Reading

September 29, 2014 – October 24, 2014 

Objectives to be covered:

TEKS

RE.9.1.A- Apply knowledge of letter-sound correspondences, language structure, and context to recognize words.

RE.9.2.A – Expand vocabulary by reading, viewing, listening and discussing.

RE.9.3.D – Read to gain content/background knowledge as well as insight about oneself, others, or the world.

RE.9.4.D – Summarize texts by identifying main ideas and relevant details.

RE.9.4.G – Use questioning to enhance comprehension before, during, and after reading.

RE.9.5.A – Find similarities and differences across texts such as explanations, point of view, or themes.

Figure 19 (Inferencing)

Writing

ELA.9.17C – Use a variety of correctly structured sentences.

ELA.9.1A- Spell correctly, including using various resources to determine and check correct spellings.

Monday 9/29

SSR: (Silent Sustained Reading) and Response (Students will complete mini comprehension level lesson over what they have read.)

Do Now: Students will complete syllabication review.

Direct Teach: The teacher will continue 6 syllable type powerpoint .

Independent Practice: Students will be guided in completing interactive pieces in powerpoint and apply those short answer responses to sectional questions per syllable type.

EXIT TICKET

Tuesday 9/30

SSR: (Silent Sustained Reading) and Response (Students will complete mini comprehension level lesson over what they have read.)

Do Now: Students will complete syllabication review.

Direct Teach: The teacher will continue 6 syllable type powerpoint .

Independent Practice: Students will be guided in completing interactive pieces in powerpoint and apply those short answer responses to sectional questions per syllable type.

EXIT TICKET

Wednesday 10/1

SSR: (Silent Sustained Reading) and Response (Students will complete mini comprehension level lesson over what they have read.)

Do Now: Students will complete syllabication review.

Direct Teach: The teacher will begin teaching students the importance of utilizing syllabication in other content areas and breaking down the proper use of syllabication when approaching new words .

Independent Practice: Students will be guided in creating a foldable using various designs to incorporate all 6 syllable types.

EXIT TICKET

Thursday 10/2

SSR: (Silent Sustained Reading) and Response (Students will complete mini comprehension level lesson over what they have read.)

Do Now: Students will complete syllabication review.

Direct Teach: The teacher will begin teaching students the importance of utilizing syllabication in other content areas and breaking down the proper use of syllabication when approaching new words.

Independent Practice: Students will be guided in creating a foldable using various designs to incorporate all 6 syllable types.

EXIT TICKET

Friday 10/3

HOLIDAY NO CLASS

Monday 10/6

SSR: (Silent Sustained Reading) and Response (Students will complete mini comprehension level lesson over what they have read.)

Do Now: Students will complete syllabication review.

Direct Teach: The teacher will begin teaching students the importance of utilizing syllabication in other content areas and breaking down the proper use of syllabication when approaching new words .

Independent Practice: Students will be guided in creating a foldable using various designs to incorporate all 6 syllable types.

EXIT TICKET

Tuesday 10/7

SSR: (Silent Sustained Reading) and Response (Students will complete mini comprehension level lesson over what they have read.)

Do Now: Students will answer 5 questions about Fig 19B using the story they are currently reading.

Direct Teach: The teacher will assign students to groups to begin planning their presentations over assigned syllable type and vowel sounds.

Independent Practice: Students will begin answering questions to build their rubric over presentation and assign roles for presentation.

EXIT TICKET

Wednesday 10/8

SSR: (Silent Sustained Reading) and Response (Students will complete mini comprehension level lesson over what they have read.)

Do Now: Students will answer 5 questions about Fig 19B using the story they are currently reading.

Direct Teach: The teacher will assign students to groups to begin planning their presentations over assigned syllable type and vowel sounds.

Independent Practice: Students will begin answering questions to build their rubric over presentation and assign roles for presentation.

EXIT TICKET

Thursday 10/9

SSR: (Silent Sustained Reading) and Response (Students will complete mini comprehension level lesson over what they have read.)

Do Now: Students will answer 5 questions about Fig 19B using the story they are currently reading.

Direct Teach: The teacher will assign students to groups to begin planning their presentations over assigned syllable type and vowel sounds .

Independent Practice: Students will begin answering questions to build their rubric over presentation and assign roles for presentation.

EXIT TICKET

Friday 10/10

SSR: (Silent Sustained Reading) and Response (Students will complete mini comprehension level lesson over what they have read.)

Do Now: Students will answer 5 questions about Fig 19B using the story they are currently reading.

Direct Teach: The teacher will assign students to groups to begin planning their presentations over assigned syllable type and vowel sounds .

Independent Practice: Students will begin answering questions to build their rubric over presentation and assign roles for presentation.

EXIT TICKET

Monday 10/13

SSR: (Silent Sustained Reading) and Response (Students will complete mini comprehension level lesson over what they have read.)

Do Now: Students will answer 5 questions about Fig 19B using the story they are currently reading.

Direct Teach: The teacher will assign students to groups to begin planning their presentations over assigned syllable type and vowel sounds.

Independent Practice: Students will begin answering questions to build their rubric over presentation and assign roles for presentation.

