CCSS chapter 16 – Standard 10

Expectation is to read on grade level and be able to read and comprehend complex literary and informational texts independently and proficiently.   Complex Literary Narrative: Essays, short stories, and novels Complex informational texts: Sizeable amount of data, present difficult concepts that are not explicit in texts, use demanding words and phrases whose meanings must…

December 2, 2015

Today in class I worked with Jacob again on the “SMASH” game. This is where we go back and forth saying the words on the card, and with a  chance card get to steal the opponents cards. We used a difficulty level higher than we have in the past, so the performance was lower. Jacob…

Chapter 15: Anchor Standard 9

This chapter covered comparing themes and topics. The chapter listed two main reading skills needed: The ability to analyze two or more texts The ability to analyze two or more texts and how they address smilier themes and topics to compare the author’s approach.   Literary Goals: Compare and contrast skills build upon each other,…

Chapter 3 – Differentiating Reading Instruction

This chapter highlights on how to use read-alouds as a mode to strata differentiation. A read aloud should be used to build background knowledge, model reading strategies, teach theme and to prompt journal responses. The one I see most useful is using a read aloud as a journal prompt, as this can lead to a…

Chapter 14: Opinions, Reasons and Evidence

Standard 8 focuses on the ability to evaluate specific claims, evaluate the validity of reasoning and evaluate the sufficiency of evidence used for a claim. Persuasion is used to change the readers mind. Argumentation is used to convince the reader of something, regardless of what they think about it. In informational text, by 5th grade…

November 18, 2015

Today I worked with Jacob on his short vowel sounds. We worked again with flash cards focusing on short vowels in all parts of the word. We talked about word families/rules such as FLOSS and the -CK family. I then gave him a few words once again.   He got 50% of the words correct…

November 13, 2015

Today I assessed Jacob’s skill set that we had been working on, the short vowel sound. I said aloud to Jacob ten words with short vowel sounds and had him write them out. He only got four of the ten correct. He always chose the correct vowel, showing improvement in this area, but focussing so…

Ch. 11 CCS 5

College and Career Readiness: analyze the structure of texts, including how specific sentences, paragraphs and larger portions of the text relate to each other and the whole. Book Structure: books tend to follow a specific pattern: front and back covers, title page, the table of contents, the way the text is organized, the glossary and then the…

November 4, 2015

This week with Jacob we works on short words with short vowel sounds. We did this through plaint a game called smash in which we took turns pulling a card off the top of a deck and saying the word printed on them. If someone pulled a card that said smash they got to take…

CCSS Chapter 12

The emphasis in this chapter is on point of view. By the end of high school students need to be able to distinguish the author’s point of view, and differentiate between satire, sarcasm and irony. Two skills are needed: The ability to assess how point of view shapes content The ability to assess how purpose shoes…