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Day 3 of WK1 LP (adapted based on CY observation)

Daily Stuff

Gather cell phones and put in basket Announcements :Monday is a holiday. Remind student that the diagnostic results are just practice

Reading Comprehension Results

Pass out reading passages to students even if they did not take the readingdiagnostic

Direct students to the title. What did you think the reading would be aboutwhen you first read it? Elicit predictions.

Give students 2 minutes to look at comprehension questions. 3 minutes to reread the passage on caffeine habit. Explain to class that I will share with them how I would read this. Modeling.

Write the following on the board:

o The answero the location par# or line #o type of question

main idea details inference (possibly, likely, maybe) pattern of development

cause/effect, compare/contrast Go through each question (1&2) only explaining each question.

Project reading on padcam. Read the paragraph. Are their words here thatyou need me to explain? Underline those words. Ask students to try and

define words before defining them myself.

DRTAshow students how to guess from context. Dont define the latterproblem words right away. Explains definition of words after modeling

guessing from context. Discuss prefixes for words with (-dis) affix. Ask what

other similar words have this pattern.

Then go back to the question and elicit response. Look at each sistractor andhave students look at them. Discuss the pattern of development and explain

examples.

Asks students what kind of words tell you the pattern of development. Directstudents to paragraphs with specific signal words.

Split groups up into 2/3 peopleo each group must find the 3 parts for each comprehension questiono go around the room to each group and address any questions from

students

o ask students to explain questions and answers Read the questions. Call on students to explain the vocab words that are

difficutl

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Ask students for answer, location, type of question, and ask for classmateagreement

Ask what imply means before discussing that questionadd it to theinference question type

Explain what withdrawl means Ask students if they found the process helpful. Explain that we will be doingthis kind of activity all semester.

Break

Ask students to return phones

Explain we will skip brain addiction reading

Summary

Write Summary on the board asks students what summary means elicit parts of summary and write on the board

Summary

short version main idea important details reporting verbs title concluding sentence

Why do we write a summary?

to show you understand a reading to include a source for writing an essay should you copy words in a summary?

Pass out rubric for summary explain each part

o contentmeans ideas/informationo contextmeans what surrounds something else, what surrounds the

idea

o language usegrammar, spelling, punctuation Have students read the box for all four parts aloud in turns

Contextdemonstrate the reporting verb by drawing on the board

The article talks about. The author reports that

Explain level 4 bands of rubric

Grammarwhat it means to flow smoothly Give students 2 minutes to read on their own Read part/level 2 to show the things that make a poor statement

o Call on students to explain in their own words each parto Review each part and explain how a total score is calculated

Have students read example summary

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Then in same groups, have them do the following:o Underline topic sentenceo Circle 3 detailso Put a box around concluding sentenceo Later, have them turn to their partner and compare what they have

underlined, boxed Walk around and monitor students

o Check to see if they are on track Display summary on the pad cam and go through it Have students identify the sentences

o 2 topic sentenceo Ask for ideas for concluding transitions since it is missingo Ask students what score to give sample

Give back summary to studentsEssay

Review assigned topic for essay.

o What does this prompt ask you to do? There are two different parts.o Compare and contrasto Make a claim and defend it

o Draw parallel between parts of summary and parts of essayo Hand back essay with peer feedbacko Put rubric for essay on the pad cam

o Ask the class what the 3 things that are being looked for?o Explain what parts are underlined.

Review what was covered in todays class

o Explain that reviewing these parts lets you know the things we are going tobe working on during the rest of the semester.