Thursday, December 15, 2011
Wednesday, December 14, 2011
- We finished reading Freak the Mighty.
- Students practiced SCANNING (a helpful reading skill) by completing a word search of student names, etc.
- Individual Reading and Log.
If you need to make up any of our individual reading times, get a pink make-up sheet from the tan file box in front of your class black crate.
Monday, December 12, 2011
Monday, December 12, 2011
We read Freak the Mighty pages 116 - 140. with Question-Answer Relationships.
Individual Work "Treasure at 2 Cents a Pound" questions with QARs
About 8 minutes of individual reading time.
Individual Work "Treasure at 2 Cents a Pound" questions with QARs
About 8 minutes of individual reading time.
Wednesday, December 7, 2011
Thursday, December 8, 2011
1. Read from Freak the Mighty from page 88 to page 116.
Asking questions: Question-Answer Relationships (Students will answer questions about our reading today in Freak the Mighty.
2. Worksheet for working with questions: "His Life Wasn't Just Peanuts."
3. Individual Reading and Fill in Reading Log
(Note: Reading Logs will be checked and graded today or over the weekend.)
Questions (and QARs) for Freak the Mighty, pages 88 -
1. Why can't Kevin just stay as he is? What is his particular problem? (page 89) This is a right there question-answer relationship. When you find the words in the question, the answer is right there on the page.
2. Grim does or is thinking of doing three things to prepare in case Max's dad gets out of prison. What are those three things? This is a Think and Search question because you have to look in more than one place to find the answer.
4. What is the best Christmas gift you ever got? This is an On Your Own question because you don't have to read the book at all to answer it. You already knew the answer before you even saw the book, because the answer comes from your own experience or knowledge.
5. What emotions do you think Max is feeling as we read the first two and a half pages of chapter 16? How do you know? This is another Author and You question.
6. At the top of page 110, Max's dad says, "We've got a situation going here, boy, . . . ." What is the situation? In other words, why does Killer Kane want to hide in the old lady's apartment?
7. By page 114, do you think Max's dad killed Max's mother? Is he telling the truth when he swears he didn't? Author and You
8. What does Loretta bring for Max and Killer Kane to eat? This is a right there question-answer relationship.
Asking questions: Question-Answer Relationships (Students will answer questions about our reading today in Freak the Mighty.
2. Worksheet for working with questions: "His Life Wasn't Just Peanuts."
3. Individual Reading and Fill in Reading Log
(Note: Reading Logs will be checked and graded today or over the weekend.)
QARs
1. Why can't Kevin just stay as he is? What is his particular problem? (page 89) This is a right there question-answer relationship. When you find the words in the question, the answer is right there on the page.
2. Grim does or is thinking of doing three things to prepare in case Max's dad gets out of prison. What are those three things? This is a Think and Search question because you have to look in more than one place to find the answer.
3. Is it wrong to tell the sorts of lies Grim is telling on Christmas Eve?
This is an Author and You question. You have to read the book to know what the question is talking about, but you also have to add in your own experience and judgement. 5. What emotions do you think Max is feeling as we read the first two and a half pages of chapter 16? How do you know? This is another Author and You question.
6. At the top of page 110, Max's dad says, "We've got a situation going here, boy, . . . ." What is the situation? In other words, why does Killer Kane want to hide in the old lady's apartment?
7. By page 114, do you think Max's dad killed Max's mother? Is he telling the truth when he swears he didn't? Author and You
8. What does Loretta bring for Max and Killer Kane to eat? This is a right there question-answer relationship.
Monday, December 5, 2011
Wednesday, November 30, 2011
Friday, December 2, 2011
- We read from Freak the Mighty from page 41 to page.
- Reading Strategy: Asking Questions Article to Read after filling out the Handout: (originally found in The Daily Herald) http://www.pantagraph.com/news/weird-news/suit-filed-after-teen-cuffed-for-burping-in-class/article_65d7eaec-1c6e-11e1-9f3a-0019bb2963f4.html Handout: Asking Questions about Mighty and Burp.docx
- Those who still needed to finished up their science packets about insects.
- Individual reading and reading log.
