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Tuesday, November 5, 2013 9:00-9:50 ELA MAJORS: 5.RL.

1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 5.RL.5: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. MINORS: 5.SL.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. 5.RFS.4: Read with sufficient accuracy and fluency to support comprehension. 5.W.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. GUIDED READING SCHEDULE/PROCEDURES Book Gary Paulsen (Lexile: 10201100) Students Goal Ryleigh Stine PERSONAL (232) John Simms (230) Tyrese Collazo (211) Arieanna Hollins (217) Dvonte Clark (215) Clara Tavarez (215) Marcus Davis CHARACTER (212) DEVELOPMENT Karina Canela (198) Kimberly Baker (198) Cody Randall (199) Camern Moats (197) Christina Clark (197) PROCEDURES Partner and discuss current goal, evidence, and reading Independent Reading Goals Spelling (First choice due Wednesday)

Number the Stars (Lexile: 700)

Meet with Mr. N (9:05) Mini-Lesson on Character Development Character Development Graphic Organizer /download Respond on MBC Independent Reading Goals Spelling (First Choice due Wednesday)

Red Kayak (Lexile: 800)

Hannah Grace (200) Cedric Waithiani (206) Courtney Bell (194) Carl Wagner (209) Chantelle Hunter (202) Alisha Armstrong (188) Dylan Labonte (194) Kaitlyn Hoff (176)


Independent Reading Goals Meet with Mr. N (9:15) Mini-Lesson on Plot See: http://interactivelanguageart for more info on Plot and Common Core Respond on MBC Spelling (First Choice due Wednesday)

POSSIBLE MISCONCEPTIONS TO BE REVISITED: Gary Paulsen Number the Stars Red Kayak 1. Individualized by student goal 1. Character Development vs. Character Trait 1. PLOT is more than beginning, middle, and end 2. PLOT and listing the elements in a book review. Consider the parts of the plot to guide your review. This is your opinion about the book guided by what you know about the plot of the book.

SPELLING OUR WAY GROUP Within Word STUDENTS Alisha Armstrong Courtney Bell Hannah Grace Chantelle Hunter Isaiah Pittman Kimberly Baker Karina Canela Christina Clark Dvonte Clark Tyrese Collazo PATTERN

Long Vowels A and E

Syllable Juncture

Syllable Juncture Doubling (Doublets)

Derivational Constancy

Marcus Davis Arieanna Hollins Dylan Labonte Camern Moats Cody Randall Clara Tavarez Cedric Waithiani John Simms Ryleigh Stine

Vowel Alternations (Long to short)

SWDs: STUDENT Isaiah Pittman ACCOMODATIONS Extended Time READING GOAL 1. Given a reading passage at his instructional level, Isaiah will read at least 100 words per minute with 3 or less errors for 3 consecutive trials. 2. Isaiah will improve his language storage and retrieval skills buy reviewing the following at 90% accuracy over 3 consecutive sessions: - Answering basic wh questions (who, what, when, where, why, how) related to picture scenes, short stories, and daily life experiences. - Verbal identification of synonyms/antonyms in sentences. Define curricular vocabulary terms with one or more than one meaning. 1. Given a portion of familiar grade level text, Kaitlyn will read the text fluently, using 3-4 word groupings with 95% accuracy or greater. 2. See IEP for assorted decoding, spelling, and writing goals.

Kaitlyn Hoff

Reader, spelling and grammar devices, visual and graphic organizers, extended time, and reduced distractions

NOTES: Students are struggling with responses over two days and CUPS: 1. Possible Solution: Submit, Cut and Paste on Day 2, Resubmit 2. Improved CUPS (Use Microsoft Word for your word processing and then cut and paste to MBC)


Gary Paulsen: How are you showing evidence of growth with your current independent reading goal? Use evidence from the text to support your reasoning. (SPECIFIC to the INDIVIDUAL)

Number the Stars: Discuss how the character Annemarie developed throughout the

story. Revisit her as a character in the beginning of the story and analyze how she developed throughout the story. Be sure to use examples from the story in your response. (CHARACTER DEVELOPMENT) The Red Kayak: You are a famous book critic! Everyone respects your opinion about the books you read and purchase books based on what you say about them. Write a review for this book. Discuss how the plot in the story is developed and use examples from the text to support your opinion. (PLOT)

ASSESSMENT: Evaluate responses of My Big Campus Responses and Independent Conferences of RIT Goals