- Cursive Consonant Combinations “sk, sp, sq”
- We will read the Scope Article, “They Failed. (And So Can You.)”
- Students will work through the writing process this week to construct a response to the question, “Why should we be willing to fail?” This will be referred to as RACE 2
- Cursive Consonant Combinations “ch, sh, wh”
- Students will start constructing a response to “They Failed” by completing their RACE 2 graphic organizer.
- Cursive Consonant Combinations “kn, mb, wr”
- Students will create a rough draft to their “They Failed” response paragraph. This will be called RACE 2 Rough Draft.
- Cursive Consonant Combinations “lt, ft, sl,”
- Students will work through writing stations to peer edit their rough draft.
- Students will polish and submit their final draft of RACE 2
Some students may master and work through this writing process faster. Those students will create their own “Famous Fails” slideshows about people in their own lives: parents, guardians, siblings, teachers, or friends.
Students who have not mastered the RACE paragraph writing skills will work as a small group through the standard based writing stations with me.
This week your children submitted their final copy of their RACE 1 paragraph to Google Classroom. This is their first English test grade that is worth 50% of their grade. They have been graded in Google Classroom and “returned” digitally. I have not entered the grades into Skyward yet because ALL students will make corrections to their draft on Monday during class and/or after school. I will hand out a checklist in class Monday and go over how to correct their draft. The checklist will be due Wednesday, October 4th and their updated draft must be re-submitted to Google Classroom. If a student made a 100, they most likely still have something on their document they can correct and will receive a pass for making the corrections. If a student made any grade other than 100, I will re-grade their paragraph and give them the updated, higher grade as their test grade in Skyward.
If all the google classroom talk sounds like Greek to you, your child can explain it to you. 🙂
Please e-mail if you have any questions.
This week we will work towards developing a writing about reading response.
- Cursive N
- This week students will learn how to construct a response to a question about what they are reading. This is called writing about reading, or W.A.R.
- To help them thoroughly answer the questions given and write a well-developed paragraph, I will teach them to use the acronym R.A.C.E.
- R=Reword/restate the question
- A=Answer the question
- C=Cite using evidence from the text
- E=Explain how the evidence supports your answer.
- We will put these notes in our composition book.
- Cursive O
- Students will learn how to Reword/restate the question
- We will take notes, practice as a whole group (Kahoot)
- Cursive P
- Students will use question cards to practice rewording/restating the question in a small group.
- Students will complete individual over restating/rewording a question.
- Cursive Q
- Students will learn how to answer the question using transition words by taking interactive notes and working with a small group.
- Students will learn the difference between broad and detailed responses by playing “Broad Vs. Detailed” game as a whole class. (Kahoot)
- Cursive practice review of letters A-Q
- Students will independently practice answering the question using appropriate transitions and broad responses.
- We will read “The Dot” and students will respond to a writing prompt.
- What skill will you strive to develop this year?
- Cursive “B”
- Students will complete an art project to support their “Dot” writing response.
- Students will take interactive notes over the purpose and definitions of parts of speech.
- Due: Cursive warm-ups lines, loops, curves, A, B, C and D.
- Students will take interactive notes over types of sentences.
- Students will analyze a mentor sentence to determine parts of speech and type of sentence.
Gifted and Talented
This week students will read, discuss and complete activities in chapters 1 and 2 of “Everyday Leadership.”