ACT Practice/Preparation

In two years or less, you will be taking your ACT.  It's never too early to start exposing yourself to what this type of test entails.  Doing well on this standardized tests could lead to scholarships and/or being accepted into the ideal college for you!  Today, we're going to practice the reading section of this test, but feel free to try the other sections on your own as well.  Click on the link below and let's get started!

http://www.actstudent.org/sampletest/

Reviewing Parts of the Plot

Today you will be reading an excerpt from (one of the 10 days from) 10 Days: Martin Luther King Jr.  by David Colbert.  You will then plot out the main components of the story/retelling using the plot diagram interactive link below.  Print off your diagram when it is complete to turn in with your Friday binder.

http://www.readwritethink.org/files/resources/interactives/plot-diagram/

STATION A:

This station is a continuation from yesterday when we practiced the "Top 5 List" note-taking strategy.  Today you will be composing a "Top 10 List".  You may use information from one, two, three, or all four videos to compose a list of ten interesting facts you gathered from other individuals' stories during the Civil Rights Movement.  Click on any one of the videos below to get started.

March on Washington: 

http://www.history.com/topics/civil-rights-movement/videos#bet-you-didnt-know-march-on-washington

Little Rock Nine

http://www.history.com/topics/civil-rights-movement/videos#little-rock-9

 

Supreme Court Ruling

http://www.history.com/topics/civil-rights-movement/videos#brown-vs-board-of-education-separate-is-not-equal

Jackie Robinson

http://www.history.com/topics/civil-rights-movement/videos#jackie-robinson-changes-the-face-of-america

"I Have a Dream"

 

Today's nonfiction reading passage will be an excerpt from Martin Luther King Jr.'s "I Have a Dream" motivational and persuasive speech.  We will first watch the following video for background information that lead up to and followed this historical event.  Then we will create a TOP FIVE LIST notes page, narrowing down King's main ideas he wanted to send to his listening and reading audience.  To get started, let's click on the link below.

http://www.youtube.com/watch?v=vUiwYS4Pj3c

Key Words to Focus on When Reading Math!

Zoning in on certain/key words when reading story problems is crucial to finding the correct answer.  Watch the following video and fill out the notes skeleton for these great and useful tips!

http://video.about.com/math/Tips-for-Solving-Math-Problems.htm

The Importance of Following Directions

How great at you at following DETAILED and SPECIFIC directions?  Let's see through this station!
http://www.bbc.co.uk/skillswise/game/en33inst-game-destination-impossible

Reading Your History Textbook Part II

Do you have trouble remembering what you just read out of the chapter in your History textbook?  Yes, there may be a lot of pages, thus a lot of facts, dates, and events to remember, but try looking at the text you're reading in a different way.
     History is incredibly interesting!  Just like when you watch a captivating movie or an intriguing book, see your history textbook as a historical story.  Think about it.  Every historical event you read about has a beginning, middle, and an end (plot).  There is a time and location (setting), people involved with that event (characters), some kind of issue, problem, dilemma or drama (conflict), and if it's a part of the past/history, some type of finality to it (resolution).
     We will be reading a section out of your history textbooks today and then mapping out this section into story form.  Readers will remember the important details of a captivating story and by reading your History textbook with the perspective that this is an important, factual retelling, you can better remember the details of the material!

Directions:

1) First draw a plot diagram on a piece of paper.

2). While we read, write in the margins when you find information about the plot with the following letter abbreviations:

E = Exposition (Setting)
R.A. = Rising Action (Conflict Building)
C = Climax (most pivotal moment)
F.A. = Falling Action (calming down)
R = Resolution (Consequence/End Result)

3). After reading the assigned section in your textbook, click on the blue link below and your instructor will explain the interactive mapping process. You will create 4 different maps (One for each concept) based on what we read in your history textbook. Your work will be printed and turned in at the end of class.  http://www.readwritethink.org/files/resources/interactives/storymap/

*Please create one map for each of the following (4 MAPS TOTAL)
    -Setting
     -Character
     -Conflict
      -Resolution

How to Best Comprehend Your History Textbook Part I

Today we will be reading a section out of your U.S. History textbook that focuses on our 35th president, John F. Kennedy.

Our during-reading strategy will be using sticky-notes to bookmark important information of this biography for future recall.

