Correcting RACE Paragraph Test Grade

Dear Parents,

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.

Mrs. Kelley

October 2-6 Lesson Plans

Monday

  • Cursive X
  • Students will learn how to combine two simple sentences and practice.

Tuesday

  • Cursive Y
  • Students will get their final drafts of RACE 1 back and make needed corrections for resubmission on google classroom.

Wednesday

  • Cursive Z
  • 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

Thursday

  • Consonant Combinations “bl, fl, and gl”
  • Students will start constructing a response to “They Failed” by completing their RACE 2 graphic organizer.

Friday

  • Consonant Combinations “br, cr, and dr”
  • Students will create a rough draft to their “They Failed” response paragraph. This will be called RACE 2 Rough Draft.

September 25-September 29

Monday

  • Cursive U
  • Students will work on RACE stations to complete their graphic organizers and rough draft.

Tuesday

  • Cursive V
  • Students will revise their RACE paragraphs using self-evaluation and peer feedback forms.

Wednesday

  • Cursive W
  • Students will select a new Writing About Reading Prompt and start their second RACE paragraph using the graphic organizer.

Thursday

  • Review all cursive letters learned to date
  • Students will complete RACE graphic organizer.

Friday

  • Review all cursive letters learned to date
  • Students will draft a paragraph to their second WAR prompt.

September 18-22 Lesson Plans

Monday

  • Cursive R
  • Students will complete Broad vs. Detailed competition.

Tuesday

  • Cursive S
  • C=Cite
    • Students will learn how to Cite evidence from the text when constructing a response to a prompt as a small group using “Out of My Mind.”
    • Students will practice citing using evidence from the text to prove character traits in “LIttle Red Riding Hood.”

Wednesday

  • Cursive T
  • E= Explain
    • Students will learn how to explain how their cited evidence supports their answer in their WAR paragraph.

Thursday

  • Cursive Review Letters
  • Students will put RACE Quick Guide notes and Reading Response self and peer evaluation notes in their composition book.

Friday

  • Cursive Review Letters
  • Students will independently cite evidence and explain their evidence in their W.A.R. draft.

September 11-15 Lesson Plans

This week we will work towards developing a writing about reading response.

Monday

  • 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.

Tuesday

  • Cursive O
  • Students will learn how to Reword/restate the question
    • We will take notes, practice as a whole group (Kahoot)

Wednesday

  • 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.

Thursday

  • 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)

Friday

  • Cursive practice review of letters A-Q
  • Students will independently practice answering the question using appropriate transitions and broad responses.

September 5-8

Tuesday

  • Cursive J and K
  • Students will use follow instructions on google classroom to put compound subject and predicate notes in their composition book
  • We will discuss and practice identifying compound subjects and predicates.

Wednesday

  • Cursive L
  • Students will complete Flocabulary subject and predicate assignments. They may use their notes.
    • Vocabulary
    • Read and Respond
    • Quiz

Thursday

  • Cursive M
  • We will analyze a mentor sentence to discuss how to determine subject and predicate in complicated sentences.
  • Students will color code subjects and predicates in their own writing response from “If I could change one thing about myself it would be…”

Friday

  •  Practice cursive A-M
  • Test
    • parts of speech vocabulary: noun, pronoun, verb, adverb, adjective, subject, predicate, conjunction
    • Identifying subject and predicate in a variety of sentences