Wednesday, November 30, 2011
 |
| Yum! Insects for lunch! |
- We read from Freak the Mighty from page 15 to page 41. Students drew an illustration in their booklets.
- Students finished up their science packets about insects.
- Individual reading and reading log.
Monday, November 28, 2011
Monday, November 28, 2011
Create a booklet and fill in title page (title, author, genre (Realistic Fiction) and an illustration.
On the next page (just inside) you will write "Cast of Characters," and list the characters as we come to them.
2. Reading Science
Preview Review and work on packet
3. Individual Reading and Log
Thursday, November 24, 2011
Monday, November 21, 2011
Monday, November 21, 2011
Finished reading Maniac Magee.
Individual Reading and Fill Out Reading Log
Reading Science Texts -- especially using external text features
-- work next time on packet
Individual Reading and Fill Out Reading Log
Reading Science Texts -- especially using external text features
-- work next time on packet
Thursday, November 17, 2011
Read from Maniac Magee.
Played Boggle.
Individual Reading and Log.
Correcting packets.
Played Boggle.
Individual Reading and Log.
Correcting packets.
Tuesday, November 15, 2011
Tuesday, November 15, 2011
1. Maniac Magee to page 158
2. Hurricanes --
Clip from movie "Hurricane" which should be called what because it takes place in the Pacific?
Video of Hurricane Damage
3. Science and Technology Packet #4 -- Work in small groups.
4. Individual Reading and Fill out Reading Log. (Read a novel or other book -- preferably one you are reading for English class.)
2. Hurricanes --
Clip from movie "Hurricane" which should be called what because it takes place in the Pacific?
Video of Hurricane Damage
3. Science and Technology Packet #4 -- Work in small groups.
4. Individual Reading and Fill out Reading Log. (Read a novel or other book -- preferably one you are reading for English class.)
Friday, November 11, 2011
Friday, November 11, 2011
Individual Reading Time and Fill out Reading Log
2. Short Story: "11" on 11-11-11 and draw and color a picture -- crayons
3. Puzzler -- How Old?
4. Work on Packets
Maniac Magee, to page 147
2. Short Story: "11" on 11-11-11 and draw and color a picture -- crayons
3. Puzzler -- How Old?
4. Work on Packets
Maniac Magee, to page 147
Wednesday, November 9, 2011
Wednesday, November 9, 2011
Individual Reading and fill out log: novels or long single-subject nonfiction
If you need to unscramble words and have a computer and internet access handy, go to
http://unscramble.net/
If you need to unscramble words and have a computer and internet access handy, go to
http://unscramble.net/
Saturday, November 5, 2011
Do or Do Not. There is no try.
You CAN do it!Sometimes you must unlearn what you have learned before, if those things are keeping you from succeeding.
Try this link to a clip from Star Wars.
Thursday, November 3, 2011
Thursday, November 3, 2011
1. Individual Reading time and fill in reading log. This term you must be reading a novel or a nonfiction book that focuses on one topic.
2. Work in pairs on the Science packet: Mars
3. Maniac Magee to page 121.
2. Work in pairs on the Science packet: Mars
3. Maniac Magee to page 121.
Monday, October 31, 2011
Tuesday, November 1, 2011
Happy Day After Halloween -- also known as All Saints Day.
Today you will have a substitute since Ms. Dorsey will be participating in district meetings all day. Extra credit is available to students who cooperate with the sub.
1. Self-Starter: Pick up your folder and read for twenty minutes. Don't forget to fill out your reading log.
2. Reading-Science packet to complete and correct: Siberian Tigers
3. Maniac Magee, page 106 plus
Today you will have a substitute since Ms. Dorsey will be participating in district meetings all day. Extra credit is available to students who cooperate with the sub.
1. Self-Starter: Pick up your folder and read for twenty minutes. Don't forget to fill out your reading log.
2. Reading-Science packet to complete and correct: Siberian Tigers
3. Maniac Magee, page 106 plus
Friday, October 28, 2011
Friday, October 28, 2011
Individual Reading and NEW Reading Log
Fluency Practice -- Reading Plays
Boggle?
Maniac Magee page 106 -
Fluency Practice -- Reading Plays
Boggle?
