Friday, February 1, 2019

Announcements and Reminders for  Friday, February 1, 2019:              Welcome to class! As you come in,  get out your folder and your silent reading book.  Begin silent reading. Today is the last day for Penny Wars.  Don't forget to contribute!

Targets for Today: I can read a variety of self-chosen materials, and read for an extended period of time -- building up my reading endurance. After I read, I can reduce what I've read to the most important parts to remember, and can illustrate or otherwise organize those parts to help myself remember.

Today’s  Agenda for Friday, February 1, 2019: Welcome to class!  As you come in, get out your folder and your silent reading book. Begin Individual Quiet Reading [SanDiego Quick Test for some and a couple of RI's] Then fill out your reading log:   (This is an example.) # Date B N M O Title and Description and pages read Minutes Read Hours Read Ex 2/1/19 x Restart, pgs 137-160, Some people seem to be forgiving, but will Chase go back to being a bully?     20 After Reading -- Reduce   -- Right side of the inside of your Brochure  Before Reading During Reading Be Active Check for structure. ”Talk” with the author or text   Vizualize_   Make predictions                  1)  Predict                  2)  Read                  3)  Check                  4)  Compliment or Correct            Make Inferences            Pace yourself with your finger           Make Connections.                  l Text to Self                  l Text to Text                  l Text to World Stop every once in awhile to check your understanding. ___________ Yes, I do understand. Mark and highlight or take notes on text. Read to end of study block. No, I don’t understand. Use Fix-Up Strategies: See the back of this brochure. After Reading #1                  Reduce                           1. Post View Ask yourself – s   What did I learn from reading this? s   What patterns or overall structure did I notice?  (Text Structure) s  What was the overall central idea? s Do I understand it all?        -- If not, use fix-up strategies. 2. Answer Your Questions 3. Organize for Recall     (Select 1 to create.)          l make outlines          l take notes          lwrite  summaries          l create maps                  or other visuals. See the PowerPoint attached to CANVAS about reducing the material you have read.     See also the material about Sketch Notes.  Mind Mapping/Sketchnotes/Drawing to Learn

If You Were Absent:  See above for what we did in class.   Read for 20 minutes on your own, fill out the make-up reading log, get a parent signature, and turn it in when you return to class. Reading Log Make-Up Log 2018.doc

Vocabulary:

Help and Enrichment  More on Drawing in Class -- https://www.youtube.com/watch?v=3tJPeumHNLY

Wednesday, January 30, 2019

Announcements and Reminders for  Wednesday, January 30, 2019:              Welcome to class! As you come in,  get out your folder and your silent reading book.  Begin silent reading. Penny Wars has been extended.  Don't forget to contribute!

Targets for Today:

Today’s  Agenda for Wednesday, January 30, 2019: Welcome to class!  As you come in, get out your folder and your silent reading book. Begin Individual Quiet Reading [SanDiego Quick Test for some and a couple of RI's] Then fill out your reading log:   (This is an example.) # Date B N M O Title and Description and pages read Minutes Read Hours Read Ex 1/30/19 x Restart, pgs 108-128, Chase thinks he knows where Mr. Solway's Medal of Honor went.    20 Fix-Up Strategies Continued from  DURING READING Fix-Up  Strategies  1. Check your own inner  voice. 2. Focus on it, and read it again. 3. Try reading it out loud. 4. Try reading ahead a bit. 5.  Look for any words (or  ideas or facts) that may be  getting in your way. 6.  Ask someone who  can help you. -- or mark it with a ? for later. 7. Add to your background knowledge!  You can do this before reading or during reading. Look it up on a reliable online site. Find a book [for children] on the topic. Watch a documentary or other educational program.  BICUM Be in Control: Use Metacognition [Your Name] [Your Class Period] To learn more about the fix-up strategies, start with this link, read the post, then follow the next link at the bottom of each post: Check your own inner voice.

If You Were Absent:  See above for what we did in class.   Read for 20 minutes on your own, fill out the make-up reading log, get a parent signature, and turn it in when you return to class. Reading Log Make-Up Log 2018.doc

Vocabulary:

Help and Enrichment

Monday, January 28, 2019

Announcements and Reminders for Monday, January 28, 2019: Welcome to class!  As you come in,  get out your folder and your silent reading book.  Begin silent reading. Penny Wars has been extended.  Don't forget to contribute!

Targets for Today: I can read a variety of texts for an extended time. I can make a text to text, text to self, and text to world connection based on The Little Red Pen.

Today’s  Agenda for  Monday, January 28, 2019 Welcome to class!  As you come in, get out your folder and your silent reading book. Begin Individual Quiet Reading Then fill out your reading log:   (This is an example.) # Date B N M O Title and Description and pages read Minutes Read Hours Read Ex 1/29/19 x Everlost   They barely escape the (spoiler). pages 90-110    20 Reminder of last time:   Using the Structure of a Text For example,  an essay --  1.     Introduction 2.     Thesis or purpose statement 3.     Subheadings—what topic is covered? 4.     Examples 5.     Topic sentences 6.     Conclusion—why does it matter? Today:   Making Connections  Can you name three types of connections?   Three types of connections:   Text-to-Self Text-to-Text Text-to-World Making Connections  #1 Read the synopsis at -- https://www.imdb.com/title/tt0094012/ What connections does the teacher make?   What connections can you make to self, text, and world?   Why do connections matter? * [*Possible answers include: it helps you see the deeper meaning; it makes the poem more entertaining.] Making Connections  #2 Listen, and think of connections you can make with the book.       “The Little Red Pen”: https://youtu.be/lZE0gocEhC4  Can you make any connections with the title?   Receive one piece of paper for your partnership.  Write the names of both partners on the paper.  Write the names of each type of connection on your paper, skipping 4 lines between them.  Watch “TheLittle Red Pen”   With your partner, come up with one of each type of connection and write it on the paper.  Making Connections  #3 Read “Fat is Not a FairyTale” by Jane Yolen  at http://talesoffaerie.blogspot.com/2014/08/fat-is-not-fairy-tale.html  Think of the connections we made together as a class.  On the back of your paper, write one text-to-text connection,  one text-to-self connection,  and one text-to-world connection with this poem.  Turn in your paper when you are done.

If You Were Absent: See above for what we did in class. View the synopsis (summary), the book, and the poem, and answer the questions and write the connections you make.  If you don't understand connections yet, see the Help and Enrichment section below.   Read for 20 minutes on your own, fill out the make-up reading log, get a parent signature, and turn it in when you return to class. Reading Log Make-Up Log 2018.doc

Vocabulary:

Help and Enrichment  Making Connections Using schema, the sum total of your background knowledge and experience, helps you make connections.  There are three main kinds of connections readers make:      s Text-to-Self               s Text-to-Text               s Text-to-World Why make connections?  Making connections deepens our understanding and helps us bring meaning to the text.  What questions do I ask as I make connections?  Focusing on text-to-self connections: What does this story remind you of? Can you relate to the characters in the story? Does anything in this story remind you of anything in your own life? Focusing on text-to-text connections: What does this remind you of in another book you have read? (or in a movie or story or TV show?)  How is this text similar to other things you have read? How is this text different from other things you have read? Focusing on text-to-world connections: What does this remind you of in the real world? How are events in this story similar to things that happen in the real world? How are events in this story different from things that happen in the real world?