6th grade Reading:
Mon. 11/23
Today we quickly reviewed p.79-92. We read p.93-97, then students completed Journal Entry #4: "Mr. Fogelman's last memo says: 'Do something drastic. And fast.' I think Mr. Fogelman (will/should)..."
We read p.98-108 and students worked to complete their review worksheets.
HW: Finish review worksheet (for p.1-108)
Fri. 11/20
Today students completed Journal Entry #3: "Wallace volunteers information to Parker for the school newspaper. I think this will/will not convince everyone that Wallace is innocent because..." We discussed the journal entries and then reviewed p.58-78. We read p. 79-92 and then students worked to answer questions 11-15 on the review worksheet.
No HW.
Thurs. 11/19
Today we reviewed p. 46-58 orally. We read pages 58-78 today in class. Students continued working on the review worksheet, answering up to question #10.
No HW.
Wed. 11/18
Today students took the Literary Device Quiz.
No HW. (get progress report signed)
Tues. 11/17
Today we finished identifying sensory details, figurative language, dialogue, and description using Coach lesson 1. Students completed Journal Entry #2 and shared their answers. We briefly reviewed p. 40-45. We began reading p. 46-56.
HW: Study your lesson 1 notes for the quiz over sensory details, figurative languge, dialogue, and description.
Mon. 11/16
Today we continued studying Coach lesson 1: Sensory Details, Figurative Language, Dialogue, and Description. Students identified five examples and wrote what literary device each one is. Next, we briefly reviewed p. 32-39 of No More Dead Dogs. Then we read p. 40-45. Students began a listening review worksheet for p. 1-45.
HW: None, but quiz on Wednesday over Sensory details, figurative language, dialogue, and description.
Fri. 11/13
Today we finished reviewing the pages we read recently from the novel. We then read p. 31-39. Next, students began taking guided notes on Coach lesson 1: Sensory Details, Figurative Language, Dialogue, and Description. We included examples from No More Dead Dogs.
No HW.
Thurs. 11/12
Today we created the timeline of the wars and roles that women had in the wars and changes that impacted what women could do in the military. We then reviewed the pages that we read on Tuesday from No More Dead Dogs, p. 20-31.
No HW.
Wed. 11/11
Today we read the article "Serving Her Country" in a READ magazine, highlighting the roles of women throughout the history of the US military. Tomorrow we will create a timeline to organize the information.
No HW.
Tues. 11/10
Oral review of pages 11-19 from No More Dead Dogs. Listen to the book on tape, reading along to p.20-31.
No HW.
Mon. 11/9
1. Finish CRCT Coach lesson 5-Speaker, Narration & Tone-students answered the review questions on their own, then we went over them as a class.
2. Begin the Reading Pretest in the CRCT Coach books.
No HW.
Fri. 11/6
Today we read and took notes from the CRCT Coach lesson 5: Speaker, Narration, and Tone. Students copied the notes they saw on the overhead and will keep the notes in their notebooks. We discussed the speakers and narration in the novel we're currently studying, No More Dead Dogs, as well as the tone of many previous stories we've read. We discussed how the speaker, narration, and tone affect a story.
No HW.
Thurs. 11/5
Today students were given 15 minutes of classtime to finish last night's homework, as many may have needed to use the novel if they didn't find some of yesterday's words.
We reviewed the sentences and definitions in class.
No HW (unless you still need to finish the worksheet)
Wed. 11/4
Today we read p.11-19 of No More Dead Dogs. Finish context clues worksheet in class or for homework. You need to complete all 3 parts: writing the sentence with each vocabulary word, writing the definitions that match the same meaning of how it was used in the story, and complete one of the end of chapter activities: draw and color an important scene from p.1-10 OR write a paragraph summary (at least 5 sentences) of p.1-10.
HW: Finish the worksheet (see description above).
Tues. 11/3
Students who were not finished with the "Legend of Sleepy Hollow" worksheet needed to turn it in today. Next, students wrote the first journal entry for the No More Dead Dogs novel study. They wrote in their journal: "Honesty is the best policy." Is this always true? Explain your answer.
After we discussed our answers, we read pages 1-10 of No More Dead Dogs, by Gordon Korman. Students began working on the context clues vocabulary worksheet.
No HW.
Mon. 11/2
Today students completed the comprehension worksheet for "The Legend of Sleepy Hollow." This worksheet was collected at the end of class if students had finished.
HW: Finish the "Legend of Sleepy Hollow" comprehension WS.
Fri. 10/30
Today we finished reading "The Legend of Sleepy Hollow" out loud. We watched most of the Disney film adaptation of the play.
No HW.
Thurs. 10/29
We continued reading "The Legend of Sleepy Hollow" play out loud.
No HW.
