Day 3 of WK1 LP (adapted based on CY observation) Daily Stuff Gather cell phones and put in basket Announcements :Monday

ay 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 reading diagnostic Direct students to the title. What did you think the reading would be about when 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 answer o 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 that you 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 latter problem 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 and have students look at them. Discuss the pattern of development and explain examples. Asks students what kind of words tell you the pattern of development. Direct students to paragraphs with specific signal words. Split groups up into 2/3 people o each group must find the 3 parts for each comprehension question o 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

Break

Ask students for answer, location, type of question, and ask for classmate agreement Ask what imply means before discussing that questionadd it to the inference question type Explain what withdrawl means Ask students if they found the process helpful. Explain that we will be doing this kind of activity all semester.

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/information o 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 part o Review each part and explain how a total score is calculated Have students read example summary

Then in same groups, have them do the following: o Underline topic sentence o Circle 3 details o Put a box around concluding sentence o 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 sentence o Ask for ideas for concluding transitions since it is missing o Ask students what score to give sample Give back summary to students

Essay Review assigned topic for essay. o What does this prompt ask you to do? There are two different parts. o Compare and contrast o Make a claim and defend it o Draw parallel between parts of summary and parts of essay o Hand back essay with peer feedback o 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 to be working on during the rest of the semester.