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Fourth Quarter Reading 8
Third Quarter
April
4/21-4/28
| EALRS | ACTIVITY |
| WA 2.1.3: Apply comprehension monitoring strategies during and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text. State both literal and/or inferred main ideas and provide supporting text-based details. Organize theme, main idea and supporting details into a self-created graphic organizer to enhance text comprehension. 2.1.5 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: predict and infer. W Make inferences based on implicit and explicit information drawn from text and provide justification for those inferences. Organize information to support a prediction or inference in a self-created graphic organizer. 2.3.1 Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships. W Explain how certain actions cause certain effects 1.2.2· Use vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text. 1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities. W · Integrate new vocabulary from informational/expository text and literary/narrative text (including text from a variety of cultures and communities |
4/21 WASL review and analysis of reading responses; Smoke and Ashes MOTT project 4/22 WASL Math 4/23 WASL Reading 4/24 WASL Reading 4/25 WASL is done celebration 4/28 Intro vocabulary -- Focus: Character, Plot (Conflict/Cause/Effect), Setting (influence on story) Questions: (Interaction of character with setting/characters/conflict/theme); more plot/conflict; prediction; Study Guides in text Finish: WA 2.1.6: Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: monitor for meaning, create mental images, and generate and answer questions. Organize images and information into a self-created graphic organizer to enhance text comprehension. |
4/15-4/28
| EALRS | ACTIVITY |
| WA 2.1.3: Apply comprehension monitoring strategies during and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text. State both literal and/or inferred main ideas and provide supporting text-based details. Organize theme, main idea and supporting details into a self-created graphic organizer to enhance text comprehension. 2.1.5 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: predict and infer. W Make inferences based on implicit and explicit information drawn from text and provide justification for those inferences. Organize information to support a prediction or inference in a self-created graphic organizer. WA 2.1.6: Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: monitor for meaning, create mental images, and generate and answer questions. Organize images and information into a self-created graphic organizer to enhance text comprehension. 2.3.1 Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships. W Explain how certain actions cause certain effects WA 2.4.1.a: Draw conclusions from grade-level text (e.g., the most important idea the author is trying to make in the story/poem/selection, what inspiration might be drawn from the story/poem/selection, who might benefit from reading the story/poem/selection). 1.2.2· Use vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text. 1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities. W · Integrate new vocabulary from informational/expository text and literary/narrative text (including text from a variety of cultures and communities |
Daily Work: Application of Reading Strategies 1. SSRR: Silent Sustained Reading Response (MOTT) Choose your own role. Respond on Log Sheet provided (date/role/response). Individual Conferences 2. Lesson in Language of Literature (reading/strategies/elements) or READ Focus: Note-taking on main idea; gist statements; inference; question 4/14 Complete MOTT assignment; review WASL reading tests 4/15 WASL Science 4/16 WASL Science 4/17 WASL Math 4/18 WASL practice reading; MOTT for Smoke and Ashes -- broster and 1 page paper. 4/21 WASL review and analysis of reading responses 4/22 WASL Math 4/23 WASL Reading 4/24 WASL Reading 4/25 Intro vocabulary -- Focus: Character, Plot (Conflict/Cause/Effect), Setting (influence on story) Questions: (Interaction of character with setting/characters/conflict/theme); more plot/conflict; prediction; Study Guides in text 4/28 Mannville Points and prediction |
4/9-4/14
| EALRS | ACTIVITY |
| WA 2.1.3: Apply comprehension monitoring strategies during and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text. State both literal and/or inferred main ideas and provide supporting text-based details. Organize theme, main idea and supporting details into a self-created graphic organizer to enhance text comprehension. 2.1.5 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: predict and infer. W Make inferences based on implicit and explicit information drawn from text and provide justification for those inferences. Organize information to support a prediction or inference in a self-created graphic organizer. WA 2.1.6: Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: monitor for meaning, create mental images, and generate and answer questions. Organize images and information into a self-created graphic organizer to enhance text comprehension. 2.3.1 Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships. W Explain how certain actions cause certain effects WA 2.4.1.a: Draw conclusions from grade-level text (e.g., the most important idea the author is trying to make in the story/poem/selection, what inspiration might be drawn from the story/poem/selection, who might benefit from reading the story/poem/selection). 1.2.2· Use vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text. 1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities. W · Integrate new vocabulary from informational/expository text and literary/narrative text (including text from a variety of cultures and communities |
Mid-term tests Conference Preparation Skills and strategies review Practice and modeling of skills/strategies Daily Work: 1. Application of Reading Strategies 2. SSRR: Silent Sustained Reading Response (MOTT) Choose your own role. Respond on Log Sheet provided (date/role/response). Individual Conferences Focus: Note-taking on main idea; gist statements; inference; question 4/7 Inservice; no students 4/8 Smoke and Ashes: notes, gists, strategies --- review 4/9 WASL Reading Test 4/10 Smoke and Ashes: notes, gists, strategies; organizer (broster)--- review practice prep; 4/11 Parent Student Teacher conferences 4/14 Complete MOTT assignment; review WASL reading tests |
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