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Reading Boot Camp

Reading Boot Camp

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Published by: carmenconcepcion1822 on Nov 02, 2010
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HGHS - 11
th
Grade Reading Boot CampA six-week lesson plan for preparing students for the FCAT
Each week’s set of three lessons will focus on one of the more difficult standards. That focus will be reviewed and reinforcedthrough the week’s review activities. Though the lessons have been specifically chosen to provide additional support in oneparticular standard, all of the lessons emphasize identifying details/facts and identifying main idea/essential message.
Week FocusAMSCOUSATodayFAIR Tool KitReview ActivitiesStandardLesson #DIActivities used to reinforceconcept
18/30to9/3
Analyzingword/text
 TeacherDirectedInstruction:pp. 35 - 50
 Try it Out:pp. 51 - 52
On YourOwn: pp. 53– 5622167PhonicsFluencyVocabularyComprehension
Write a couple of sentences on the board,each with an unknown word in it. Havestudents practice guessing the words’meanings through context.
Ask: What strategies can/do you use toguess a word’s meaning?Main Idea
 TeacherDirectedInstruction:pp. 67 - 75
 Try it Out:pp. 76 - 80
On YourOwn: pp. 81– 841329/7to9/10
Identifyingauthor’spurpose
 TeacherDirectedInstruction:pp. 91-99
 Try it Out:pp. 100 -102
On YourOwn: pp.23634 Part I51 Part IPhonicsFluencyVocabularyComprehension
Display an editorial cartoon, an ad, aposter from a school bulletin board, etc.and ask: “What is the author’s purpose increating this?” Have students finish thesentence stem: The author is trying to _______________ (persuade the reader to. . ., inform the reader that. . . , entertainthe reader by. . . ).
Ask: What strategies can/do you use to
***Students are required to complete a lesson in Reading Plus daily (either for homework or when classes areassigned to visit thecomputer lab.
 
HGHS - 11
th
Grade Reading Boot CampA six-week lesson plan for preparing students for the FCAT
Each week’s set of three lessons will focus on one of the more difficult standards. That focus will be reviewed and reinforcedthrough the week’s review activities. Though the lessons have been specifically chosen to provide additional support in oneparticular standard, all of the lessons emphasize identifying details/facts and identifying main idea/essential message.
103 – 105
figure out the author’s purpose for writing atext?NarrativeWriting
 TeacherDirectedInstruction:pp. 115 -122
 Try it Out:pp. 123 –124
On YourOwn: pp.125 – 12839/13to9/17
Analyzingand/orevaluatinginformation
 TeacherDirectedInstruction:pp. 201 -204
 Try it Out:pp. 205 -208
On Your Own- pp. 209 –213192027PhonicsFluencyVocabularyComprehension
Read a pre-determined paragraph aloudfrom the newspaper (put it on the overheadif you can). As a class, create and answerthe analysis and evaluation questions,using the starter words on the graphicorganizer for Lesson 20.
Ask: How do you know a question is askingyou to analyze something? (The words thatthe question begins with should tell them).
Ask: How to you go about analyzingsomething? (Break down the pieces of
***Students are required to complete a lesson in Reading Plus daily (either for homework or when classes areassigned to visit thecomputer lab.
 
HGHS - 11
th
Grade Reading Boot CampA six-week lesson plan for preparing students for the FCAT
Each week’s set of three lessons will focus on one of the more difficult standards. That focus will be reviewed and reinforcedthrough the week’s review activities. Though the lessons have been specifically chosen to provide additional support in oneparticular standard, all of the lessons emphasize identifying details/facts and identifying main idea/essential message.
information to discover an answer.)
Ask: How do you know a question is askingyou to evaluate something? (Make a value judgment about something.)Compare &Contrast
 TeacherDirectedInstruction:pp. 137 -141
 Try it Out:pp. 142 -146
On YourOwn: pp.147 – 14949/20to9/24
Evaluatingvalidity/reliabilityof information
 TeacherDirectedInstruction:pp. 179 -182
 Try it Out:pp. 183 -186
On Your Own- pp. 187 –1912730 Part I30 Part IIPhonicsFluencyVocabularyComprehension
Find a quote in USA TODAY and write it onthe board. Have them ask you questionsabout the quotation to discover if thequoted information is reliable. (Forexample: Who said it? Where was thequote found? What are the credentials ofthe person being quoted? Where didhe/she get his/her facts? Could he/she bebiased for any reason?) You will answertheir questions and then the students willdetermine whether the quoted informationcan be trusted and why.
59/27to10/1
Drawingconclusions/ inferences
 TeacherDirectedInstruction
 Try it Out:pp.
On Your Own- pp.402949 or 50PhonicsFluencyVocabularyComprehension
To review inferences/conclusions, re-readthe story of Little Red Riding Hood fromStep 2 of Lesson 40. Remind students thatone inference that can be drawn from thestory is “you should not talk to strangers.”
Ask: What is an inference? How is itdifferent from a prediction?
***Students are required to complete a lesson in Reading Plus daily (either for homework or when classes areassigned to visit thecomputer lab.

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