Directions:

1). A sticky note pad will make it's way around to you.  Please take 11 stick notes

2). Write the following labels on your sticky notes:

* #1 - Name

* #1 - Time Period

*#1 - Place

*#2 - Occupation

*#2 - End

*#3 - Personality

*#4 - Accomplishment

*#4 - Accomplishment

*#5 - Challenge

*#5 - Challenge

*#6 - Quote

3). While we read, place the labeled sticky notes directly on your photocopied section where they apply.

4). Click on the following link to create a bio-cube as a 3-D way to create notes for this section for future recall. http://www.readwritethink.org/files/resources/interactives/cube_creator/

5). Use your sticky noted sections of the reading to help you fill out the prompts on the bio cube.  

6). When you have finished, print off your bio cube, 3-hole punch your work (if you use a binder), and keep both the sticky-noted textbook section and your bio-cube together to turn in with this week's graded binder work on Friday.

7). If you get done early, you may silently read or peruse Mrs. Enos' classroom website (sound off please).

Friendly Letter to Your Teacher

       

   Today you are going to have a chance to reflect--on yourself!  Typically on Tuesday's we free-write journal about ourselves for a portion of class, with the prompts coming off of a read-aloud passage from the nonfiction memoir Tuesday's with Morrie by Mitch Albom. 

       Today's reflection will be a little different.  You will be writing in a friendly letter format to your teacher.  If you're in Block 1, your letter will be addressed to Miss Robertson and if you're in Blocks 2 or 3, your letter will be addressed to me (Mrs. Enos).  I will be reading all the letters, so Block 1 students, please print off two copies of your letter (put one in your binder and give one to Miss Robertson).

      This friendly letter is the last and third item for this week's binder/folder.  On my white board is the list of three items you will need to turn in for this week's grading:

1). D.O.L. (4 sentences total)

2). Library Notes Work Sheet

3). Friendly Letter

4). and include the score sheet I gave you (45 points total)

       *The score sheet also breaks down how your letter will be graded.  Use this as a check off list when composing your letter. Note that you're not going to be penalized for conventions (grammar and spelling), because the main point of this letter is to for you to elaborate on your ideas.  Typically on Friday's, you will be writing letter essay's in this class to reflect on what you're reading.  This will be a great way to warm-up for this weekly routine.

To write your friendly letter you may do any of the following:

*Compose with paper and pencil

*Use Microsoft Word

*Use a Google Doc. through your gmail account

*Use this ReadWriteThink tool that helps you format a letter http://www.readwritethink.org/files/resources/interactives/letter_generator/ (You must use the Chrome browser for this link)

*It is up to you to use what you feel most comfortable with. 

        Don't worry.  We did our homework too.  We will first read our letter to you, before you get started.  This letter is meant to be a safe place for you to let us get to know you better!  Have a great weekend!

Reading 9/10 Syllabus

Reading 9/10 Syllabus

Teacher: Mrs. Enos

Classroom Website: http://readwithenos.blogspot.com

School E-mail: Laura.Enos@fpsmail.org

Room: B106                                                  

Welcome to Reading 9/10!  This course offers you the opportunity to grow as a reader, reflector and analyzer.  Whether you feel in this moment that improving your reading and vocabulary skills is important to you or not, hopefully by the end of the semester you will see how applicable the issues we cover in class are connected to the topics and situations that you will be faced with beyond this classroom experience.  Remember, we aren’t all starting at the same place—our strengths and weaknesses are as varied as our personalities.  Each of us can improve this year if we work together to build a strong classroom community.  In other words:  We must respect each other!

Materials:

* A notebook or binder with paper (this will be used for brainstorming, in-class activities, journaling, written reflections, homework and background notes)

*A folder/binder/organizer to store your writing assignment  (don’t throw anything away!)

*Pencils

*Highlighter

*Google Account login & password It won’t be a requirement to use it, but it will certainly come in handy if you don’t have a flash-drive to save your writing as a google doc.  You can also type up your work on a Word document or if you have another approved typing device (Neo, Braille, etc.)

          

Agenda:

           Writing(Good Writers Make for Good Readers): This will entail journaling, writing

reflections, formulating discussion questions, brainstorming, outlining, and essay writing.            

 Reading: We will examine a variety of authors and a variety of literary genres:

novels (choice reading and literature circles), fictional short stories (including all fictional sub-genres), poetry, non-fiction (a variety of examples), and drama.

Text Schedule: Quarter A will be predominantly nonfiction and Quarter B will mostly entail fictional pieces in regards to the types of texts we’ll be reading for classroom lessons..