Maniac Magee page 106 -
Wednesday, October 26, 2011
Wednesday, October 26, 2011
Individual Reading and Fill out reading log
Fluency Practice -- Reading Plays
Practice and Present
Maniac Magee, page 106
For second term during individual reading time, you will need to read a book that you will continue to read over several classes. No magazines, world records, Wimpy Kid, etc.
Fluency Practice -- Reading Plays
Practice and Present
Maniac Magee, page 106
For second term during individual reading time, you will need to read a book that you will continue to read over several classes. No magazines, world records, Wimpy Kid, etc.
Monday, October 24, 2011
Monday, October 24, 2011
Individual Reading Time and Fill out Reading Log
Partner Fluency
Boggle -- spelling, scanning for words
Maniac Magee p. 100 (We didn't do any reading today in this novel.)
Partner Fluency
Boggle -- spelling, scanning for words
Maniac Magee p. 100 (We didn't do any reading today in this novel.)
Tuesday, October 18, 2011
Tuesday, October 18, 2011
1. Individual Reading Time and fill in reading log. 2. Practice using reading strategies
- Recognizing conventions of genre -- science fiction/fantasy
- Making connections
3. Maniac Magee, page 87 to page 100.
No Mock Trial on Wednesday, October 19.
Intervention is available for English and reading classes.
October 19th is the
last day to hand in late, revised, or extra-credit work for first term .
Wednesday, October 12, 2011
Friday, October 14, 2011
Pick up folder.
Individual reading and log.
Finish up all famous people packets, discuss biography/autobiography, and complete a final review/quiz.
Read/study article about the Supreme Court and whether school officials can search YOUR locker.
Reading Maniac Magee
Individual reading and log.
Finish up all famous people packets, discuss biography/autobiography, and complete a final review/quiz.
Read/study article about the Supreme Court and whether school officials can search YOUR locker.
Reading Maniac Magee
Wednesday, October 12, 2011
Pick up folder.
Individual reading and log.
Reading Strategy Practice: Work again on famous people packets, and read a book about Columbus.
Reading Maniac Magee
Individual reading and log.
Reading Strategy Practice: Work again on famous people packets, and read a book about Columbus.
Reading Maniac Magee
Monday, October 10, 2011
Pick up folder.
Individual reading and log.
Reading Strategy Practice: Sacajawea (However you pronounce her name!)
This is an interesting website: http://sacajawea.idahostatesman.com/flash_intro_bg.htm
Reading Maniac Magee
Individual reading and log.
Reading Strategy Practice: Sacajawea (However you pronounce her name!)
This is an interesting website: http://sacajawea.idahostatesman.com/flash_intro_bg.htm
Reading Maniac Magee
Thursday, October 6, 2011
Pick up folder.
Individual reading and log.
Reading Strategy Practice: Columbus
Reading Maniac Magee
Individual reading and log.
Reading Strategy Practice: Columbus
Reading Maniac Magee
Tuesday, October 4, 2011
Pick up folder.
Individual reading and log.
Reading Strategy Practice: Helen Keller
For more information see: http://www.afb.org/braillebug/hkmuseum.asp
Reading Maniac Magee
Individual reading and log.
Reading Strategy Practice: Helen Keller
For more information see: http://www.afb.org/braillebug/hkmuseum.asp
Reading Maniac Magee
Friday, September 30, 2011
Pick up folder.
Individual reading and log.
Reading Strategy Practice -- Frederik Douglass
For more information, see http://www.pbs.org/wgbh/aia/part4/4p1539.html
Reading Maniac Magee
Individual reading and log.
Reading Strategy Practice -- Frederik Douglass
For more information, see http://www.pbs.org/wgbh/aia/part4/4p1539.html
Reading Maniac Magee
Wednesday, September 28, 2011
Pick up folder.
Individual reading and log.
Reading Strategy Practice
Reading Maniac Magee
Individual reading and log.
Reading Strategy Practice
Reading Maniac Magee
Monday, October 10, 2011
an author you might be able to meet
Awarding-winning author Susan Campbell Bartoletti will be at the BYU Bookstore Thursday afternoon between 4:15 and 5:15. She’ll be there to sign books and to chat with anyone who wants to chat.
http://www.scbartoletti.com/
http://www.scbartoletti.com/
Thursday, September 22, 2011
Monday, September 26, 2011
1. Pick up book and folder.
Reading Maniac Magee. We read from page 28 to page 38.
