download
A Must Read!  Your Grandparents Would Agree!!!
news02
martin-county-school-district-squarelogo-1424757026455
Simpsons_couch-1-

AAAWWUBBIS

Generic Wordwork Page

mrsb0202

Email Mrs. Bennett at: bennetn1@martin.k12.fl.us

Classwork 1/14-1/18

  • Monday: (1/14) BR: SoW (Pronoun-antecendent agreement Day 1)  Whole group word-work introduction, small group word-work practice
  • Tuesday: (1/15) BR:SoW (Pronoun-antecendent agreement Day 2) Whole Group First and second reading of the AOW Border Wall. (Article response due 1/22)
    • Engage with questions regarding objectivity, opinion, and judgement
    • What is the relationship between Democrats and Republicans
    • How can they solve their problems?
  • Wednesday: (1/16)  SoW (Using Items in a Series Day 1) Small group for i-Ready, library, wordwork & AOW writing
  • Thursday: (1/17)  SoW (Using Items in a Series Day 2) Small group for i-Ready, library, wordwork & AOW writing
  • Friday: (1/18)  (5A & 5B vocab  words and week 5B spelling words), pronoun/antecedent & items in a series quiz

Unit 5b The Date

Academic Games/Videos

Reading & Writing

Weekly Targets

On my own I can:

  • Define a word using context clues
  • Summarize the text
  • Explain how two or more main ideas are supported by key details.
  • Determine two or more main ideas in a text

Standards Focus:

  • LAFS.6.RL.1.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
  • LAFS.6.RI/RL2.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
  • LAFS.6.RL.2.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
  • LAFS.6.W.2.5: With some guidance and support from peers and adults, students develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

ESE/NES ACCOMODATIONS

Classwork 1/7-1/11

  • Monday: (1/7) BR: SoW (Capitalization Rules Day 1)  Whole group word-work introduction, small group word-work practice
  • Tuesday: (1/8) BR: Iready Winter Test
  • Wednesday: (1/9) Iready Winter Test, wordwork practice
  • Thursday: (1/10)  SoW (Capitalization Rules Day 2) Whole group: The Banana Tree reading (p. 171) for Figurative Language. Small group: Capitalization practice p. 184, wordwork practice
  • Friday: (1/11) Small Groups: Finish Banana Tree reading and assignments: Whole Group: vocabulary &, spelling (5A vocab  words and Spelling words), capitalization quiz

Weekly Targets

On my own I can:

  • figure out how characters in a story respond to challenges
  • define a word using context clues
  • explain how powerful scenes drive a plot
  • use precise words and phrases to convey experiences

Unit 5a The Date

Academic Games/Videos

Reading & Writing

Standards Focus:

  • LAFS.6.RL.1.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
  • LAFS.6.RI/RL2.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
  • LAFS.6.RL.2.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
  • LAFS.6.W.2.5: With some guidance and support from peers and adults, students develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

ESE/NES ACCOMODATIONS

Classwork 12/17-12/21

  • Monday: (12/17)  Writing conferences & goal setting with action steps
  • Tuesday: (12/18) Writing conferences & goal setting with action steps
  • Wednesday: (12/19) Writing conferences & goal setting with action steps
  • Thursday: (12/20)  Writing conferences & goal setting with action steps
  • Friday: (12/21) Writing conferences & goal setting with action steps

 

Academic Games/Videos

Reading, Writing, & Tests

  • Dog Park Essay Rewrites

Standards Focus:

  • LAFS.6.1.1:  Write arguments to support claims with clear reasons and relevant evidence.
    1. Introduce claim(s) and organize the reasons and evidence clearly.
    2. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
    3. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
    4. Establish and maintain a formal style.
    5. Provide a concluding statement or section that follows from the argument presented.
  • LAFS.6.W.2.5: With some guidance and support from peers and adults, students develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

