Mrs. Abrams

Thursday, September 1, 2011

Standard

ELA7RC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

Warm Up

Using Ladders to Success students will use what they have learned with analyzing sequence on pages 16 and 17. This assignment will be collected for a quiz grade. 

Homework
• Read a challenging chapter book for 30 minutes.

Activities

Students will receive a handout explaining Lexile levels.

 Students will receive their lexile levels and reading ranges. This lexile information will be used for the rest of the year to increase student achievement.

Read Kiddo Read

Lexile

 

Wednesday, August 31, 2011

Standard

ELA7R1.1f Analyze characterization in prose and plays
ELA7R1.1e Identify events that advance plot/explain foreshadowing

Warm Up

Using Ladders to Success students will use what they have learned with analyzing sequence on pages 15. 

Homework
• Read a challenging chapter book for 30 minutes.

Complete Fix-Up Strategy Handout

Activities

1. As students read in their anchor book, they will identified 5 words they did not know. Students will write write the unknown words on the “Fix-Up Strategy” handout. They are to write the page number, the sentence that included the word, and how they figured out the meaning of the word. This handout will be collected for a classwork grade. 

 

 

Tuesday, August 30, 2011

Standard

ELA7RC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

ELA7R1.1f Analyze characterization in prose and plays
ELA7R1.1e Identify events that advance plot/explain foreshadowing

Warm Up

Using Ladders to Success students will review analyzing sequence on page. 14.

• Homework
   Read a challenging chapter book for 30 minutes.
• Students will complete “Five Looks on a Book” based on No Promises in the Wind. This will be collected for a homework grade.

Activities

1. Working in table groups students will finish the  No Promises in the Wind graphic organizer using information from the summer reading of No Promises in the Wind.

3. Students will read their anchor book and use fix-up strategies to get fully comprehend the text. 

4.As students read in their anchor book, they will identify 5 words they do not know and write them on the “Fix-Up Strategy” handout. They are to write the page number, the sentence that included the word, and how they figured out the meaning of the word. This handout will be collected for a classwork grade. 

 

Monday, August 29, 2011

Standard

ELA7RC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

Warm Up

Using Ladders to Success students will review sequencing on page. 13.

Homework
• Read a challenging chapter book for 30 minutes.

Activities

1. Working in table groups students will work on the No Promises in the Wind  graphic organizer using information from the summer reading of No Promises in the Wind.

2. Individually students will complete “Five Looks on a Book” based on No Promises in the Wind. This will be collected for a classwork grade.

 

Friday, August 26, 2011

Standards
ELA7R1.1f Analyze characterization in prose and plays
ELA7R1.1e Identify events that advance plot/explain foreshadowing

Warm Up

Using Ladders to Success students will complete pg. 12 using skill of sequencing.

Homework
•Read a challenging chapter book for 30 minutes.
Make sure you have finished reading No Promises in the Wind  and bring the book to class on 8/29 and 8/30.

Activities
What do you think the word “palled” means in the following sentence:
At first we enjoyed the hike, but then the constant trudging palled on us.
What context clues did you use to unlock the meaning of the word?

1.Reader's Journey will be distributed to each student. This is their textbook, which will remain in the classroom. How could a narrator prove what he/she describes is true? 

2. Why do you think we are learning to mark the text?  What are some advantages of marking a story as you read it? Students will look for the narrative elements (exposition, rising action, climax, falling
action, resolution) as they read “Nisei Daughter” on pg. 22-28.

In table groups students will complete the chart on page 29  on manila
paper. Students will answer questions 1-4 on pg. 29.

Thursday, August 25, 2011

Standards

ELA7R1.1f Analyze characterization in prose and plays
ELA7R1.1e Identify events that advance plot/explain foreshadowing

Homework
 Read a challenging chapter book for 30 minutes.

Complete plot chart

Bring No Promises in the Wind to class on 8/29 and 8/30. Since this was a required reading for summer reading, students should have completed the reading of this novel by 8/29.

 

Warm Up

Using Ladders to Success students will review sequencing on page. 10 and 11.

 Activity:

1. Students will listen for the elements of a plot (setting, characters, conflict, climax, conclusion) as I read aloud “Cinderella.”

2. Students will copy the chart . They are to fill the chart in with information from their anchor book (fiction). This assignment will be collected for a homework grade. Here is a copy of the chart:

 

Narrative Element	Question	Details of the Story
Character (Part of the Exposition)	Who was involved?
Setting (Part of the Exposition)	Where and when do the event(s) take place?
Conflict	What is the problem or obstacle?
Plot	What happens?

 

   

 

 

 

 T

Wednesday, August 24, 2011

Standard

ELA7RC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

Warm Up

Using Ladders to Success students will review sequencing on page. 9.

Homework
• Read a challenging chapter book for 30 minutes.

Activities

One person per table will pick an assignment for their table to complete from a jar. The students will work together as a table group to complete one of the following:
1.When reading a good book, I think about...

2.Why do I read?
3.When I read a textbook, I think about...

4.Things thar happen when I read...

Students will be encouraged to use the information they learned from the lessons on Fix-Up Strategies.

 

Tuesday, August 24, 2011

Standard

ELA7RC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

Warm Up

Using Ladders to Success students will review homophones on page. 8.

Homework
• Read a challenging chapter book for 30 minutes.

Activities

1. Students will read their anchor book and use fix-up strategies to get fully comprehend the text.

2. Students will complete the “Stop, Ask, and Fix: Student Checklist.” This handout will be collected for a classwork grade.

 

Monday, August 22, 2011

Monday, August 22, 2011

Standard

ELA7RC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

Warm Up

Using Ladders to Success students will complete a pretest on the skill of sequencing on page. 7.

Homework
• Read a challenging chapter book for 30 minutes.

Activities

1. Students will receive another "Fix-Up Strategy Explanation Sheet"   Fix-UpStrategyExplanation handout. They will read and compare the information on this handout to the first two given to them. The text highlighted in the first handout should be similar to the key points stated on the second handout. Students will be asked,”Why am I giving you 3 handouts on Fix-Up Strategies? Using these strategies are year long is crucial to improving reading comprehension.

2. Using all 3 handouts on Fix-Up Strategies, students will complete an  Fix Up Strategies Exit Pass which reviews the Fix-Up Strategies discussed in class. This assignment will be collected for a classwork grade.

 

Friday, August 19, 2011

Standard

ELA7RC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

Warm Up

Two Fix-Up strategies that I want to use in the near future are

Homework

• Read a challenging chapter book for 30 minutes.
• Students will be using the information from No Promises in the Wind for activities in class on Monday, August 29 and Tuesday, August 30. Please bring No Promises in the Wind to class on those dates.

Activities

1.  Students will continue highlighting the key concepts in "Reading Strategies Fix-Up Strategies" handout. This handout will go in the Handout section of their notebook.
2. Students will receive another "Reading Strategies Fix-Up Strategies" handout. They will read and compare the information on this handout to the first one given to them. The text highlighted in the first handout should be similar to the key points stated on the second handout.