Wednesday, Sept. 23

Periods 1-5
Task or objective: Students will summarize the main idea of a story, specifically Lesson 1 of the Impact book, by using the reading strategy known as selective underlining
Method(s) or strategies: (1) The teacher will model the strategy by doing the first few paragraphs as a class. The class will finish the remaining paragraphs on its own once it is apparent that the strategy is understood. (2) Students will take the target notes for each paragraph and create a summary
Evaluation: The production of a summary, which will be handed in, will reflect understanding of the strategy
FCAT activity: Main idea

Paragraph 1
Sentence 1: It is
Sentence 2: Steve dressed
Sentence 3: Images are
Sentence 4: Irwin died
Target note: Steve Irwin

Paragraph 2
Sentence 1: Irwin was
Sent 2: Irwin became
Target note: became famous

Para 3
Sent 1: The Crocodile Hunter was
Sente 2: It was
Sentence 3: critics cited
Sentence 4: The Crocodile Hunter showed
Sentence 5: success led
Target note: The Crocodile Hunter

Paragraph 4
Sentence 1: Irwin was
Sentence 2: He made, ran, supported
Target note: wildlife protection

Paragraph 5
Sentence 1: It seems
Sentence 2: parents were, founded
Sentence 3: steve spent
Sentence 4: He was given, father had taught
Sentence 5: steve helped
Sentence 6: He, Terri took
Target note: family

Paragraph 6
Sentence 1: Irwin considered
Sentence 2: He shared
Sentence 3: He was
Sentence 4: He was able
Sentence 5: Steve became
Target note: expert wildlife educator

Paragraph 7
Sentence 1: He did have
Sentence 2: People complained
Sentence 3: People thought
Sentence 4: Steve said
Sentence 5: stunt ended
Target note: critics

Paragraph 8
Sentence 1: Steve was filming
Sentence 2: he was snorkeling
Sentence 3: barb hit
Sentence 4: Irwin died
Sentence 5: People were devastated
Sentence 6: people mourned
Target note: death

Paragraph 9
Sentence 1: death left
Sentence 2: It was
Sentence 3: It was
Sentence 4: Irwin died
Sentence 5: he will be remembered
Target note: Irwin remembered

Task or objective: Students will become more fluent by attempting a reading probe (from the Jamestown fluency book used in class)
Method(s) or strategies: Students will pair and read a fluency passage. The first read is known as the cold, the second read is the whisper, the third read is led by the teacher, and the last read is the hot. By the end of the year, students should have improved their words-per-minute totals while also becoming more accurate.
Evaluation: Pairs grade each other depending on the number of words read in one minute, circling the mistakes for those words that have been mispronounced, dropped, etc.
FCAT activity:

Task or objective: Students will review important vocabulary words they will most likely see on the FCAT
Method(s) or strategies: Word wall review
Evaluation: Teacher will call on random students to tell him the definition of each of the words on the word wall
FCAT activity: