Periods 1-5
1. Students will take the FAIR test to determine their success rates on the 2009-2010 FCAT retakes (FAIR test)
2. Students will use the remediation program known as Read-On to practice those FCAT areas in which they are weak
Tuesday, September 29, 2009
Thursday, Oct. 1
Periods 1-5
1. Students will read for 30 minutes as a way to become more fluent (SSR)
2. Students will react to what they read during SSR by completing a writing log (to be turned in next Friday
ESSENTIAL QUESTION: Explain what it means to be a "professional by experience"
PROMPTS (Need to be single-spaced and at least one page long. Put the number of the prompt you chose at the top of your paper)
• After reading, I wonder...
• Based on what you've read so far, how does the story make you feel?
• The best part of this reading was when…
• Choose a new title for what you are reading. Defend your reasons for the new title.
• Compare the plot of what you are reading with the plot of your favorite book.
• Compare what is happening to a character in the book with your own or a friend's life.
• Create a comic strip detailing today’s reading.
• Create a timeline of events from what you have read so far.
• Describe several insights you’ve gained from your reading.
• Discuss why you like or dislike what you are reading.
• Draw a comic strip or graphic novel page for what you just read.
• Draw a picture for what you just read.
• Draw a wanted poster for the antagonist. Be sure to include a picture of the antagonist’s face, a list
of the antagonist’s ‘crimes’ from the story, and the ‘reward’ amount.
• Evaluate the quality of the writing. What are good writing traits for this genre?
• Formulate your own opinions about why your favorite character is necessary to the story.
• Formulate your own opinions about why your least favorite character is necessary to the story.
• From what you read, choose an event that you can connect to your life. Describe the event and
how it connects to your life.
• How is the setting similar to places you have been or seen in your life?
• How would changing the setting’s place change the story?
• I didn’t get it when…
• I wonder…
• I would rather read than…
• I would read more if…
• If I were asked if I’m a good reader, I would say…
• If you were to pick five items to represent a story, what would they be and why?
• In few paragraphs, summarize what you read today.
• Infer events in the characters past to make him or her react as they are now.
• Justify how one of the characters is like you and how the character is different from you.
• List the physical characteristics of the main character (clothing, physical features, etc.)
• List three questions you have about what you read.
• Name the character most like you. What makes this character so similar to you?
• Pretend what you are reading is nominated for a national award. Explain why you think it should
or should not receive an award.
• Pretend you are a talk show host and two characters are the guests on your show. Which characters
21. would you chose and why? List two questions that you, the host, would ask each character.
1. Students will read for 30 minutes as a way to become more fluent (SSR)
2. Students will react to what they read during SSR by completing a writing log (to be turned in next Friday
ESSENTIAL QUESTION: Explain what it means to be a "professional by experience"
PROMPTS (Need to be single-spaced and at least one page long. Put the number of the prompt you chose at the top of your paper)
• After reading, I wonder...
• Based on what you've read so far, how does the story make you feel?
• The best part of this reading was when…
• Choose a new title for what you are reading. Defend your reasons for the new title.
• Compare the plot of what you are reading with the plot of your favorite book.
• Compare what is happening to a character in the book with your own or a friend's life.
• Create a comic strip detailing today’s reading.
• Create a timeline of events from what you have read so far.
• Describe several insights you’ve gained from your reading.
• Discuss why you like or dislike what you are reading.
• Draw a comic strip or graphic novel page for what you just read.
• Draw a picture for what you just read.
• Draw a wanted poster for the antagonist. Be sure to include a picture of the antagonist’s face, a list
of the antagonist’s ‘crimes’ from the story, and the ‘reward’ amount.
• Evaluate the quality of the writing. What are good writing traits for this genre?
• Formulate your own opinions about why your favorite character is necessary to the story.
• Formulate your own opinions about why your least favorite character is necessary to the story.
• From what you read, choose an event that you can connect to your life. Describe the event and
how it connects to your life.
• How is the setting similar to places you have been or seen in your life?
• How would changing the setting’s place change the story?
• I didn’t get it when…
• I wonder…
• I would rather read than…
• I would read more if…
• If I were asked if I’m a good reader, I would say…
• If you were to pick five items to represent a story, what would they be and why?
• In few paragraphs, summarize what you read today.
• Infer events in the characters past to make him or her react as they are now.
• Justify how one of the characters is like you and how the character is different from you.
• List the physical characteristics of the main character (clothing, physical features, etc.)
• List three questions you have about what you read.
• Name the character most like you. What makes this character so similar to you?
• Pretend what you are reading is nominated for a national award. Explain why you think it should
or should not receive an award.
• Pretend you are a talk show host and two characters are the guests on your show. Which characters
21. would you chose and why? List two questions that you, the host, would ask each character.
Wednesday, Sept. 30
Periods 1-5
1. Students will take the FAIR test to determine their success rates on the 2009-2010 FCAT retakes (FAIR test)
1. Students will take the FAIR test to determine their success rates on the 2009-2010 FCAT retakes (FAIR test)
Tuesday, Sept. 29
Periods 1-5
1. Students will take the FAIR test to determine their success rates on the 2009-2010 FCAT retakes (FAIR test)
1. Students will take the FAIR test to determine their success rates on the 2009-2010 FCAT retakes (FAIR test)
Friday, Sept. 25
Periods 1-5
1. Tell students to take out their AR book and put it on their desk. You will then walk the aisles and write down the names of those students who failed to bring their AR books to class. By the way, you will know that a book is AR by the light green sticker found on the spine. Students only receive credit for SSR if their book is AR. Once you are finished with that, tell those students who forgot their books that they can now get out of their seats and borrow one from the classroom library.
2. As soon as everyone has a book and is seated, go ahead and start the classroom timer. The students will read silently for 30 minutes. Please write down the names of those students who are not on task during SSR (sleeping, head down, talking, doing work for another class, etc.).
3. Once the 30 minutes has ended, put the choice of prompts on the overhead – or you can write them on the board -- and tell the students that they are now to complete a writing log on what they have read. The log needs to be single-spaced, be at least a page long, and go on the back of the writing log they completed last week. Tell them that if they can’t follow these simple instructions, then they will not receive credit for their writing log.
4. When there is five minutes left in the period, go ahead and collect all writing logs.
1. Tell students to take out their AR book and put it on their desk. You will then walk the aisles and write down the names of those students who failed to bring their AR books to class. By the way, you will know that a book is AR by the light green sticker found on the spine. Students only receive credit for SSR if their book is AR. Once you are finished with that, tell those students who forgot their books that they can now get out of their seats and borrow one from the classroom library.
2. As soon as everyone has a book and is seated, go ahead and start the classroom timer. The students will read silently for 30 minutes. Please write down the names of those students who are not on task during SSR (sleeping, head down, talking, doing work for another class, etc.).
3. Once the 30 minutes has ended, put the choice of prompts on the overhead – or you can write them on the board -- and tell the students that they are now to complete a writing log on what they have read. The log needs to be single-spaced, be at least a page long, and go on the back of the writing log they completed last week. Tell them that if they can’t follow these simple instructions, then they will not receive credit for their writing log.
4. When there is five minutes left in the period, go ahead and collect all writing logs.
Thursday, Sept. 24
Periods 1-5
2. Play Vocabulary pyramid
Here is how it works:
--Split the class into two groups (if there is an odd number of students in class, then have the odd person keep score)
---Have the groups sit on separate sides of the room.
--Nominate a captain for each team (or ask for volunteers to be the captain)
--Take a coin and ask one of the captains to call it in the air. The team that wins goes first.
--Take two desks and push them against the front white board, with the desks facing each other. The desk for the person trying to figure out the word should have its back to the white board.
--The captain for the team that won the toss would then choose which two students to go first. Ask one of the students whether he/she wants to give or receive the clue.
--Once the students are seated (with one student looking at the whiteboard and the other student with his/her back to the whiteboard), go ahead and choose a word from the wall and write it on the board.
--Once you have finished writing the word on the wall, go ahead and start the timer. Each team has 30 SECONDS to figure out the word being described. If the team can’t figure out the word in 30 seconds, then that team loses its turn and the other team is now up.
