Tuesday, Oct. 6

Periods 1-5
1. Fluency

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 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.2.

2. Word wall

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

3. Finish selective underlining/summary

Task or objective: Students will summarize the main idea of a story, specifically Lesson 1 of the Impact book, by using 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

(1) Australian conservationist Steve Irwin, better known as “The Crocodile Hunter,” died at the age of 44 doing what he loved. (2) Irwin became famous for caring for animals and for his television program “The Crocodile Hunter.” (3) “The Crocodile Hunter,” which became a hit all over the world, showed viewers dangerous situations and close encounters with potentially deadly creatures. (4) Irwin made many contributions to wildlife education and protection, ran an organization to rescue and relocate crocodiles, and supported many animal charities. (5) Irwin learned about wildlife protection from his parents, who were both animal activists. (6) Irwin, a professional by experience, became an expert on endangered wildlife, especially those animals that were dangerous. (7) Irwin’s critics thought he provoked animals to make his TV show more exciting. (8) He died Sept. 4, 2006, when a stingray’s poisonous barb pierced him in the chest. (9) Irwin will be remembered as a conservationist, educator, entertainer, and family man.

4. Answer comprehension questions
Task or objective: Students will identify the main idea in an FCAT-like story
Method(s) or strategies: Students will answer the postlesson comprehension questions

5. New vocabulary
Task or objective: The students will learn the vocabulary associated with Lesson 2 of the "Topics for the Restless" book
1. evolved: developed gradually to a higher state or condition (V)
2. organic: related to living organisms (ADJ0
3. sustention: ability to be supported or kept
4. microscopic: very small (adj): The fish in the tank were microscopic. The fish in the tank were very small.
5. nutrients: sources of food or nourishment
6. vents: openings used as outlets for gas or air
7. surpass: be greater than
8. friction: rubbing away (n)
9. sediments: the stuff that settles to the bottom of a liquid

5. Teacher readaloud

Task or objective: Students will listen to the teacher model good reading
Method(s) or strategies: Teacher readaloud
Evaluation: The teacher will ask probing questions during the readaloud to be sure students are paying attention