2. Reading Strategies -- Handout -- Background/Inference practice with comic strips
3. Fluency practice with poem -- Sarah Cynthia Sylvia Stout
4. Sustained Silent Reading with Reading Log
Reading Maniac Magee. We read from page 28 to page 38.
2. Reading Strategies -- Handout -- Background/Inference practice with comic strips
3. Fluency practice with poem -- Sarah Cynthia Sylvia Stout
4. Sustained Silent Reading with Reading Log
- It's minimal Day so we will have shorter classes and earlier lunches.
| Time | Period | Minutes |
| 8:15 – 9:15 | 1st Period | 60 minutes |
| 9:20 – 10:20 | 2nd Period/Announcements | 60 minutes |
| 10:20 – 10:45 | First Lunch | 25 minutes |
| 10:50 – 11:50 | 3rd Period | 60 minutes |
| 10:25 – 11:25 | 3rd Period | 60 minutes |
| 11:25 – 11:50 | Second Lunch | 25 minutes |
| 11:55 – 12:55 | 4th Period | 60 minutes |
Wednesday, September 21, 2011
Thursday, September 22, 2011
Pick up book and folder.
Reading Maniac Magee. We read from page 20 to page 28.
We checked our Alignment.
Maniac and Tall Tales -- Making text-to-text connections
and summarizing Tall Tales
Each group receives a tall tale picture book.
Read your book as a group and create a poster that summarizes the Tall Tale. Make sure you include this information:
And add an illustration.
Individual reading time and reading log.
___________________________________________
Selective Attention Test another time.
Look over Reading Strategies
Fluency Practice: Sarah Cynthia Silvia Stout Would NOT . . .
Inner Voices: Noticing your own thinking = metacognition (This is a big word that means "thinking about your thinking."
We may to a metacognition/inner voices exercise.
Reading Maniac Magee. We read from page 20 to page 28.
We checked our Alignment.
Maniac and Tall Tales -- Making text-to-text connections
and summarizing Tall Tales
Each group receives a tall tale picture book.
Read your book as a group and create a poster that summarizes the Tall Tale. Make sure you include this information:
The Name of the Person
What was special about that person?
What did he or she accomplish?
And add an illustration.
Individual reading time and reading log.
___________________________________________
Selective Attention Test another time.
Look over Reading Strategies
Fluency Practice: Sarah Cynthia Silvia Stout Would NOT . . .
Inner Voices: Noticing your own thinking = metacognition (This is a big word that means "thinking about your thinking."
We may to a metacognition/inner voices exercise.
Tuesday, September 20, 2011
Tuesday, September 20, 2011
We have a new seating chart today.
Pick up book and folder.
Today we started reading Maniac Magee. We read to page 20.
We talked about how you choose a book, and
somebody wanted. . . . but. . . so. . . . .
We did a fluency practice with the poem "Sick."
Individual Reading time and Reading Log
We did one Story with a Hole and began another in book 12 -- gowns.
Teacher's notes:
strategies charts
targets
MM questions --
Pick up book and folder.
Today we started reading Maniac Magee. We read to page 20.
We talked about how you choose a book, and
somebody wanted. . . . but. . . so. . . . .
We did a fluency practice with the poem "Sick."
Individual Reading time and Reading Log
We did one Story with a Hole and began another in book 12 -- gowns.
Teacher's notes:
strategies charts
targets
MM questions --
Friday, September 16, 2011
Friday, September 16, 2011
Self-Starter: Pick up book and folder.
We finished reading Regarding the Fountain.
Summarizing:
We summarized two cartoons
Naughty but Mice using a plot diagram, and
Pop the Fox using the "SWBS" graphic organizer: Someone Wanted. . . But. . So. . .
Sustained Silent Reading -- 15 minutes and Reading log
We finished reading Regarding the Fountain.
Summarizing:
We summarized two cartoons
Naughty but Mice using a plot diagram, and
Pop the Fox using the "SWBS" graphic organizer: Someone Wanted. . . But. . So. . .
Sustained Silent Reading -- 15 minutes and Reading log
Wednesday, September 14, 2011
September 14, 2011
Pick up book and folder.
Read together as a class from Regarding the Fountain to page 108.
More on Summarizing:
Why Summarize?
Summarizing helps:
(We read an article in the Daily Herald newspaper. You can find the same article online at
http://www.heraldextra.com/news/state-and-regional/article_8f963bb6-bc39-5e81-b084-404b690ac910.html)
1. Notice whether there is a title and whether it seems to tell you about what is in the article or book.
2. Ask yourself what questions you might have based on the title.
3. Notice repeated words and/or their synonyms or pronouns that are taking their place.
( See the words in the chart below for this article.)
4. Use the answers you found to your questions and the repeated words to create a summary of what you've read.
Reading time -- about 15-18 minutes today for those who read the full time.
Read together as a class from Regarding the Fountain to page 108.
More on Summarizing:
Why Summarize?
Summarizing helps:
(We read an article in the Daily Herald newspaper. You can find the same article online at
http://www.heraldextra.com/news/state-and-regional/article_8f963bb6-bc39-5e81-b084-404b690ac910.html)
1. Notice whether there is a title and whether it seems to tell you about what is in the article or book.
2. Ask yourself what questions you might have based on the title.
3. Notice repeated words and/or their synonyms or pronouns that are taking their place.
( See the words in the chart below for this article.)
4. Use the answers you found to your questions and the repeated words to create a summary of what you've read.
Summarizing
"Group lifts burning car off trapped man in Logan" | ||
| ||
3. Are there repeated words or phrases? (nouns, verbs) and their synonyms | How many times is it repeated? | Are there synonyms or pronouns or other forms for that word? |
a)motorcyclist, | Brandon Wright, the man they saved, 21-year-old Utah State Univeristy student, he | |
b) rescuers | university math students, their, they, and a half-dozen others, | |
c) car, BMW | ||
d) crash, wreckage, | ||
e) heroes, heroics | ||
f) burning | flaming, smoke, flames | |
also university and Utah State University slid (twice or more)safety (twice) 4. Use words from above to create a summary of the article or story. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ | ||
Reading time -- about 15-18 minutes today for those who read the full time.
Friday, September 9, 2011
No Cave Time with Ms. D on Tuesday
No Cave Time will be held in Ms. Dorsey’s room on Tuesday, September 13.
Thursday, September 8, 2011
September 12, 2011
Early-out Monday
1. Pick up book (Regarding the Fountain) and your folder. We are on page 76.
2. Summarizing: More SWBS
Somebody wanted (or was) . . . . . but. . . . so. . . .
Elements of Literature, page 629 "Oni and the Great Bird"
Read and fill in an SWBS for the story.
3. Summarizing 2: Try the SWBS on a newspaper story chosen by Ms. D.
4. Summarizing 3: Try out the summarizing strategy-- identifying repeated words (Words such as "a, an, the, of" don't count!)
5. We did not hold individual Silent Reading time or filling out the reading log.
If you were absent, ask Ms. Dorsey for the SWBS materials, and for the make-up sheet for reading time!
1. Pick up book (Regarding the Fountain) and your folder. We are on page 76.
2. Summarizing: More SWBS
Somebody wanted (or was) . . . . . but. . . . so. . . .
Elements of Literature, page 629 "Oni and the Great Bird"
Read and fill in an SWBS for the story.
3. Summarizing 2: Try the SWBS on a newspaper story chosen by Ms. D.
4. Summarizing 3: Try out the summarizing strategy-- identifying repeated words (Words such as "a, an, the, of" don't count!)
5. We did not hold individual Silent Reading time or filling out the reading log.
Next time, why summarize? Because it's easier than winterizing! Really, we will discuss why summarizing can make your life easier, and will learn more about strategies you can use to summarize what you read.
If you were absent, ask Ms. Dorsey for the SWBS materials, and for the make-up sheet for reading time!
September 8, 2011
1. Sustained Silent Reading and fill out your reading log -- 15 minutes
2. Reading from the class novel: Regarding the Fountain -- through page 75
Ooooo -- Mr. Wright, we saw some logical fallacies used by a certain disreputable character in the book, including the slippery slope!