--The student looking at the board should now be giving clues as to the word on the board. Allow the student giving clues to use his/her VIS sheet. However, the student trying to figure out the vocab word IS NOT ALLOWED to use a VIS sheet.
--If you hear a team shouting out the word or clues to the word then disqualify that team and give the other team the right to sit in the ‘hot seat.’
--If the team keeps getting the word right, then they would keep their turn and continue racking up points.
2. Play Vocabulary pyramid
Here is how it works:
--Split the class into two groups (if there is an odd number of students in class, then have the odd person keep score)
---Have the groups sit on separate sides of the room.
--Nominate a captain for each team (or ask for volunteers to be the captain)
--Take a coin and ask one of the captains to call it in the air. The team that wins goes first.
--Take two desks and push them against the front white board, with the desks facing each other. The desk for the person trying to figure out the word should have its back to the white board.
--The captain for the team that won the toss would then choose which two students to go first. Ask one of the students whether he/she wants to give or receive the clue.
--Once the students are seated (with one student looking at the whiteboard and the other student with his/her back to the whiteboard), go ahead and choose a word from the wall and write it on the board.
--Once you have finished writing the word on the wall, go ahead and start the timer. Each team has 30 SECONDS to figure out the word being described. If the team can’t figure out the word in 30 seconds, then that team loses its turn and the other team is now up.
--The student looking at the board should now be giving clues as to the word on the board. Allow the student giving clues to use his/her VIS sheet. However, the student trying to figure out the vocab word IS NOT ALLOWED to use a VIS sheet.
--If you hear a team shouting out the word or clues to the word then disqualify that team and give the other team the right to sit in the ‘hot seat.’
--If the team keeps getting the word right, then they would keep their turn and continue racking up points.
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:
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:
Tuesday, Sept. 22
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
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:
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
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:
Monday, Sept. 21
Periods 1-5
Task or objective: Students will use reading strategies to comprehend grade-level text, specifically lesson 1 of the “Impact” book
Method(s) or strategies: In groups of three, students will, by drawing a color picture on a notecard they have been given, summarize the main idea of the paragraph they have been assigned. On the back of the notecard, students also will answer the essential question “What does it mean to be a professional by experience?”
Evaluation: The students will present their notecards. We also will discuss the essential question as a class
FCAT activity: Main idea
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:
Task or objective: Students will use reading strategies to comprehend grade-level text, specifically lesson 1 of the “Impact” book
Method(s) or strategies: In groups of three, students will, by drawing a color picture on a notecard they have been given, summarize the main idea of the paragraph they have been assigned. On the back of the notecard, students also will answer the essential question “What does it mean to be a professional by experience?”
Evaluation: The students will present their notecards. We also will discuss the essential question as a class
FCAT activity: Main idea
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:
Friday, Sept. 18
Periods 1-5
Task or objective: Students will improve their fluency through Silent Sustained Reading
Method(s) or strategies: Students will read the Accelerated Reader book of their choice silently for 30 minutes, with the teacher correctly modeling the practice
Evaluation: (1) Students will receive 10 points for the practice, five from bringing their AR book to class and the other five from correctly modeling the practice. (2) Students will answer a writing prompt that reflects what they read during SSR
FCAT activity: Fluency
Task or objective: Students will improve their fluency through Silent Sustained Reading
Method(s) or strategies: Students will read the Accelerated Reader book of their choice silently for 30 minutes, with the teacher correctly modeling the practice
Evaluation: (1) Students will receive 10 points for the practice, five from bringing their AR book to class and the other five from correctly modeling the practice. (2) Students will answer a writing prompt that reflects what they read during SSR
FCAT activity: Fluency
Thursday, Sept. 17
Periods 1-5
Task or objective: Students will spend the day in the media center, being STAR-tested, checking out Accelerated Reader books, and being introduced to what the Media Center offers
Task or objective: Students will spend the day in the media center, being STAR-tested, checking out Accelerated Reader books, and being introduced to what the Media Center offers
Wednesday, Sept. 16
Periods 1-5
Task or objective: Students will use a remediation program on the laptops to improve on the FCAT areas in which they are weak
Method(s) or strategies: Read-On
Evaluation: Read-On grades will be pulled once a month
FCAT activity: This program uses differentiated instruction to help students improve on all the FCAT areas in which they are weak
Task or objective: Students will use a remediation program on the laptops to improve on the FCAT areas in which they are weak
Method(s) or strategies: Read-On
Evaluation: Read-On grades will be pulled once a month
FCAT activity: This program uses differentiated instruction to help students improve on all the FCAT areas in which they are weak
Monday, September 14, 2009
Tuesday, Sept. 15
Periods 1, 4
OBJECTIVE: Students will use a variety of strategies to comprehend grade-level text (Review worksheets, during-reading activity)
OBJECTIVE: Students will use the new vocabulary that is introduced and taught directly (Review of vocab quiz)
OBJECTIVE: Students will attempt to become more fluent (Fluency, teacher read of "Impact" Lesson 1)
(Period 4 only) OBJECTIVE: Students will use the new vocabulary that is introduced and taught directly (Vocab quiz)
Period 2, 3, 5
OBJECTIVE: Students will use the remediation program known as Read-On to practice the FCAT areas in which they are weak (Read-On)
OBJECTIVE: Students will use a variety of strategies to comprehend grade-level text (Review worksheets, during-reading activity)
OBJECTIVE: Students will use the new vocabulary that is introduced and taught directly (Review of vocab quiz)
OBJECTIVE: Students will attempt to become more fluent (Fluency, teacher read of "Impact" Lesson 1)
(Period 4 only) OBJECTIVE: Students will use the new vocabulary that is introduced and taught directly (Vocab quiz)
Period 2, 3, 5
OBJECTIVE: Students will use the remediation program known as Read-On to practice the FCAT areas in which they are weak (Read-On)
Friday, September 11, 2009
Monday, Sept. 14
Periods 1, 2, 4, 5
OBJECTIVE: Students will use the remediation program known as Read-On to practice the FCAT areas in which they are weak (Read-On)
(Period 4 only) OBJECTIVE: Students will use the new vocabulary that is introduced and taught directly (Vocab quiz)
Period 3
OBJECTIVE: Students will use a variety of strategies to comprehend grade-level text (Review worksheets, essential question)
OBJECTIVE: Students will use the new vocabulary that is introduced and taught directly (Review of vocab quiz)
OBJECTIVE: Students will attempt to become more fluent (Fluency, teacher read of "Impact" Lesson 1)
OBJECTIVE: Students will use the remediation program known as Read-On to practice the FCAT areas in which they are weak (Read-On)
(Period 4 only) OBJECTIVE: Students will use the new vocabulary that is introduced and taught directly (Vocab quiz)
Period 3
OBJECTIVE: Students will use a variety of strategies to comprehend grade-level text (Review worksheets, essential question)
OBJECTIVE: Students will use the new vocabulary that is introduced and taught directly (Review of vocab quiz)
OBJECTIVE: Students will attempt to become more fluent (Fluency, teacher read of "Impact" Lesson 1)
Thursday, September 10, 2009
Tuesday, September 8, 2009
Thursday, Sept. 10
Period 1
1. Fluency
2. Read-On (45 minutes)
3. Background knowledge
4. SSR
Period 2
NO CLASS
PERIOD 3
NO CLASS
Period 4
1. Fluency
2. Read-On (45 minutes)
3. Background knowledge
4. SSR
Period 5
1. Read-On
1. Fluency
2. Read-On (45 minutes)
3. Background knowledge
4. SSR
Period 2
NO CLASS
PERIOD 3
NO CLASS
Period 4
1. Fluency
2. Read-On (45 minutes)
3. Background knowledge
4. SSR
Period 5
1. Read-On
Wednesday, Sept. 9
Period 1
1. Learn new vocabulary
1. Ecosystem: a collection of plants and animals dependent on each other: (N): A change in temperature can affect an ecosystem. A change in temperature can affect a collection of plants and animals dependent on each other.
http://www.scienceclarified.com/images/uesc_04_img0211.jpg
2. Endangerment: the state of being threatened with extinction (N): Manatees are suffering endangerment. Manatees are suffering the state of being threatened with extinction.
http://scienceblogs.com/retrospectacle/manatee.bmp
3. Extinction: the process of no longer existing (N): The quagga has suffered extinction. The quagga has suffered the process of no longer existing.
what are some other animals that are extinct?
http://www.oddee.com/item_88742.aspx
4. Habitat: the place where a plant or animal is found (N): The ocean is the habitat for a manatee. The ocean is the place where a manatee is found.
what is your habitat?
5. Inhabit: live in (v): Cockroaches inhabit the walls and other dark places. Cockroaches live in the walls and other dark places.
6. estimate: make a rough calculation (V): I had to estimate the number of jelly beans in the jar. I had to make a rough calculation on the number of the jelly beans in the jar.
Estimate the number of students in class today.
7. evaluate: determine the value of (V): Evaluate the house that you recently purchased. Determine the value of the house that you recently purchased.
How are teachers evaluated?
8. explain: make clear with details (V): Please explain yourself. Please make yourself clear with details.
9. formulate: express precisely (V): Barack Obama had to formulate his opinion on abortion. Barack Obama had to express precisely his opinion on abortion.
Formulate your stance on the war
10. justify: show to be correct (V): Justify your reasons for skipping school. Show to be correct your reasons for skipping school.
How might you justify not turning in your homework?
1. Ecosystem: a collection of plants and animals dependent on each other: (N):
2. Endangerment: the state of being threatened with extinction (N):
3. Extinction: the process of no longer existing (N):
4. Habitat: the place where a plant or animal is found (N):
5. Inhabit: live in (v):
6. estimate: make a rough calculation (V):
7. evaluate: determine the value of (V):
8. explain: make clear with details (V):
9. formulate: express precisely (V):
10. justify: show to be correct (V):
Period 2
1. Read-On (45 minutes)
2. Learn new vocab
Period 3
1. SSR
2. Read-On
Period 4
NO CLASS
Period 5
1. Fluency
2. New vocab
1. Learn new vocabulary
1. Ecosystem: a collection of plants and animals dependent on each other: (N): A change in temperature can affect an ecosystem. A change in temperature can affect a collection of plants and animals dependent on each other.
http://www.scienceclarified.com/images/uesc_04_img0211.jpg
2. Endangerment: the state of being threatened with extinction (N): Manatees are suffering endangerment. Manatees are suffering the state of being threatened with extinction.
http://scienceblogs.com/retrospectacle/manatee.bmp
3. Extinction: the process of no longer existing (N): The quagga has suffered extinction. The quagga has suffered the process of no longer existing.
what are some other animals that are extinct?
http://www.oddee.com/item_88742.aspx
4. Habitat: the place where a plant or animal is found (N): The ocean is the habitat for a manatee. The ocean is the place where a manatee is found.
what is your habitat?
5. Inhabit: live in (v): Cockroaches inhabit the walls and other dark places. Cockroaches live in the walls and other dark places.
6. estimate: make a rough calculation (V): I had to estimate the number of jelly beans in the jar. I had to make a rough calculation on the number of the jelly beans in the jar.
Estimate the number of students in class today.
7. evaluate: determine the value of (V): Evaluate the house that you recently purchased. Determine the value of the house that you recently purchased.
How are teachers evaluated?
8. explain: make clear with details (V): Please explain yourself. Please make yourself clear with details.
9. formulate: express precisely (V): Barack Obama had to formulate his opinion on abortion. Barack Obama had to express precisely his opinion on abortion.
Formulate your stance on the war
10. justify: show to be correct (V): Justify your reasons for skipping school. Show to be correct your reasons for skipping school.
How might you justify not turning in your homework?
