Reading

• This week students will work with a partner analyze an article of their choice selected from Time for Kids.
  • Students will complete a graphic organizer to determine the topic, author’s purpose, main idea, supporting details, and text structure. They will then write a summary.
  • Students will share and defend their summaries.

English

• Students will respond to a writing prompt about Apollo 13 using the “Constructing a Response” handout.
• Students will turn their outline into a paragraph on google docs.
• Students will add transitions and post to pegwriting for scoring.

Reading

• Tuesday
  • Students will complete interactive notes on main idea and supporting details.
• Wednesday
  • As a group we will analyze a Time For Kids article, “She’s Back,” to determine central idea and details
• Thursday
  • Students will complete central idea and detail practice over “Disasters in Space.”
• Friday
  • Students will analyze a text of their choice to practice the nonfiction reading skills we have learned.

English

• This week students will revise and edit the paragraph response to a Malala writing prompt. They will learn to add in transition phrases and sentences. They will learn how to make better work choices by finding meaningful synonyms.
• Students will put their paragraph into PEG writing to make additional revisions.
• We will continue to read from our interactive read aloud, ” I Am Malala.”

Reading

• Monday
  • We will take notes on text structure of nonfiction.
• Tuesday
  • Students will independently on “Author’s Purpose Practice.”
• Wednesday
  • As a class students will practice identifying text structure of a variety of text.
• Thursday
  • Students will work independently on “Text Structure Practice.”
• Friday
  • We will take notes over identifying topic and central idea of nonfiction text.

English

• This week I will conduct small group writing workshops based on students’ current ability to write a well developed paragraphs.
  • Workshops that will be provided include:
    • Writing strong topic sentences that respond accurately to the writing prompt.
    • Using text evidence, quotations, and relevant examples to create strong writing that proves topic sentence.
    • Writing meaningful concluding sentences that reiterate topic sentences.
• Students will compose a paragraph response to a W.A.R. prompt, complete workshops as necessary, submit writing to PEG writing, and revise and edit to create a final draft.
• We will continue to read from out interactive read aloud, “I Am Malala.”

Reading

Over the next several weeks students will learn skills needed to be critical non-fiction readers.

• Monday
  • Students will create interactive notes over author’s purpose for writing including: describe, explain, persuade, inform, express, and entertain.
• Tuesday
  • Students will use author’s purpose notes to determine the purpose of a variety of text.
  • Students will categorize text into author’s purpose foldable notes.
• Wednesday
  • Students will create text feature toolbox interactive notes and determine how text features such as headings, images, captions, maps, graphs, charts, captions, and font styles help the reader fully understand nonfiction text.
  • Students will analyze a excerpt from their social students textbook and their science textbook to identify text features and analyze them to determine how they enhance the readers’ understanding of the text.
• Thursday
  • Students will start taking interactive notes over nonfiction text structures including description, compare and contrast, order and sequence, problem and solution, and cause and effect.
• Friday
  • Students will work in teams of two to practice determining the structure of nonfiction text by using graphic organizers to dissect paragraphs.

English

• Monday
  • As a class, we will start the book “I Am Malala” as an interactive read aloud
    • Students will use the title, subtitle, and text features to make inferences about the autobiography.
    • Students will study a world map to get a frame of reference of the geological location of the book’s setting.
    • Students will see a variety of images prior to reading that will activate prior knowledge necessary for understanding the text.
    • I will read aloud the prologue and chapter 1 and facilitate conversations about the writing style and content.
• Tuesday
  • Students will respond to a Writing About Reading Prompt, “What is the Pashtunwali Code and who does it influence Malala?”
    • Students will create a paragraph response with a topic sentence, at least 4 sentences of explanation , a conclusion and correct punctuation and capitalization.
    • Teacher will select sections of students’ work to share as excellent examples.
  • I will read aloud chapter 2 of “I Am Malala.
• Wednesday
  • Students will respond to a Writing About Reading Prompt, “What does Malala’s father think about Malala and how does his beliefs influence her?”
    • Students will create a paragraph response with a topic sentence, at least 4 sentences of explanation , a conclusion and correct punctuation and capitalization.
    • I will select sections of students’ work to share as excellent examples.
  • I will read aloud chapter 3 of “I Am Malala.”
• Thursday
  • Students will select a W.A.R. previously written this week to edit and revise.
    • Students will share out revisions.
  • I will read aloud from “I Am Malala.
• Friday
  • Students will put edited and revised W.A.R. in PEG Writing to score.
    • They will make any additional changes to their current draft usine PEG writing’s suggestions.
  • I will read aloud from “I Am Malala.”