3. Summarizing --
We began learning to use the SWBS strategy to summarize fiction (made-up stories).
Students listened to the story of the Three Little Pigs, and looked at an SWBS for it.
Students read a brief story called "Seeing is Believing" and filled in an SWBS for it -- in small groups and as a class.
Next time we will do another SWBS for a longer story.
Next time, let's see if we can apply this strategy to nonfiction, too!
We may also have time to practice a summarizing strategy for nonfiction -- identifying repeated words!
If you were absent, ask Ms. Dorsey for the SWBS materials, and for the make-up sheet for reading time!
2. Reading from the class novel: Regarding the Fountain -- through page 75
Ooooo -- Mr. Wright, we saw some logical fallacies used by a certain disreputable character in the book, including the slippery slope!
3. Summarizing --
We began learning to use the SWBS strategy to summarize fiction (made-up stories).
Somebody wanted. . . . . . . but. . . . . . so. . . . . .
Students listened to the story of the Three Little Pigs, and looked at an SWBS for it.
Students read a brief story called "Seeing is Believing" and filled in an SWBS for it -- in small groups and as a class.
Next time we will do another SWBS for a longer story.
Next time, let's see if we can apply this strategy to nonfiction, too!
We may also have time to practice a summarizing strategy for nonfiction -- identifying repeated words!
If you were absent, ask Ms. Dorsey for the SWBS materials, and for the make-up sheet for reading time!
Tuesday, September 6, 2011
September 6, 2011
Read from the Class Novel: Regarding the Fountain read from page 48 to page 65
Effective readers change how they read depending on what and why they are reading.
Individual Reading Time (25 minutes) and Reading Log
This is what I was telling you about -- the summaries of Harry Potter in a page.
http://theburrowstudio.blogspot.com/p/summharry-posters-free-printable.html
Scroll down to Large-Format Printable Image Files
This site also shows them and other fun stuff. Today I didn't see anything objectionable there, but I can't guarantee that for the future. --
http://sandboxworld.com/the-summharry-harry-potter-parody-by-lucy-knisley/hp2-1/
Newspaper -- Answering a couple of questions and summarizing articles in sentences and a few words.
Next time -- improving summarizing.
What to do if you don't have BK!
Next time -- improving summarizing.
What to do if you don't have BK!
Effective readers change how they read depending on what and why they are reading.
Individual Reading Time (25 minutes) and Reading Log
This is what I was telling you about -- the summaries of Harry Potter in a page.
http://theburrowstudio.blogspot.com/p/summharry-posters-free-printable.html
Scroll down to Large-Format Printable Image Files
This site also shows them and other fun stuff. Today I didn't see anything objectionable there, but I can't guarantee that for the future. --
http://sandboxworld.com/the-summharry-harry-potter-parody-by-lucy-knisley/hp2-1/
Tuesday, August 30, 2011
September 1, 2011
Read from the Class Novel: Regarding the Fountain read from page 34 to page 48
Filling in the blanks:
Students read a passage that was missing many letters. We discussed what we had to do to read the passage -- and found that we could!
_____________________
Battle of the Bags -- Students each received a bag of chips, and read from the bags (7 different kinds) to answer these questions.
Effective readers change how they read depending on what and why they are reading.
Individual Reading Time ( 15 minutes) and Reading Log
Filling in the blanks:
Students read a passage that was missing many letters. We discussed what we had to do to read the passage -- and found that we could!
_____________________
Battle of the Bags -- Students each received a bag of chips, and read from the bags (7 different kinds) to answer these questions.
- Which of the bags has or have the least calories?
Which is better – more or less calories? Why?
- Which of the bags has or have the least total fat?
- Which has the most sodium?
What is another name for sodium?
- What is the number 1 (most) ingredient in your bag?
- Which type of chips has the smallest number of ingredients?
- Which seems to have the most vitamins by percent?
- Which would provide you with the most carbohydrates?
- Which has the most potassium?
- Which has the most protein?
- Which tastes the best?
- Which is the healthiest?
- By when should this product be purchased and used?