ESE/NES ACCOMODATIONS

Classwork 12/10-12/14

  • Monday: (12/10) BR: SoW (Apostrophes for possession)  Whole group word-work introduction, small group word-work practice
  • Tuesday: (12/11) SoW (Apostrophes for possession) District Quarterly Assessment, i-Ready
  • Wednesday: (12/12) BR: Elaboration techniques, small group rotation for rewriting elaboration based on teacher provided thesis statement, media center, i-ready
  • Thursday: (12/13)  Review for Unit test (Kahoot/Quizlet)
  • Friday: (12/14) BR: Ron & John / Apostrophe Unit Test

Unit 4 The Ballad of Ron and John

Academic Games/Videos

Reading, Writing, & Tests

  • Dog Park Essay Rewrites
  • CQ 2 District Test
  • Ron & John Unit Test

Standards Focus:

  • LAFS.6.1.1:  Write arguments to support claims with clear reasons and relevant evidence.
    1. Introduce claim(s) and organize the reasons and evidence clearly.
    2. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
    3. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
    4. Establish and maintain a formal style.
    5. Provide a concluding statement or section that follows from the argument presented.
  • LAFS.6.W.2.5: With some guidance and support from peers and adults, students develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
  • LAFS.6.RI/RL2.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

ESE/NES ACCOMODATIONS

Classwork 12/03-12/07

  • Monday: (12/03) BR: SoW (Apostrophes to show possession)  Spelling pretest, Whole group word-work introduction, small group word-work practice
  • Tuesday: (12/04) BR: SoW (Apostrophes to show possession)  Small Group Rotations with wordwork, iReady, and media center (some groups typing essays in paperrater.com.(blocks 3 and 4 during wordwork),
  • Wednesday: (12/05)  Lesson Plan (edited for grades 6-8)
    • Overarching standard, Target :I can use peer editing strategies to improve my writing and the writing of others.
    • Whole group peer-review introduction and exercise
    • Small group break out to peer review Dog Park essay with handouts (1, 2)
    • Students are assigned new groups based on recent essay data.
    • Questions to ask during lesson and groups:
      • As a writer, what do you generally do well?
      • What did you learn about writing while you were editing your piece?
      • Based on your original thesis statement, could you reader predict what you would write about next?
      • While you’re editing your peers work, where could they add punctuation to show the reader where to pause in your essay?
  • Thursday: (12/06)  Overarching standard, Target:
    • Whole group peer-review introduction and exercise
    • Small group break out to peer review Dog Park essay with handouts (1, 2)
    • Students are assigned new groups based on recent essay data.
    • Questions to ask during lesson and groups:
      • As a writer, what do you generally do well?
      • What did you learn about writing while you were editing your piece?
      • Based on your original thesis statement, could you reader predict what you would write about next?
      • While you’re editing your peers work, where could they add punctuation to show the reader where to pause in your essay?
  • Friday: (12/07) Vocabulary Quiz (Ron & John)

Unit 4 The Ballad of Ron and John

Academic Games/Videos

Reading & Writing

  • It’s A Dog’s Life Essay

Standards Focus:

  • LAFS.6.1.1:  Write arguments to support claims with clear reasons and relevant evidence.
    1. Introduce claim(s) and organize the reasons and evidence clearly.
    2. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
    3. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
    4. Establish and maintain a formal style.
    5. Provide a concluding statement or section that follows from the argument presented.
  • LAFS.6.W.2.5: With some guidance and support from peers and adults, students develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

ESE/NES ACCOMODATIONS

Classwork 11/26-12/07

  • Monday: (11/26) BR: SoW (Quotations with middle attribution)  Whole group word-work introduction, small group word-work practice
  • Tuesday: (11/27) BR: SoW (Quotations with middle attribution)  Small Group Rotations with wordwork spelling, iReady,
  • Wednesday: (11/28) BR: Quiz for Quotations and review, wordwork pratice
  • Thursday: (11/29)  SoW (Indirect Quotations),School-wide essay writing
  • Friday: (11/30) Quotations (front, end, middle, indirect) & Vocabulary Quiz (Ron & John)

Unit 4 The Ballad of Ron and John

Academic Games/Videos

Reading & Writing

  • It’s a Dog’s Life Essay

Standards Focus:

  • LAFS.6.1.1:  Write arguments to support claims with clear reasons and relevant evidence.
    1. Introduce claim(s) and organize the reasons and evidence clearly.
    2. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
    3. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
    4. Establish and maintain a formal style.
    5. Provide a concluding statement or section that follows from the argument presented.
  • LAFS.6.W.2.5: With some guidance and support from peers and adults, students develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

ESE/NES ACCOMODATIONS

Classwork 11/12-11/16

  • Monday: (11/05) BR: SoW (Semicolon usage)  Whole group word-work introduction, small group word-work practice
  • Tuesday: (11/06) BR: SoW (Quotation with end attribution) Whole group reading of A Voice and Words Like Freedom, answer questions in small group on p 246 and discussions on Theme
  • Wednesday: (11/07) BR: SoW (Quotation with end attribution), Small Group Rotations with Collections questions, Mandela, iReady,
  • Thursday: (11/08)  Review for vocabulary test/Book Fair
  • Friday: (11/09) BR: Unit Vocab/Theme test

Unit 3 Mandela is Free!

Academic Games/Videos

Reading & Writing

  • A Voice p. 241 (The themes include personal struggle, race, cultural differences, the generation gap, bravery, and self-belief.)

Standards Focus:

  • LAFS.6.RL1.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
  • LAFS.6.RL1.3: Describe how a particular story’s or drama‚Ä™s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
  • LAFS.6.RL2.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
  • LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text.
  • LAFS.6.RL.3.9: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

ESE/NES ACCOMODATIONS

Classwork 11/05-11/9

  • Monday: (11/05) BR: SoW (Semicolon usage)  Whole group word-work introduction, small group word-work practice
  • Tuesday: (11/06) BR: SoW (Quotation with end attribution) Whole group reading of A Voice and Words Like Freedom, answer questions in small group on p 246 and discussions on Theme
  • Wednesday: (11/07) BR: SoW (Quotation with end attribution), Small Group Rotations with Collections questions, Mandela, iReady,
  • Thursday: (11/08)  Review for vocabulary test/Book Fair
  • Friday: (11/09) BR: Unit Vocab/Theme test

Unit 3 Mandela is Free!

Academic Games/Videos

Reading & Writing

  • A Voice p. 241 (The themes include personal struggle, race, cultural differences, the generation gap, bravery, and self-belief.)

Standards Focus:

  • LAFS.6.RL1.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
  • LAFS.6.RL1.3: Describe how a particular story’s or drama‚Ä™s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
  • LAFS.6.RL2.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
  • LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text.
  • LAFS.6.RL.3.9: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

ESE/NES ACCOMODATIONS

Classwork 10/29-11/2

Unit 3 Mandela is Free!

Academic Games/Videos

Reading & Writing

Standards Focus:

  • LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
  • LAFS.6.RI.2.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
  • LAFS.6.RI.2.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
  • LAFS.6.RI,3.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
  • LAFS.6.RI.3.9: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

ESE/NES ACCOMODATIONS

Classwork 10/22-10/26

  • Monday: (10/22)  BR: SOW front branching sentences, Whole group word-work introduction, small group word-work practice
  • Tuesday: (10/23) BR: Trace Arguments(first 2 slides),  Whole group reading of Wild Animals, small group analysis of RI.2.6 using the Compare/Contrast Thinking Map
  • Wednesday: (10/24) small group analysis of RI.2.6 using the Compare/Contrast Thinking Map, iReady, and Media Center rotations
  • Thursday: (10/25) small group analysis of RI.2.6 using the LAFS books, iReady, and Media Center rotations
  • Friday: (10/26) small group analysis of RI.2.6 using the LAFS books, iReady, and Media Center rotations

Unit 3 Mandela is Free!

