AOW #2

1. Annotate the article ✔

2. Make Connections ✔

3. Vocabulary Routine ✔

4. SOAPSTone ✔

To practice learning the meaning of words from context, choose words from the article that you did not know previously.

For each of the words: 

A.Quote the sentence from the article. 

B.Infer or write what you think the definition is based on context. This is a guess, you can’t be wrong. 

C.Write the context clues that help you determine the definition of the word. 

D.Write the dictionary definition of the word. 

(Be specific as possible)

1. Competent
2. Constitued
3. Consensus
4. Exposure
5. Dull
6. Enticing
7. Irriatating
8. Debilitating

Annotate the article

Make Connections

Vocabulary Routine

SOAPSTone

4th, 5th and 6th hour enjoy your weekend!

Make sure to read your SSR book and continuing writing your dialectical journals!

Agenda:

Counselor Remind code

Fill out goals in planner

Went over vocabulary- AOW #1

Went over examples for good/bad Dialectical Journals.

VOCABULARY: minimum of 10 words in the article.

To practice learning the meaning of words from context, choose words from the article that you did not know previously.

For each of the words: 

A.Quote the sentence from the article. 

B.Infer or write what you think the definition is based on context. This is a guess, you can’t be wrong. 

C.Write the context clues that help you determine the definition of the word. 

D.Write the dictionary definition of the word. 

(Be specific as possible)

MLA Review ’18.ppt

https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_style_introduction.html

We are off to a great start this year!!

Below are descriptions of what we will be learning for the next few weeks. If you have any questions or concerns please feel free to contact me.

Reading: During this year, the teacher will explicitly teach and establish the routines of literacy time (mini-lesson, SSR+, conferring, guided practice, independent practice and sharing). Procedural elements of the literacy time will also continue to be reinforced (rules, gathering spot expectations, organization of materials, procedures, etc.). Students will build on their prior knowledge and establish routines to be used all year to promote an active and cooperative learning environment. Teachers use the Scholastic Reading Inventory (SRI) test to assess student’s levels of reading comprehension. The SRI test is a computer-adaptive test based on the Lexile Framework, a reading measure that matches students to text, taken in a low-pressure setting with no time constraints. Teachers can use their students’ scholastic reading inventory scores to monitor progress and set goals. For 10th-graders, a score of 1080L to 1260L is proficient and 1265L and above is advanced. For 11th- and 12th-graders, a score between 1185L and 1385L is proficient and a score of 1390L and above is advanced. A minimum reading level of 1385L is considered to be college- and career-ready.

The best way for a student to improve their SRI score is to read Lexile books tailored to her current level, with the aim of progressing to a higher level. Encourage students to read each book slowly and carefully to aid comprehension. Visualizing the story while reading may also help, to form visual memories to rely on during testing

Writing: During this unit, I will be explicitly teaching and establishing the routines of the Writer’s Workshop (mini-lesson, guided practice, independent practice and sharing).  Procedural elements of the Writer’s Workshop will also be explicitly taught such as rules, formatting the paper using MLA, organization of materials, procedures, etc.

While focusing on the routines and procedural elements of Writer’s Workshop, narrative text features and organizational structure will begin to be reviewed.  Anchor charts for narrative text features, organizational structure and vocabulary will be created and posted.  Emphasis will be placed upon the planning phase of the writing process and the use of graphic organizers will be reviewed and used as students write narrative pieces.  Students will learn how to organize an event sequence and closure techniques will begin to be introduced. Students will read like a writer by using the literary analysis tool called, SOAPS additionally they will learn how to paraphrase, learn the meaning of words through context, identify a central argument, tone, infer and rhetorical analysis. Students will be introduced to rhetorical techniques a writer employs by finding examples and inferring the effect it has on the piece of work.