13. Which of the above questions ask for opinions rather than fact?
Effective readers change how they read depending on what and why they are reading.
Individual Reading Time ( 15 minutes) and Reading Log
August 30, 2011
Read from the Class Novel: Regarding the Fountain to page 34.
Reading Newspapers: Students found answers to questions about articles and cartoons in today's and yesterday's newspaper.
Effective readers change how they read depending on what and why they are reading.
Julian Smith is "Readin' a Book"
Individual Reading Time (20 minutes) and Reading Log
Reading Newspapers: Students found answers to questions about articles and cartoons in today's and yesterday's newspaper.
Effective readers change how they read depending on what and why they are reading.
Julian Smith is "Readin' a Book"
Individual Reading Time (20 minutes) and Reading Log
Thursday, August 25, 2011
August 26, 2011
1. Begin class novel -- Regarding the Fountain 1. Recognize that there are different types of reading, and that your purpose will be different depending on what you are reading.What modes of communication have you used? What ways of communicating aren't usually used any more? (smoke-signals? telegrams?) Do you read each differently? Set a purpose for this novel.
a. What structural changes would you like to see in our school? I suggested skylights in the rooms that don't have windows -- that is, the ones on the second floor. What other changes to the building would make it better? [Make-up if you missed. Fill out this handout:
Regarding the Fountain Anticipation
2. Line up in alphabetical order by last name and receive a folder to mark with your name (last, first) and to decorate. The folders will be kept in the B4 black crate on the counter. Hang onto yours so you can place your reading log in it before you leave class today.
3. Strategy instruction. --
Change HOW you read based on WHAT and WHY you read.
4. Find a book or magazine for individual reading time. -- INDIVIDUAL READING TIME. --Receive and fill out your reading log. -- How to check out books from this classroom [Make-up work: Pick up one of the pink make--up forms for reading, or download it using this link:
Reading Log 7 Make-Up Log.doc
5. Collect folders and place in crate.
a. What structural changes would you like to see in our school? I suggested skylights in the rooms that don't have windows -- that is, the ones on the second floor. What other changes to the building would make it better? [Make-up if you missed. Fill out this handout:
Regarding the Fountain Anticipation
2. Line up in alphabetical order by last name and receive a folder to mark with your name (last, first) and to decorate. The folders will be kept in the B4 black crate on the counter. Hang onto yours so you can place your reading log in it before you leave class today.
3. Strategy instruction. --
Change HOW you read based on WHAT and WHY you read.
4. Find a book or magazine for individual reading time. -- INDIVIDUAL READING TIME. --Receive and fill out your reading log. -- How to check out books from this classroom [Make-up work: Pick up one of the pink make--up forms for reading, or download it using this link:
Reading Log 7 Make-Up Log.doc
5. Collect folders and place in crate.
Wednesday, August 24, 2011
August 24, 2011
August 24, 2011
1. Find your assigned seat and fill out the surveys/forms. Sorry there are so many, but we need some for data collection, and some to help you find books you might like, set reading, goals, and improve the reading skills you most need to improve. (Make-up: get the surveys/forms from the file next to your class crate.)
2. Read aloud by the teacher from Beyonders by Brandon Mull
3. Receive your disclosure document and take a quiz on it. Discuss.
Your signature sheet is due by August 31. (Make-up: get the disclosure and quiz from the file next to your class crate. Note: The answer to questions #9 is not on the document. Instead, find the citizenship rubric in your planner.)
4. Brian Regan on reading
5. Book pass as reading time. (Make-up: get the book pass form from the file next to your class crate. In the classroom during CaveTime or in the Media Center, quickly select three books that look interesting to you. Read the front and back of the first, record the title on the book pass form, starting at the first page, read from the book for three to five minutes. Note on the book pass form whether you'd be interested in reading the rest of it. Do the same for the other two books. Hand in the book pass form.)
1. Find your assigned seat and fill out the surveys/forms. Sorry there are so many, but we need some for data collection, and some to help you find books you might like, set reading, goals, and improve the reading skills you most need to improve. (Make-up: get the surveys/forms from the file next to your class crate.)
