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Writing - Q4 Week 1

Day 1 : Today students took the pre-test for the 42 most common Latin Word Roots . (We already studied Greek Roots). Then they started making a study guide for the word roots. The first 21 roots on the Study Guide are due by Day 3 this week. The test over the first half will be Day 3. Day 2 : Students continued working on their study guide, and then used it to study for the test tomorrow. There is a Quizlet available to use when students are done with all 42. Day 3 : Today, students finished studying and then took the test over the first 21 Latin Word Roots. Day 4: Today students started working on the study guide for the last half of the Latin Word Roots. The test will be Day 2 or 3 next week.
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Reading - Q4 Week 1

Day 1 : Students finished their Final Project Presentations for Uprising/Human Rights . Then we practiced how to find evidence and make predictions for the New York Times "What's Happening in This Picture?" page. (Eventually, students will be writing evidence-based predictions for these images - today we did them as a group) Day 2 : Today students read the Scholastic News issue for November 20, 2017. They completed the worksheet and the comprehension Qs on the back of the issue. Day 3 : Today we discussed a "Poem of the Week" - titled " Something Told the Wild Geese ". We discussed figurative language and poetry devices. Students answered the close reading questions with a partner, then, as a group, we developed a theme statement for the poem. Day 4 : Students read a NewsELA article and answered the Quiz Questions for the article. Then they worked on Read Theory - answering at least 3 more quizzes.
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Reading - Q3 Week 7

Each day began with silent reading (10 minute) in the choice reading book. Then we have listened to the audiobook for Uprising . The goal is to finish the book by Day 4 this week. (Each class is at a slightly different place so one may need to finish up on Monday) I have a couple of copies that I can check out if a student needs to read at home to get caught up. Otherwise, my room is open before/after school most days for students to read, or there would be time in Homeroom as well.
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Writing - Q3 Week 7

Day 1 - We looked at an infographic and discussed how to read a visual text. Then we talked about how a visual text can support the news article the students are writing. Day 2 - We talked about text features and students started to think about what text features they might use in their final news article draft. Students also wrote out section 3 of their news article (the last text structure for their info piece) and started writing the introduction to the article after looking at all three sections together and deciding what order they will be presented. Day 3/4 - we went to the Library Lab and students began cutting and pasting their sections into one document, in order, with basic text features. They will need a Heading (title), Introduction, Subheadings (one for each section), and (possibly) a conclusion (if their last section doesn't actually wrap up their topic and present the "takeaway" they want a reader to have. Student need to begin reading the document
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Writing - Q3 Week 5 Day 2

Today students did a flashdraft about their topic for 15 minutes. There was no editing or trying to filter what they wrote. The goal was to figure out what you already know about your topic. Then, students looked for what kinds of text structures they might use in their final article, and what "holes" they have in their research at this point. They continued researching and finding answers to their research questions.
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Reading - Q3 Week 5 Day 2

Today we read to page 122 in Uprising . Then students had time to work on their Character Graphic Organizer and on vocabulary in their Reading Notebook. (Vocab check on Day 4 - 8 words minimum for Q3)
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Writing Q3 Week 5 Day 1

Today, students worked with the books from the library, doing research about their topic.
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