Academic Games/Videos

Reading & Writing

Standards Focus:

  • LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
  • LAFS.6.RI.2.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
  • LAFS.6.RI.2.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
  • LAFS.6.RI,3.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
  • LAFS.6.RI.3.9: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

ESE/NES ACCOMODATIONS

Classwork 10/15-10/19

  • Monday: (10/15)  Teacher work day
  • Tuesday: (10/16)  District Progress Monitoring Test, Vocab test review
  • Wednesday: (10/17) District Progress Monitoring Test & Vocab test review
  • Thursday: (10/18) Thinking Maps & Thinking maps for notebooks (Academic vocab)
  • Friday: (10/19) Mime in the Box test,  i-Ready and Media Center

Unit 2 Mime in a Box

Academic Games/Videos

Reading & Writing

  • Review for Friday Test

Standards Focus:

  • LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
  • LAFS.6.RI.2.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
  • LAFS.6.RI.2.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
  • LAFS.6.RI,3.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
  • LAFS.6.RI.3.9: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

ESE/NES ACCOMODATIONS

Classwork 10/08-10/12

Unit 2 Mime in a Box

Academic Games/Videos

Reading & Writing

Standards Focus:

  • LAFS.6.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. illustrated, and elaborated in a text.
  • LAFS.6.RI.1.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
  • LAFS.6.RI.1.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
  • LAFS.6.RI.2.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
  • LAFS.6.RI.2.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

ESE/NES ACCOMODATIONS

Classwork 10/01-10/05

  • Monday: (10/01) Whole group: SoW (compound sentences), submit AoW to paperrater,  
  • Tuesday: (10/02)  Whole group: SoW (AAAWUBIS), Thinking Maps, i-Ready, and reading
  • Wednesday: (10/03) Half Day Whole group: SoW (AAAWUBIS), Thinking Maps, i-Ready, and reading
  • Thursday: (10/04) Whole group: SoW, reading “How Smart are Animals?”
  • Friday: (10/05) Small group rotations for wordwork, reading to answer questions on standards for How Smart are Animals?

Unit 2 Mime in a Box

Academic Games

Reading & Writing

Standards Focus:

  • LAFS.6.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. illustrated, and elaborated in a text.
  • LAFS.6.RI.1.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
  • LAFS.6.RI.1.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
  • LAFS.6.RI.2.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
  • LAFS.6.RI.2.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

ESE/NES ACCOMODATIONS

Classwork 9/24-9/28

  • Monday: (9/24) Whole group: SoW, complete AoW close read, RACES Intro & Practice
  • Tuesday: (9/25)  Whole group: SoW, Small groups for writing, i-Ready, and reading
  • Wednesday: (9/26) Holiday
  • Thursday: (9/27) Whole group: SoW, Small groups for writing, i-Ready, and reading
  • Friday: (9/28) Small group rotations for wordwork, writing, iReady, and reading

Unit 2 Mime in a Box

Academic Games

Reading & Writing

  • No new vocab this week

Standards Focus:

  • LAFS.6.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • illustrated, and elaborated in a text.
  • LAFS.6.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

ESE/NES ACCOMODATIONS

Classwork 9/17-9/21

  • Monday: (9/17) Whole group: SoW, complete AoW close read, RACES Intro & Practice
  • Tuesday: (9/18)  Whole group: SoW, Small groups for writing, i-Ready, and reading
  • Wednesday: (9/19) Holiday
  • Thursday: (9/20) Whole group: SoW, Small groups for writing, i-Ready, and reading
  • Friday: (9/21) Small group rotations for wordwork, writing, iReady, and reading

Unit 2 Mime in a Box

Academic Games

Reading & Writing

  • No new vocab this week

Standards Focus:

  • LAFS.6.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • illustrated, and elaborated in a text.
  • LAFS.6.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

ESE/NES ACCOMODATIONS

Classwork 9/8-9/12

Unit 2 Mime in a Box

Academic Games

Reading & Writing

Standards Focus:

  • LAFS.6.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • illustrated, and elaborated in a text.
  • LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
  • LAFS.6.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

