: A character has a diaper in her hand, spit-up on her shirt, and a bottle warming on the counter. You can infer that this character is a _________________. A character has a briefcase, is taking a ride on an airplane, and is late for a meeting. You can infer that this character is a ____________________. A character uses words like "stat" and "emergency" and "prep" and "operation." You can infer that this person works in the ____________________. A detective enters the house, which has been ransacked. He sees blood on the floor, and it leads out the back door. You can infer that ____________________. When you enter a house, you see backpacks by the door, small shoes scattered near them. You see an art easel, and a room with a doll house and a toy box. You can infer that there are __________________________. Your friend walks past you without smiling. Her head is hanging down. She wipes a tear away from her eye, and looks at her report card. You can infer that your friend _______________________________. You walk into the room and the teacher tells you to clear your desk and get out a piece of paper and a pencil. You can infer that  ______________________. http://softschools.com/examples/literary_terms/inference_examples/301/ Helpful A3 practiced with "click bait" article. (They will practice inference, predicting, finding patterns later.)  A4 did not do the second article. They listened to "The Goblin Book"

If You Were Absent: See above and complete the reading make-up work.

Vocabulary: