Ms. Demick's Read 180-1 & 2 hour Assignments

Students will identify and support the author's claim using text evidence.
Students will write a JCT3 according to the FCA's.

Students will determine the key ideas in the article “Teens are Using Tik Tok to Talk about Difficult Issues” by making a Cyber Sandwich 


Students will collaborate in groups of 3 to discuss the key ideas in the article “Teens are Using Tik Tok to talk about Difficult Issues”

Students will create a visual image of a central concept from The Lost Boy using Sketch and Tell.

Students will collaborate with a partner to write a paragraph summarizing the central concept.

Students will read independently and answer comprehension questions. 
Students will revise a descriptive essay according to the FCA's. 

Create figures of speech (similes, metaphors, personification and onomatopoeia)  and sensory language to describe a personal experience by following the FCAs
Write a memoir about a personal memory or experience.

Students will define key vocabulary by matching vocabulary terms with their definitions on Quizizz.
Students will read aloud during guided reading.

Identify and label the figures of speech in these two writing samples.
The wind was as sharp as knives. (S)
The wind was a knife.(M)
The wind whispered quietly to the old man. (P)
The wind howled. (O)

Students will differentiate between examples of figures of speech, metaphors, similes, onomatopoeia, and sensory language, by participating in the Sensory Language Train game in Wordwall. HOMEWORK-DO NOT DO THIS DURING CLASS > Time Stamped =0

Students will read Lost Boy fluently through guided reading.

Students will analyze examples of personification in the poem “A Place without Shame”
 
Students will collaborate to identify evidence from the text to support the theme by completing the chart on P. 109.

Students will analyze the language in poetry by determining the underlying meaning of figures of speech in the poem "A Place without Shame" by submitting their answers on Socrative.
Students will collaborate to discuss the meanings of figurative language used in “A Place without Shame”.

Play the game and take a picture of your score and upload it to GC.
Students will differentiate between similes and metaphors by matching examples to the correct figures of speech.
Students will read aloud during guided reading of the memoir "Fish Cheeks"

Students will analyze theme in the memoir "Fish Cheeks" by completing p105 in their Real Books.
Students will read aloud by participate in guided reading of p 104 & 105

Students will match content vocabulary with definitions.
Students will read independently for understanding.

Students will match content vocabulary with definitions.
Students will read independently for understanding.

Students will analyze simile in the memoir “Fish Cheeks” by completing the sentence stem on p 103. 

Students will collaborate to identify the key idea in “Fish Cheeks”

Use content area vocabulary to generate examples and deepen understanding by creating a Google Slide for each vocabulary word.


Collaborate to discuss the topic of community, effectively expressing relevant examples and building on others’ ideas.

Students will identify and use prefixes to help determine word meaning.
Students will collaborate to fill in the Analyzing Prefixes chart p98

Log into Read 180 and click on independent reading and type "A Different Kind of Rhythm" in the search bar.  
Students will use text evidence to support a claim.
Students will read fluently “A Different Kind of Rhythm” using the echo read strategy

Students will plan and organize a literary analysis that includes evidence and direct quotations on p.92-93.

Students will use precise academic language to describe a character and the character’s changes over the course of a text p.92-93.

Students will match each vocabulary word with its definition.
Students will use the reread strategy to deepen understanding.

Play Kahoot to practice Workshop 2 Vocabulary.

Students will use academic vocabulary by completing the sentence stems on p82-90
Students will discuss academic vocabulary using sentence stems.

Students will identify key details from the text by completing the sentence stems on p.82-90 
Students will discuss video and illustrations using sentence stems.

Students will read independently an excerpt from the novel Untwine p. 82-91.

Students will identify examples of plot, theme, character, and setting in the novel Untwine by completing the chart on p.81

Students will rate each sentence according to the rubric (clarity, having by/how, makes sense, concise)

Students will write clear and concise detailed sentences.

Students will identify the key details in a college essay by completing the sentence stems on p79
Students will read aloud fluently “Road to Success”

Record two details from the video that you learned about the video or caught your attention.
Listen closely to the video and complete the sentence stems on p 75.


Complete p75 of the Real Book. Then, take a picture and upload it to GC.

Students will Identify two details for each eyewitness and submit them on Read 180 under activities/the 2nd Quick Write.
Read the eRead "A Day to Remember" using the reread strategy.

Students will identify two details for each character in the eBook A Day to Remember by including them on the Jamboard.
Students will read a fluently using the modeled reading tool on Read 180.

