2nd Reading and Writing Planning
Jan. 22-26 and Jan. 29-Feb. 2, 2018
Family Reading Night - Feb. 22, 2018
- Reading teachers will come up with an activity for parents to do with their children. This should be something they can do at home.
- We will send home tips for reading with your child and a bookmark.
- Please have your idea ready and submitted to me by February 16.
DBQ Training
- Training will be done by the District SS Integrationist.
- This will be done during the last 45 minutes of CPC on Feb. 1.
Reading
1/22-Drama 2.8-Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding.
2.8 A-identify the elements of dialogue and use them in informal plays.
1/29-Expository 2.14 A,B,C,D
Main idea, locate facts, order of events, text features
Looking Ahead:
1/22 Drama
1/29 and Feb. 5 Expository
2/12 and 2/19 Procedural
2/26 and 3/5 Theme and Genre
Writing (Fiction 1/22, 1/29) (Persuasive Letters and texts 2/5, 2/12, 2/19, 2/26)
- Process-2.17 A, B plan and develop draft (Spanish same)
- Genre: 2.18 Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:
- (A) write brief stories that include a beginning, middle, and end
- WRITING/PERSUASIVE LETTERS 2.20 Writing/Persuasive Texts. (2 wks texts, 2 wks letters)
- Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive statements about issues that are important to the student for the appropriate audience in the school, home, or local community.
- 2.19 (B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date, salutation, closing)
- 2.19 (C) write brief comments on literary or informational texts
- ORAL AND WRITTEN CONVENTIONS/CONVENTIONS 2.21 Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:
- 2.1 A Distinguish features of a sentence
- commas
- quotations marks
- 2.21 (B) use complete sentences with correct subject verb agreement
- ORAL AND WRITTEN CONVENTIONS/HANDWRITING, CAPITALIZATION AND PUNCTUATION 2.22
Trait: Sentence Fluency
Mentor Texts for Sentence Fluency
The Napping House
The Important Book
Henry's Freedom Box
Dog Team
Home
Wonderful Alexander and the Catwings
Wombat Diving
Flower Garden
Casey at the Bat
Harlem
I Swim an Ocean in my Sleep
Market Day
The Sign of the Seahorse
The Big Box
Wild Child
Water Dance
Slugs
A River Dream
The Table Where Rich People Sit
The Pooh Story Bookl
Old Black Fly
Polka Bats
Night Noises
Nappy Hair
My ManBlue
My Little Sister Ate One Hare
Social Studies - Chapter 3 Lessons 4 and 5
Concepts/Main Idea* (*correlates to the Essential Questions)
- The world is made up of different physical features, such as land forms and bodies of water, which can be described by their relative location.
- Maps and globes can be used to locate places and features.
- People use Earth’s resources, change their environment, and choose where they live to get what they need and want
6(A) Identify major land forms and bodies of water, including each of the continents and each of the oceans, on maps and gloves.
6(B) locate places of significance, including the local community, Texas, the state capital, the U.S. capital, major cities in Texas, the coast of Texas, Canada, Mexico, and the United States on maps and globes.
6(C) examine information from various sources about places and regions.
7(A) Describe how weather patterns and seasonal patterns affect activities and settlement patterns.
7(B) Describe how natural resources and natural hazards affect activities and settlement patterns.
Essential Questions
- What is the world like?
- What is the difference between relative and absolute location?
- What are the uses of a map?
- What information can you gather from a globe?
- How do different kinds of weather affect people animals, and plants?
- What are ways that people change their environment? How do natural resources affect where people live and activities they can do?
- Why is it important to conserve natural resources?
Coming Soon:
1/22 Chapter 3 Lesson 6
1/29 Chapter 3 Lesson 7
2/5
2/12
2/19