       

Choice Reading: Our reading goal for the year is that every student reads for at least 100 minutes/week (For example: That would be the equivalent of reading 20 minutes a day for 5 days with 2 days off) at or above his/her reading level.  A log will be kept where an adult (family member, friend, teacher, mentor, etc.) will sign off, witnessing and verifying what you’ve read and length of time.  There will be some silent reading time built into the week as well that can go towards these 100 minutes since I know many of you work/have a job outside of the school day or are involved in extracurricular activities.

Quizzes: Vocabulary quizzes (new words, prefixes and suffixes)  will be given periodically with the purpose of checking your knowledge, progression, and mastery of the material.  Essentially, are you understanding the information being learned in class?

Texts/Exams: Tests will be given at the completion of each quarter (CRTs - cold reads). Therewill always be an in-class review and study guide given prior to the test.  We will also have a reading comprehension pre and post assessment to measure your individual growth (Did your skills improve over the 18 weeks we were in class together?), and we will do continuous reading fluency checks with the goal of improving on your pronunciation and fluidity skills while you read.

Homework: In addition to sustained silent reading in the home/outside of school, each Friday your notebook/writing binder will be turned into your teacher including the following:

* a “letter-essay” to reflect on what you’ve been reading (examples and further explanation will be given

* journaling we’ve done throughout the week

*In-class activities completed on notebook paper as opposed to a handout

*Newspaper/Informational print comprehension homework: You will receive a free copy of the Fremont Tribune each Thursday and the accompanying assignment will be due the next day/Friday.

*Notes taken in class

*All of the work we’ve done during the week will be turned in for feedback,

evaluation and credit/a grade in the gradebook.  Every day counts so your

attendance is very important!

Policy Philosophy:

-          developed by the Northwest Regional Educational Laboratory (2005) found on http:// www.netc.org/focus/strategies/home.php

• Homework provides time outside of the classroom for students to practice and deepen their understanding of the content being presented in class.
• Homework is meant to be set at an appropriate level based on a student’s prior knowledge or level of exposure to specific content.
• Regardless of student ability or prior coursework, the amount of time students actively and attentively devote to homework increases their achievement.(Keith & Cool, 1992)
• Feedback will be given along with a grade for all turned in homework assignments.  I make an effort for assigned homework to not be “busywork” but to possess quality/purpose in your child’s learning experience.

• Parent Involvement:
• Students and/or Parents should set regular time frames, a place to focus, and clear expectations for where and when their children will work on homework.
• Encourage the following skills with your child throughout the school year: responsibility, confidence, persistence, goal-setting, and planning.
• Facilitate homework completion, not teach content
• Encouraging healthy study habits supports learning.  Not only will your child see and feel the reward for his/her efforts, but they will grow in their ability to effectively handle areas of difficulty (Bempechat 2004).

Grading: assignment grades are based on total points—every assignment counts!

·         A = 100% - 93%

·         B = 92% - 86%

·         C = 85% -78%

·         D = 77% -70%

·         F = 69% - Below

·         You will receive two days for every one day missed of class to make up any homework (school policy) that was given/assigned the day of your absence.

Late Homework: A student can turn in completed-late work the following day for a 70%.  After that, up to a 50% can be earned (again the work must be fully completed).  If your IEP qualifies you for extended time, that will be honored, but please be proactive and discuss the need for an extension with your teacher.  We will work together to come up with the best solution.

Extra Credit:  Will not be given.  If you have an idea for an alternative to an assignment given, please discuss with your teacher the possibility for an alternative product to turn in to show me what you’ve learned.  Rather than ask about extra credit, we will be focusing on not settling for zeros in the gradebook and working to our highest ability.

Procedures/Rules:

·         Tardiness: If you arrive late to class, you must have a legitimate pass from a FHS staff member.

·         Etiquette: It is important that all students treat one another with kindness and respect.  The Student Handbook clearly defines the school’s expectations. The rules of the Student Handbook will be enforced at all times in this classroom.  Please respect the learning environment to avoid a consequence for a poor choice. If a behavior issue arises, parental units and administration will be contacted immediately to best address the issue.  Also, always clean up your work area before leaving my room, don’t leave a mess behind you.  If you borrow my materials, please return them promptly (pencils, erasers, etc.).

Leaving the Room: Restroom and water breaks should be taken care of during the passing period.   I will make exceptions if you have special needs or are not feeling well, but please let me know at the start of class or ask for a pass (all passes will be given on the day’s date of your student planner/agenda---No planner = no hallway pass).  

I’m looking forward to an enriching semester!