Students will define key vocabulary by matching each word with its definition
Students will use the reread strategy to deepen understanding.

Students will apply transition words and phrases to a summary
Students will write a summary according to the FCA's 


Using your draft of “The Cute Factor” on page 59, type your summary on a Google Doc. and follow the FCA’s.

___FCA: SAT/C 20 pts. (5 each)
___FCA: 4 Key Evidence 20 pts. (5 each)
___FCA: Word Count 80-140 20 pts. (-1 pt. per word) Put word count at the end.
___FCA: Convention & Format: 20 pts caps., end marks, indent, quotation marks around title, transition words: First, Second, Third, Fourth, Finally; 12 font-Times New Roman, double spaced

*Be sure to go over the FCAs before submitting.

Determine the central idea of a text and identify 4 details by completing the graphic organizer on p59.

Write a summary, avoiding personal opinions and judgments.

Analyze how graphics, labels, and captions fit into a text and add to overall ideas by completing p 52-57.
Use sentence stems to practice vocabulary words.
Complete p52-57 and attach a picture of each page

Identify setting, character, plot, and theme in "The Echo Maker" by completing a graphic organizer.
Read "A Child Called It fluently during guided reading.

Students will choose the correct answer for each comprehension question.
Students will use the reread strategy  to deepen understanding.

Use content-area vocabulary and generate examples to deepen understanding of a central concept.

Discuss and compare knowledge of abstract and concrete ideas.

Students will identify reasons to support a claim by completing the graphic organizer on p.43.

Students will use academic language to discuss whether trials should include eyewitness testimony.

Read the introduction to A Child Called It and complete the Google Form below

Students will read A Child Called It fluently during guided reading .
Students will answer comprehension questions about the key ideas in the introduction of ACCI on a Google Form.

Identify and use adjectives, adverbs, nouns, and verbs to create a 4 Parts Sentence Slide.
Collaborate with classmates to determine the top three sentences by voting on Socrative.

Students will write an informative paragraph following the FCAs.

Students will edit their informative paragraphs according to the FCA’s

Students will plan and organize an informative paragraph using the graphic organizer on p 39
Students will write and share a piece of textual evidence on thin slide

Students will record the central idea and supporting details from The Magic of the Mind in their Rbooks.
Students will read their supporting details aloud using sentence stems (Rbook p.36 & 37)
Complete the graphic organizers on p. 36 & 37 of your Rbook.

Students will define each vocabulary word by matching it with its definition.
Students will use the reread strategy to deepen understanding.

Determine the key idea of a text citing evidence on p33 of your Rbook
Use academic language to complete and share aloud the sentence stems on p. 32

CO: Identify the key idea and two details in the magazine article, "Can We Believe What We See?" by underlining them with a pencil and completing the sentence stems on page 31.
LO: Use academic content vocabulary: recall, ability, convince, optical when speaking and sharing your answers.

Complete p. 31 in your Real Book. Take a picture and submit it tp Google Classroom.

Literacy Goal: Use active viewing and listening strategies to build background and content knowledge about key ideas from a video.
Language Goal: Communicate using precise content-area words and academic language to discuss and compare key ideas from a video.

Students will identify text evidence using the highlighting option
Students will read aloud fluently using the echo read strategy 


DO NOT DO THIS ASSIGNMENT AHEAD OF TIME. WE WILL DO IT TOGETHER IN CLASS.
Read the attached article "The House" and with a pencil, underline whatever you think is important.

Complete page 23 in your rBook. Take a picture and upload it to Google Classroom. If you forget how to upload a picture to GC, review the video posted on the classroom stream.

Name your favorite protagonist and antagonist and describe their character traits.
For full credit, show your face and talk for a minimum of 1 minute.

At the end of the video, hit the green light in the top left corner. Next enter the code read18012 and begin recording.

Follow the directions to create the worst preso ever!

Complete this form about your book. If you completed the spreadsheet, I still need you to complete this. Thank you!

Students will identify favorite reading genres by creating a thin slide. 
Students will use academic language by sharing their thin slides.

Students will describe a favorite antagonist by creating a thin slide
Students will use academic language by sharing a thin slide. 

Students will describe a favorite protagonist by creating a thin slide
Students will use academic language by sharing a thin slide. 

After watching the video below, record your own introduction on Flipgrid.

Create a one minute video introducing yourself. Start with your first and last name and then take it from there. What are your favorite things to do?