1. Ecosystem: a collection of plants and animals dependent on each other: (N):
2. Endangerment: the state of being threatened with extinction (N):
3. Extinction: the process of no longer existing (N):
4. Habitat: the place where a plant or animal is found (N):
5. Inhabit: live in (v):
6. estimate: make a rough calculation (V):
7. evaluate: determine the value of (V):
8. explain: make clear with details (V):
9. formulate: express precisely (V):
10. justify: show to be correct (V):
Period 2
1. Read-On (45 minutes)
2. Learn new vocab
Period 3
1. SSR
2. Read-On
Period 4
NO CLASS
Period 5
1. Fluency
2. New vocab
Tuesday, September 8
Periods 1, 2, 4, 5
OBJECTIVE: Students will use the remediation program known as Read-On to practice the FCAT areas in which they are weak (READ-ON)
Period 3
OBJECTIVE: Students will practice a reading probe as a way to become more fluent (FLUENCY)
OBJECTIVE: Students will learn the necessary vocabulary to understand Lesson 1 in the "Impact" book
1. Ecosystem: a collection of plants and animals dependent on each other: (N): A change in temperature can affect an ecosystem. A change in temperature can affect a collection of plants and animals dependent on each other.
http://www.scienceclarified.com/images/uesc_04_img0211.jpg
2. Endangerment: the state of being threatened with extinction (N): Manatees are suffering endangerment. Manatees are suffering the state of being threatened with extinction.
http://scienceblogs.com/retrospectacle/manatee.bmp
3. Extinction: the process of no longer existing (N): The quagga has suffered extinction. The quagga has suffered the process of no longer existing.
what are some other animals that are extinct?
http://www.oddee.com/item_88742.aspx
4. Habitat: the place where a plant or animal is found (N): The ocean is the habitat for a manatee. The ocean is the place where a manatee is found.
what is your habitat?
5. Inhabit: live in (v): Cockroaches inhabit the walls and other dark places. Cockroaches live in the walls and other dark places.
6. estimate: make a rough calculation (V): I had to estimate the number of jelly beans in the jar. I had to make a rough calculation on the number of the jelly beans in the jar.
Estimate the number of students in class today.
7. evaluate: determine the value of (V): Evaluate the house that you recently purchased. Determine the value of the house that you recently purchased.
How are teachers evaluated?
8. explain: make clear with details (V): Please explain yourself. Please make yourself clear with details.
9. formulate: express precisely (V): Barack Obama had to formulate his opinion on abortion. Barack Obama had to express precisely his opinion on abortion.
Formulate your stance on the war
10. justify: show to be correct (V): Justify your reasons for skipping school. Show to be correct your reasons for skipping school.
How might you justify not turning in your homework?
1. Ecosystem: a collection of plants and animals dependent on each other: (N):
2. Endangerment: the state of being threatened with extinction (N):
3. Extinction: the process of no longer existing (N):
4. Habitat: the place where a plant or animal is found (N):
5. Inhabit: live in (v):
6. estimate: make a rough calculation (V):
7. evaluate: determine the value of (V):
8. explain: make clear with details (V):
9. formulate: express precisely (V):
10. justify: show to be correct (V):
OBJECTIVE: Students will learn the necessary background knowledge to understand Lesson 1 in the "Impact book" (SHOW CLIPS OF STEVE IRWIN)
http://animal.discovery.com/fansites/crochunter/closecalls/videogallery/videogallery.html
OBJECTIVE: Students will use the remediation program known as Read-On to practice the FCAT areas in which they are weak (READ-ON)
Period 3
OBJECTIVE: Students will practice a reading probe as a way to become more fluent (FLUENCY)
OBJECTIVE: Students will learn the necessary vocabulary to understand Lesson 1 in the "Impact" book
1. Ecosystem: a collection of plants and animals dependent on each other: (N): A change in temperature can affect an ecosystem. A change in temperature can affect a collection of plants and animals dependent on each other.
http://www.scienceclarified.com/images/uesc_04_img0211.jpg
2. Endangerment: the state of being threatened with extinction (N): Manatees are suffering endangerment. Manatees are suffering the state of being threatened with extinction.
http://scienceblogs.com/retrospectacle/manatee.bmp
3. Extinction: the process of no longer existing (N): The quagga has suffered extinction. The quagga has suffered the process of no longer existing.
what are some other animals that are extinct?
http://www.oddee.com/item_88742.aspx
4. Habitat: the place where a plant or animal is found (N): The ocean is the habitat for a manatee. The ocean is the place where a manatee is found.
what is your habitat?
5. Inhabit: live in (v): Cockroaches inhabit the walls and other dark places. Cockroaches live in the walls and other dark places.