2. Read aloud by the teacher from Beyonders by Brandon Mull
3. Receive your disclosure document and take a quiz on it. Discuss.
Your signature sheet is due by August 31. (Make-up: get the disclosure and quiz from the file next to your class crate. Note: The answer to questions #9 is not on the document. Instead, find the citizenship rubric in your planner.)
4. Brian Regan on reading
5. Book pass as reading time. (Make-up: get the book pass form from the file next to your class crate. In the classroom during CaveTime or in the Media Center, quickly select three books that look interesting to you. Read the front and back of the first, record the title on the book pass form, starting at the first page, read from the book for three to five minutes. Note on the book pass form whether you'd be interested in reading the rest of it. Do the same for the other two books. Hand in the book pass form.)
Friday, August 19, 2011
What Do You Need to Bring?
Welcome to Reading Dynamics Class!
While the sales on school supplies are available, it's a good idea to stock up on the things you'll need later, but that will be much more expensive then !
Note: If your family cannot afford school supplies, please speak with a teacher or administrator.
Here are some required and suggested items.
For this reading class you will need these items each day:
Bring your own pencils and pens every day. I will have some available to loan, but you should return them at the end of class, and should only rarely need to borrow.- Bring lined paper.
- One or more packs of 3 x 3 inch sticky notes.
- 2 different colored highlighters
- For every class, bring a book to read during Supported Independent Reading. You'll receive more information about how to select books.
Suggested (optional): (for this and other classes)
- Colored pencils may be needed for history class, and come in handy at times in other classes.
- A three-ring hole-punch that fits in your binder is very helpful if you receive handouts that haven't been punched.
- A small manual pencil sharpener
- A small pack of Kleenex -- We usually have facial tissues/Kleenex available in our classrooms, but they are not soft on a tender nose.
- Hand sanitizer
- If you find a good deal, you might want to have on hand some poster board. Sometimes teachers will assign students to create posters, and it's nice not to have to run out to the store at 10 pm when the student remembers he or she has a poster due the next day.
- A thumb drive/flash drive to save computer work from here and home.
Computers and Internet
Note to Parents: If you have a computer and printer, you will want to check to see that you have enough printer ink on hand so your student can print off homework when needed for any class. Please encourage your student to finish and hand-in assignments before the deadline, so any computer or printer problems don't make them late.
More about computers and Internet: It is very helpful to have the Internet available at home. Our English classes use a writing program called MYAccess for several assignments during the year. We access it at school, and students can write and revise their work from home or anywhere else they can use the Internet. That also allows parents to read their student's writing and watch their progress.
Students may also need to do research on the Internet for various classes.
If you do not have access at home, the student could use computers in our school media center, sometimes (such as during CaveTime) our computer labs are open to students who need extra time, and the Internet is available at the public library.
Parents will need to sign a release for the student to use the Internet at school (this is usually done as students are registered), and the student will need to have his or her Internet card (student ID card) in hand to use the Internet on the media center computers and in the other computer labs.
Teacher Web Sites
Many of our teachers have web sites, blogs, and wikis where you can find much information about classes, requirements, etc. Take advantage of this resource.
If you're absent or looking for more information or maybe some extra credit, check this blog. You will most likely be required to use this blog at times.
Published 8/9/11 updated 8/19/11
Tuesday, August 9, 2011
Dynamics?
from Dictionary.Com:dy·nam·ic
[dahy-nam-ik]adjective Also, dy·nam·i·cal.
1. pertaining to or characterized by energy or effective action; vigorously active or forceful; energetic: the dynamic president of the firm.
2.Physics .
a.of or pertaining to force or power.
b.of or pertaining to force related to motion.
dynamics: . ( used with a plural verb 
) the motivating or driving forces, physical or moral, in any field.
) the motivating or driving forces, physical or moral, in any field. Word Origin & History
dynamic 1817, as a term in philosophy; 1827 in the sense "force producing motion," from Fr. dynamique (1762), from Ger. dynamisch, introduced by Leibnitz 1691 from Gk. dynamikos "powerful," from dynamis "power," from dynasthai "be able to have power," of unknown origin. The figurative sense of "active, potent,
Online Etymology Dictionary, © 2010 Douglas Harper
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