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September (Genre Focus: Personal Narrative Thematic Focus: Survival. Building a Reading/Writing Community, Monitoring)
Unit/Concept(s) Reading Concepts About Print Phonemic Awareness/Phonics High Frequency Words/ Fluency Vocabulary Reading Reflection/Behaviors (#14) Track reading progress through the use of such tools as portfolios, learning logs, self-scoring rubrics or strategy charts Reading Reflection (none listed) (#13) Set goals for reading and develop a reading improvement plan.. (#2) Use cueing system and context clues to determine meanings of words. Reading Comp/Before-During Reading A5 (#2) Use cueing system and context clues to determine meanings of words. Reading Comp/Before-During Reading A5 (#3) Use capitalization, punctuation, and usage rules from previous grades. Writing conventions * (#4) Capitalizes the title of a specific course, e.g., History 9a as opposed to history. Writing conventions * (#5) Use commas to enclose titles, e.g., Jennifer Longstreet, M.D., is a pediatrician. Writing conventions * (#8) Use apostrophes to form plurals of letters or numbers, e.g., know your ABCs. Writing conventions * (#9) Use apostrophes in possessive compound nouns, e.g., the mother-in-laws birthday. Writing conventions * (#10) Use a colon between title and subtitle, e.g., Write Source
Middletown Public Schools Page 1
GLE(s)
CMT Strand
Marzano Vocabulary
CMT Vocabulary
Textbook Correlation/Materials
CFA(s)
Reading Comprehension
Before Reading:
Reading Comprehension
Comprehension ToolkitQuestioning Classroom library Nonfiction texts Comprehension Toolkit Marzano Graphic Organizers (ETS)
(#1) Use spelling rules and patterns from previous grades. Writing conventions * (#6) Use commas for emphasis or clarity, e.g., What the teacher does, does affect students learning. Writing conventions * (#7) Place commas and periods inside quotation marks. Writing conventions * (#12) Uses parallel construction when listing infinitive phrases, e.g., parallel: Bradley likes to run, dive, and ride horses; not parallel: Bradley likes to run, to dive, and ride a horse. Writing conventions * (#13) Use paragraph conventions, e.g., designated by indentation or block format, skipping lines between paragraphs. Writing conventions *
Middletown Public Schools Page 3
Reading Comprehension
(#11) Explain how certain actions cause certain effects, e.g., how the Holocaust changed international politics today or how the internment of Japanese Americans during World War II affected traditional Japanese family structure. Reading Comp/After Reading B1B2B3 (#14) Critique an authors reasoning and use of evidence in an argument or defense of a claim. Reading Comp/After Reading D1D2D3 (#10) Compare, contrast and critique two authors beliefs and assumptions about a single topic or issue and decide which author presents the stronger argument. Reading Comp/After Rdg B1B2B3 (#15) Analyze and critique the intended effects of propaganda techniques the author uses to influence readers perspectives. Reading Comp/After Rdg D1D2D3 * Classroom library * Non fiction texts * Marzano graphic organizers (Classroom Instruction that Works) * Guest speakers
Writing
(#30) Analyze and synthesize information from multiple resources to establish and support a position, and to examine opposing perspectives. Writing Genres, Traits and Crafts/Persuasive CMT Writing: Persuasive
GLE(s)
CMT Strand
Marzano Vocabulary
CMT Vocabulary
Textbook Correlation/Materials
CFA(s)
Reading Comprehension
Homeless Bird
Oral Reading
Listening
Speeches, advertisements
Writing
Reading Comprehension
Middletown Public Schools Page 9
Reading Comprehension
Reading Comprehension
Reading Comprehension
Reading Comprehension
Listening Speaking Writing Conventions Writing Process Writing Genres, Traits, and Crafts
Reading Comprehension