Wed. 10/28
Homework check. Today we finished reviewing the "A Voice in the Night" vocab/comprehension worksheet. Next, we began reading "The Legend of Sleepy Hollow".
No HW.
Tues. 10/27
Today students completed the vocabulary and comprehension worksheet. We began reviewing the worksheet in class.
HW: Finish the worksheet.
Mon. 10/26
Today we finished reading the play "A Voice in the Night". Students began working to find the meaning of vocabulary words using context clues, as well as answering comprehension questions for the story.
No HW.
Fri. 10/23
Today we reviewed the questions for "Three Skeleton Key." We began reading the play "A Voice in the Night" in the READ magazine. Students were assigned parts to read aloud.
No HW.
Thurs. 10/22
Today students finished answering the questions for "Three Skeleton Key." All students were given a fluency test by today.
No HW.
Wed. 10/21
Today we finished reading "Three Skeleton Key" aloud. Students began answering the comprehension and vocabulary questions that go with the story. (2nd period did not). 4th, 5th, and 6th period students were pulled for fluency tests, which will be taken 3 times this year. Students read aloud for one minute to Mrs. Berlin, who calculated their WCPM, or Words Correct Per Minute. 2nd period will begin their fluency test tomorrow.
No HW.
Tues. 10/20
Today we finished reviewing the READ worksheet for the "Fact & Opinion" activity and the phobia activity on the back. Next, discussed good fluency strategies before beginning to read "Three Skeleton Key" aloud--students took turns reading to practice their fluency.
No HW.
Mon. 10/19
Today students read "Beyond Fear" from the READ magazine on their own and answered the "Fact & Opinion" questions for the story on their worksheet. They also "diagnosed" 5 patients' phobias on the back of the worksheet. Students received recent graded work and filed it in their graded work folders that are stored in the classroom.
HW: finish the READ worksheet (the "Beyond Fear" questions and the back of the worksheet).
Fri. 10/16
Today we reviewed the Fact & Opinion worksheet. Students also were able to view the 1st and 2nd Context Clues quiz results. The higher of the two grades will be recorded.
No HW.
Thurs. 10/15
Today students took a revised version of the Context Clues Quiz, one that was a short answer style quiz. Students completed a Fact and Opinion instruction worksheet when finished, then read quietly.
No HW.
Wed. 10/14
Today students completed the multiple choice Context Clues Quiz using "The Baby-Sitter" story. Free reading after they finished.
No HW.
Tues. 10/13
Today we finished reading "The Baby-Sitter" from the READ magazine. Students answered the reading comprehension questions for the story. Next, students completed the context clues practice activity. Last, we reviewed both activities.
HW: Use the context clues activity to study/practice for the context clues quiz tomorrow..
Mon. 10/12
Today 6-7 students practiced their fluency by reading their alternate story endings to "Open House." Next, we began reading "The Babysitter" in the READ magazine.
No HW.
Thurs. 10/8
Today students answered the true/false questions for "Open House" on the READ worksheet. After they finished, they began writing their alternate ending to "Open House" that would have an equally disastrous ending for Barbara and Kenneth. Requirements: it needs to be at least 1 page long and include at least 5 of the vocabulary words from our vocab worksheet.
HW: Finish story ending.
Wed. 10/7
Homework was checked; we went over the answers that we wrote for the context clues (in Column 2) and the definitions (in Column 3).
No HW.
Tues. 10/6
Today we finished reading "Open House" in the READ magazine. Students then used the story and context clues to determine the meaning of each vocabulary word and write it in Column 2. After they finished all of Column 2, they looked in the dictionary for the definition that matches how the word was used in the story.
HW: Finish the worksheet, defining all words.
Mon. 10/5
Today we completed the vocabulary preview activity for unfamiliar words from the story "Open House." Students wrote their best guesses for the meaning to each vocabulary word. Next, I began reading "Open House" aloud, and students answered comprehension questions during the discussion. Students were to also look in the story for the vocabulary words from their worksheet in order to practice using context clues to determine the meaning.
No HW.
Fri. 10/2
Today students finished the TEST over Taking a Bath in Rome. Students were given all missing or incomplete work to finish for "Catch-up Day." Free reading for students who completed all their work.
No HW.
Thurs. 10/1
TEST over Taking a Bath in Rome. Students were given the opportunity to ask any questions before we began the test. Students read free reading books when they finished.
HW: Make sure to bring a free reading book tomorrow!
Wed. 9/30
Substitute teacher. Today the teacher finished reviewing the study guide (if the class did not finish reviewing yesterday). Next, they played Vocab Review Bingo to practice the vocabulary for the test tomorrow.
HW: Study ALL worksheets from the Taking a Bath in Rome unit. TEST Tomorrow!!