EXIT TICKET

Tuesday 10/14

SSR: (Silent Sustained Reading) and Response (Students will complete mini comprehension level lesson over what they have read.)

Do Now: Students will answer 5 questions about Fig 19B using the story they are currently reading.

Direct Teach: The teacher will assign students to groups to begin planning their presentations over assigned syllable type and vowel sounds.

Independent Practice: Students will begin answering questions to build their rubric over presentation and assign roles for presentation. Students will begin developing visual aids for their presentation.

EXIT TICKET

Wednesday 10/15

SSR: (Silent Sustained Reading) and Response (Students will complete mini comprehension level lesson over what they have read.)

Do Now: Students will answer 5 questions about Fig 19B using the story they are currently reading.

Direct Teach: The teacher will assign students to groups to begin planning their presentations over assigned syllable type and vowel sounds.

Independent Practice: Students will begin answering questions to build their rubric over presentation and assign roles for presentation. Students will begin developing visual aids for their presentation.

EXIT TICKET

Thursday 10/16

SSR: (Silent Sustained Reading) and Response (Students will complete mini comprehension level lesson over what they have read.)

Do Now: Students will answer 5 questions about Fig 19B using the story they are currently reading.

Direct Teach: The teacher will assign students to groups to begin planning their presentations over assigned syllable type and vowel sounds.

Independent Practice: Students will begin answering questions to build their rubric over presentation and assign roles for presentation. Students will begin developing visual aids for their presentation.

EXIT TICKET

Friday 10/17

SSR: (Silent Sustained Reading) and Response (Students will complete mini comprehension level lesson over what they have read.)

Do Now: Students will answer 5 questions about Fig 19B using the story they are currently reading.

Direct Teach: The teacher will assign students to groups to begin planning their presentations over assigned syllable type and vowel sounds.

Independent Practice: Students will begin answering questions to build their rubric over presentation and assign roles for presentation. Students will begin developing visual aids for their presentation.

EXIT TICKET

Monday 10/20

SSR: (Silent Sustained Reading) and Response (Students will complete mini comprehension level lesson over what they have read.)

Do Now: Students will answer 5 questions about Fig 19B using the story they are currently reading.

Direct Teach: The teacher will begin assisting students with finalizing details for presenting their projects and make sure all group members have been assigned a role. The teacher will go over group developed rubric and make sure all presentations match rubric outline.

Independent Practice: Students will begin presentations.

EXIT TICKET

Tuesday 10/21

SSR: (Silent Sustained Reading) and Response (Students will complete mini comprehension level lesson over what they have read.)

Do Now: Students will answer 5 questions about Fig 19B using the story they are currently reading.

Direct Teach: The teacher will begin assisting students with finalizing details for presenting their projects and make sure all group members have been assigned a role. The teacher will go over group developed rubric and make sure all presentations match rubric outline.

Independent Practice: Students will begin presentations.

Wednesday 10/22

SSR: (Silent Sustained Reading) and Response (Students will complete mini comprehension level lesson over what they have read.)

Do Now: Students will answer 5 questions about Fig 19B using the story they are currently reading.

Direct Teach: The teacher will begin assisting students with finalizing details for presenting their projects and make sure all group members have been assigned a role. The teacher will go over group developed rubric and make sure all presentations match rubric outline.

Independent Practice: Students will begin presentations.

Thursday 10/23

SSR: (Silent Sustained Reading) and Response (Students will complete mini comprehension level lesson over what they have read.)

Do Now: Students will answer 5 questions about Fig 19B using the story they are currently reading.

Direct Teach: The teacher will begin assisting students with finalizing details for presenting their projects and make sure all group members have been assigned a role. The teacher will go over group developed rubric and make sure all presentations match rubric outline.

Independent Practice: Students will begin presentations.

Friday 10/24

SSR: (Silent Sustained Reading) and Response (Students will complete mini comprehension level lesson over what they have read.)

Do Now: Students will answer 5 questions about Fig 19B using the story they are currently reading.

Direct Teach: The teacher will begin assisting students with finalizing details for presenting their projects and make sure all group members have been assigned a role. The teacher will go over group developed rubric and make sure all presentations match rubric outline.

Independent Practice: Students will begin presentations.

Monday 10/27

SSR: (Silent Sustained Reading) and Response (Students will complete mini comprehension level lesson over what they have read.)

iStation

Tuesday 10/28

SR: (Silent Sustained Reading) and Response (Students will complete mini comprehension level lesson over what they have read.)

iStation

Wednesday 10/29

Teacher will be out for training but students will complete reading with responsibility guidelines and read 1 of 3 choice short stories.

Thursday 10/30

Teacher will be out for training but students will complete reading with responsibility guidelines and read 1 of 3 choice short stories.

Friday 10/31

SSR: (Silent Sustained Reading) and Response (Students will complete mini comprehension level lesson over what they have read.)

Do Now: Students will answer 5 questions about Fig 19B using the story they are currently reading.

Direct Teach: The teacher will begin new unit over the 8 parts of speech and master piece sentences.

Independent Practice: Students will begin identifying the various parts of speech and color coding sentences.

Exit ticket: students will answer a short question about the information learned during the lesson to guide teacher in possible re-teaching and checking for understanding opportunity next class period.