6. estimate: make a rough calculation (V): I had to estimate the number of jelly beans in the jar. I had to make a rough calculation on the number of the jelly beans in the jar.
Estimate the number of students in class today.
7. evaluate: determine the value of (V): Evaluate the house that you recently purchased. Determine the value of the house that you recently purchased.
How are teachers evaluated?
8. explain: make clear with details (V): Please explain yourself. Please make yourself clear with details.
9. formulate: express precisely (V): Barack Obama had to formulate his opinion on abortion. Barack Obama had to express precisely his opinion on abortion.
Formulate your stance on the war
10. justify: show to be correct (V): Justify your reasons for skipping school. Show to be correct your reasons for skipping school.
How might you justify not turning in your homework?
1. Ecosystem: a collection of plants and animals dependent on each other: (N):
2. Endangerment: the state of being threatened with extinction (N):
3. Extinction: the process of no longer existing (N):
4. Habitat: the place where a plant or animal is found (N):
5. Inhabit: live in (v):
6. estimate: make a rough calculation (V):
7. evaluate: determine the value of (V):
8. explain: make clear with details (V):
9. formulate: express precisely (V):
10. justify: show to be correct (V):
OBJECTIVE: Students will learn the necessary background knowledge to understand Lesson 1 in the "Impact book" (SHOW CLIPS OF STEVE IRWIN)
http://animal.discovery.com/fansites/crochunter/closecalls/videogallery/videogallery.html
Wednesday, September 2, 2009
Friday, Sept. 4
Periods 1-5
OBJECTIVE: Students will practice Silent Sustained Reading as a way to become more fluent (SSR for 30 minutes)
OBJECTIVE: Students will use a variety of strategies to comprehend grade-level text (book work)
OBJECTIVE: Students will use background knowledge of subject and related content areas, pre-reading strategies, graphic organizers, text features and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection (book work)
OBJECTIVE: Students will practice Silent Sustained Reading as a way to become more fluent (SSR for 30 minutes)
OBJECTIVE: Students will use a variety of strategies to comprehend grade-level text (book work)
OBJECTIVE: Students will use background knowledge of subject and related content areas, pre-reading strategies, graphic organizers, text features and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection (book work)
Thursday, Sept. 3
Periods 1, 3, 4
OBJECTIVE: Students will use the remediation program known as Read-On to work on the FCAT skills in which they are weak (Read-On)
Periods 2, 5
OBJECTIVE: Students will attempt a reading probe to become more fluent (fluency)
OBJECTIVE: Students will use a variety of strategies to comprehend grade-level text (book work)
OBJECTIVE: Students will use background knowledge of subject and related content areas, pre-reading strategies, graphic organizers, text features and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection (book work)
OBJECTIVE: Students will use the remediation program known as Read-On to work on the FCAT skills in which they are weak (Read-On)
Periods 2, 5
OBJECTIVE: Students will attempt a reading probe to become more fluent (fluency)
OBJECTIVE: Students will use a variety of strategies to comprehend grade-level text (book work)
OBJECTIVE: Students will use background knowledge of subject and related content areas, pre-reading strategies, graphic organizers, text features and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection (book work)
Tuesday, September 1, 2009
Wednesday, Sept. 2
Periods 1, 3, 4
OBJECTIVE: Students will attempt a reading probe to become more fluent (fluency)
OBJECTIVE: Students will use a variety of strategies to comprehend grade-level text (book work)
OBJECTIVE: Students will use background knowledge of subject and related content areas, pre-reading strategies, graphic organizers, text features and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection (book work)
Periods 2, 5
OBJECTIVE: Students will use the remediation program known as Read-On to work on the FCAT skills in which they are weak (Read-On)
OBJECTIVE: Students will attempt a reading probe to become more fluent (fluency)
OBJECTIVE: Students will use a variety of strategies to comprehend grade-level text (book work)
OBJECTIVE: Students will use background knowledge of subject and related content areas, pre-reading strategies, graphic organizers, text features and text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection (book work)
Periods 2, 5
OBJECTIVE: Students will use the remediation program known as Read-On to work on the FCAT skills in which they are weak (Read-On)
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