Tues. 9/29
Subsitute teacher. Today the teacher checked to see that students added color and more pictures to their diagrams for homework last night. Next, students finished working on their study guides. The remaining portion of class was used for reviewing the study guide and the Roman Concepts Chart (if time remained).
HW: Study for test.
Mon. 9/28
Today students completed the "Vocabulary Riddles" worksheet. Afterwards, students practiced with the "Stick 'em Up" vocab review again before beginning to work on the study guide. Last, students were given a copy of 3 diagrams: one of the underground pipe system, one of the bathhouse steps, and one of an aqueduct from its source going to Rome. (see HW)
HW: Students were instructed to color areas of the diagram use and to add pictures and symbols to enhance its use. For example, color the water blue, add ice in the "frigidarium", people wrestling in the "palaestra", and people with pool toys in the "natatorium".
Fri. 9/25
Today we discussed p.14-21 that students read yesterday, and students pointed out things that they learned or thought was interesting. We read/discussed p.22-27 together.
6th period began working on the "Vocabulary Riddles" worksheet.
No HW--Test is Thurs. Oct. 1
Thurs. 9/24
Today students read p.14-21 on their own and completed the "Reading Check" worksheet as they read. We reviewed the worksheet at the end of class.
No HW--Test is Thurs. Oct. 1
Wed. 9/23
Today students read p.8-13 in Taking a Bath in Rome, adding to their "Plumbing Problem...Roman Solution" worksheet.
2nd and 6th period began working on the Reading Check worksheet questions 1-5.
No HW--Test is Thurs. Oct. 1
Tues. 9/22
No school, cancelled for rain.
Mon. 9/21
Today students did the pre-vocabulary activity called "Stick 'em Up" to see what they know about 11 of the new vocab words. Next, they read pages 4-7 of Taking a Bath in Rome, and began completing the worksheet "Plumbing Problem...Roman Solution" as we read.
No HW.
Fri. 9/18
Today we started with a partner activity writing the steps to a process: How to take a bath. Next, students completed the Ancient Roman Plumbing Concepts chart and we shared our answers as a class.
Last, students completed pre-reading activities from the "Before You Read" page in the Taking a Bath in Rome book on page 2. Students answered questions and previewed the book and wrote their answers on sticky notes. Students stuck their notes to their concepts chart to keep up with them.
No HW.
Thurs. 9/17
Today we finished watching the I am David film. Students completed Journal Entry #3: "Throughout the film, David keeps thinking about Johannes. I think he thinks about him because...(give several reasons). Three ways that David changes throughout the film are...
Students turn in all 3 journal entries and the "I am David" comprehension worksheet.
No HW.
Wed. 9/16
Today we continued watching the I am David film.
No HW.
Tues. 9/15
Today students began watching the I am David film.
No HW.
Mon. 9/14
Today students read their edited "I am David" endings to the class. The rough draft, final draft, and peer edit rubrics were turned in today.
Any students who have not turned in their PG permission letters were given one to take home since we'll be watching the PG-rated I am David film tomorrow, Wednesday, and Thursday in class.
No HW, unless you need to bring in your PG permission letter.
Fri. 9/11
Today students traded their "I am David" story endings with their peers to complete a peer edit rubric. Students wrote corrections and suggestions on the paper and rubric of their peer. Rubrics and stories were returned and students began rewriting their final drafts.
HW: Finish rewrite of essay, may be typed.
Thurs. 9/10
Today we reviewed the rest of the comprehension worksheet and corrected our answers. Next, students shared their illustrated scenes from "I am David" and we practiced sequencing events by placing them in order of when they occured. Students began writing their own endings to "I am David" in story format from where the play left off. Must be at least one full page. See the comprehension worksheet for guidelines.
HW: Finish "I am David" ending.
Wed. 9/9
Today, the class finished reading "I am David" aloud. Next, they completed the comprehension worksheet, questions 15-16. We reviewed the worksheet together. Last, students chose one scene from the story to illustrate.
HW: Finish and color illustration.
Tues. 9/8
Today we completed Journal Entry #2:"If I were David, I (would/would not) have trusted "Man's voice" and tried to escape because..."
Next, we reviewed the answers to questions 1-9 on the comprehension worksheet. We read scenes 5-8 of "I am David" and answered questions 10-14 on the worksheet.
HW: Finish questions 10-14.
Fri. 9/4
Today students wrote Journal #1, "To me, freedom is..." We began reading "I am David," scenes 1-4. Students answered questions 1-9 on the comprehension worksheet.
HW: Finish questions 1-9.
Thurs. 9/3
Today students finished working on "The Jigsaw Puzzle" questions. They read a free reading book while everyone finished. Last, we reviewed the answers to the questions.
No HW.
Wed. 9/2
Today is the literary terms quiz. Students had 5-10 minutes to study again at the beginning of class.
After the quiz, we finished reading "The Jigsaw Puzzle" story and students answered the questions for a quiz grade.
No HW.
Tues. 9/1
Today the literary terms foldable was due with all 16 literary terms defined. We did a vocabulary practice activity to prepare for the quiz tomorrow over the literary terms. Next, we read "The Jigsaw Puzzle" story as the teacher read it aloud. Tomorrow, students will begin answering questions that accompany the story.
HW: Study the 16 literary terms for the quiz tomorrow.
Mon. 8/31
Today groups created a large bar graph of their data from the "All-About Me" newspaper.
Second, we began making a foldable for the literary terms and definitions.
HW: Finish writing all terms and definitions in the foldable. Bring your signed Reading syllabus slip if you haven't already.
Fri. 8/28
Today we finished making the data collection charts. We identified the genre of our favorite books and wrote it on our newspapers. The class was divided into 3 groups and each group collected data for one catagory, either Type of Hero, Book Genre, or Favorite School Activity. Last, each student created a bar graph for the data he/she collected. We shared our data with the class.
No HW (unless you haven't gotten your syllabus signed)
Thurs. 8/27
Today we finished reviewing the Poe worksheet in class. Next, we created a data collection chart to use for the type of hero, book genre, and favorite school activities from our class's All-About Me newspapers.
HW: Get Reading syllabus signed by tomorrow.
Wed. 8/26
Today, 2nd period finished answering the discussion questions and worked to complete the "Vocab Workout" and "Sequencing Events" for "The Poe Hoax." Next, they worked on "Recalling Details" for "Tell-Tale Poe." We reviewed the discussion questions and the "Vocab Workout."
HW for 2nd period: Finish the worksheet AND read the syllabus with your parents and bring the slip back signed.
4th, 5th, 6th period: We worked on completing the discussion questions and the rest of the worksheet.
HW: Finish the worksheet AND read the syllabus with your parents and bring the slip back signed.
Tues. 8/25
Today, 2nd period finished the discussion questions and began working on the rest of the worksheet.
HW for 2nd period: Finish the Vocab Workout.
4th, 5th, and 6th period finished reading "The Poe Hoax" play and began working on answering discussion questions for the story. Next, students were to complete the "Vocab Workout" and "Sequencing Events" portion of the worksheet.
HW: Finish discussion questions #1-4 and the "Vocab Workout".
Mon. 8/24
Today we continued reading "The Poe Hoax" playscript, discussing the story as we read. 2nd period finished reading it and began working on answering discussion questions from the worksheet.
No HW.
Fri. 8/21
Today we continued reading "The Poe Hoax" playscript together from the READ magazine.
No HW.
Thurs. 8/20
Today the "All About Me" newspapers were due.
We began reading "The Poe Hoax" playscript together from the READ magazine.
No HW.
Wed. 8/19
Today students worked to finish their newspapers. They began reading "Tell-Tale Poe" on their own.
HW: Finish newspaper if you haven't already.
Tues. 8/18
Today students began working on their "All About Me" newspapers.
HW: Bring in 2 photos, one of yourself and one of your hero, if you haven't already.
Mon. 8/17
Today students worked on writing the 3 main articles for their "All About Me" newspapers. They need to get the 3 articles approved before they can work on the real newspaper.
HW: Finish 3 articles and bring a photo of yourself and a small photo of your hero.
Fri. 8/14
Today students finished their answers for the "Tell-Tale Heart" story. They decorated their graded work folder for Reading. When they finished, they could read the free reading book that they were supposed to bring today. Last, we graded the multiple choice questions for "Tell-Tale Heart."
HW: Finish decorating your graded work folder.
Thurs. 8/13
Today students completed Journal Entry #3 and turned all three entries in from this week. They worked to complete the multiple choice and short answer questions for "The Tell-Tale Heart" story.
HW: Bring free reading book tomorrow, and colored pencils/markers if you have them.
Wed. 8/12
Today students completed Journal Entry #2, and we read the story "The Tell-Tale Heart." The students began answering the multiple choice questions at the end of the story and to answer 2 short answer questions.
HW: Bring free reading book tomorrow.
Tues. 8/11
Students read through pages 1-19 in the student handbook, found in the front of the student agenda. Please review the policies and information found in the handbook. We also discussed my classroom procedures, and students received their Tiger Tracks sheets. Please ask your student about them!
HW: Bring free reading book to school by Friday, 8/14.
Mon. 8/10
Today went great! Students completed their first journal entry and a "getting to know your classmates" activity.
HW: Bring a free reading book and colored pencils/markers by Friday, 8/14.