ESE/NES ACCOMODATIONS

Classwork 9/4-9/7

  • Monday: (9/3) Labor Day
  • Tuesday: (9/4) Small group rotations for vocabulary review with quizlet, and i-ready Restate practice
  • Wednesday: (9/5) Vocabulary, spelling & reading test, time permitting: i-ready
  • Thursday: (9/6) Writing Baseline, i-Ready, library time
  • Friday: (9/7)Writing Baseline, i-Ready, library time

Unit 1 Review

Academic Games

Reading & Writing

Standards Focus:

  • LAFS.6.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, illustrated, and elaborated in a text.
  • LAFS.6.RI.1.2: Determine a central idea of a text and how it is conveyed.
  • LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

ESE/NES ACCOMODATIONS

Classwork 8/27-8/31

  • Monday: (8/27)Word-work, foldable, spelling pre-test, Whole Group reading
  • Tuesday: (8/28) Small-group work in i-Ready, wordwork,  grammar, and reading
  • Wednesday: (8/29) Small-group work in i-Ready, wordwork,  grammar, and reading
  • Thursday: (8/30) Small-group work in i-Ready, wordwork,  grammar, and reading
  • Friday: (8/31) Vocabulary & Spelling Test

Unit 1 Bottom of the 9th

Academic Focus

Reading & Writing

  • Lesson 3 Citing Evidence p.19-23
  • Scare the Phobia

Standards Focus:

  • LAFS.6.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • LAFS.6.RI.1.2: Determine a central idea of a text and how it is conveyed.
  • LAFS.6.RI.1.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
  • LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

ESE/NES ACCOMODATIONS

Classwork 8/20-8/24

  • Monday: (8/20) i-Ready Diagnostic testing
  • Tuesday: (8/21) Small-group work in i-Ready, wordwork,  grammar, and reading
  • Wednesday: (8/22) Small-group work in i-Ready, wordwork,  grammar, and reading
  • Thursday: (8/23) Small-group work in i-Ready, wordwork,  grammar, and reading
  • Friday: (8/24) Reading work in Fears and Phobias

Unit 1 Bottom of the 9th

Academic Focus

Reading & Writing

  • Latin & Greek Prefixes

Standards Focus:

  • LAFS.6.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • LAFS.6.RI.1.2: Determine a central idea of a text and how it is conveyed.
  • LAFS.6.RI.1.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
  • LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Classwork 8/13-8/17

  • Monday: (8/13) Week 1 expectations for classrooms, hallways, and cafeteria
  • Tuesday: (8/14)  Review expectations, collect supplies, dispense forms
  • Wednesday: (8/15) Review expectations, collect supplies, dispense forms
  • Thursday: (8/16) Review expectations, collect supplies, dispense forms
  • Friday: (8/17) i-Ready Diagnostic

Daily ESE/NES Accomodations

Where appropriate, the following lesson accommodations are utilized for identified ESE and NES students. 1. Provide written outline. 2. Write key points on the board. 3. Make sure directions are understood. 4. Allow extra time to complete tasks. 5. Reduce class/homework assignments. 6. Handout worksheets one at a time. 7. Provide structured routine in written form. 8. Permit computer printed assignments. 9. Provide written directions. 10. Allow extra time for exams. 11. Read all test items. 12. Allow student(s) to write on test. 13. Keep all directions simple and clear. 14. Use materials from a lower skill level if necessary. 15. Class work may be completed at home. 16. Assign buddies and peer tutors. 17. Utilize the Total Physical Response. 18. Limit correcting errors in pronunciation or vocabulary.

 

Cursive Handwriting Generator (It’s Free!) / Z-B’s Grammar Practice

 
COW3

E-Sub Stats

SCALES

Thinking Maps

Wordwork Videos

All of these videos explain the weekly word-work packet that includes 5 vocabulary words and 10 spelling words.

WORDWORK

Wordwork 5a

Or sign up for a class:

  • Block 1 J44MP4
  • Block 2 57D4TP
  • Block 3 Z349XB
  • Block 4 PD6WGR

paperrater

E-Submission Code:

  • Block 1: A4E1B
  • Block 2: B2258 
  • Block 3: 5F5F5 
  • Block 4: DB432 

classroomlogo

  • All Blocks akiw47e

LESSONS