11/8-11/10 (Short Week)

MONDAY

Personal Dictionary- Word # ""(Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)

Writing Journal Entry- "Monday Morning Memory"

Activities:
     5th Grade-  Students will be taking a tour of the "Writing Lab" today.  I will be showing them what all of the stations will consist of and modeling/practicing these rotations.  The stations today that I will inform students about will be: a word-processor/typing tutor station, a blogging/research station, a teacher conference station, a skill enrichment station, and an independent writing draft station.  If enough time allows I will be introducing the classroom blog to respond to.
     6th Grade-  Students will be taking a tour of the "Writing Lab" today.  I will be showing them what all of the stations will consist of and modeling/practicing these rotations.  The stations today that I will inform students about will be: a word-processor/typing tutor station, a blogging/research station, a teacher conference station, a skill enrichment station, and an independent writing draft station.  If enough time allows I will be introducing the classroom blog to respond to.

Achieve3000- None

Conventions Focus- Plural to Singular Nouns

TUESDAY

Personal Dictionary- Word # "" (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)
Writing Journal Entry- "Monday Morning Memory"

Activities:

     5th Grade- 

     6th Grade-

Achieve3000- Room 202

Conventions Focus- Plural to Singular Nouns

WEDNESDAY

Personal Dictionary- Word # "" (Analyze the meaning of words and phrases in their context. (Benchmark 1.A.3b)Activities:

Writing Journal Entry- "Monday Morning Memory"

     5th Grade-  

     6th Grade-

Achieve3000- Room 201 and Room 203

Conventions Focus- Plural to Singular Nouns

THURSDAY

No school- Veteran's Day

FRIDAY
No School- Staff Development Day

Other “Performance Descriptors” for the covered for the week:

Benchmark 1.A.3a

1. Use a combination of word analysis and vocabulary strategies (e.g., word patterns, structural analyses) within context to identify unknown words.(Stage E)

Benchmark 3.A.3a

1. Develop multi-paragraph compositions that include an introduction, first and second level support, and a conclusion. (Stage E)

1. Write paragraphs that include a variety of sentence types (i.e., declarative, interrogative, exclamatory, imperative). (Stage E)

3. Use a variety of sentence structures (e.g., simple, compound). (Stage E)
6. Demonstrate appropriate use of various parts of speech. (Stage E)
4. Use basic transition words to connect ideas. (Stage E)

5. Proofread for correct English conventions. (Stage E)

Benchmark 3.B.3b

2. Establish and maintain a focus. (Stage E)

3. Develop a topic sentence that is supported with details. (Stage E)

1. Use prewriting strategies to choose a topic and generate ideas (e.g., webbing, brainstorming, listing, note taking, outlining, drafting, and graphic organizers). (Stage E)

4. Organize a coherent structure appropriate to purpose (i.e., narration, exposition, persuasion), audience, and context using paragraphs and transition words. (Stage E)

8. Revise and edit (e.g., conference with self, peer, volunteer, teacher). (Stage E)

5. Use appropriate transition words to connect ideas. (Stage E)

6. Elaborate ideas through facts, details, description, reasons, and narration. (Stage E)

Benchmark 3.C.3a

2. Use the characteristics of a well-developed narrative, expository, and persuasive piece. (Stage E)

3. Write creatively for a specified purpose and audience (e.g., short story, poetry, directions, song, and friendly letter). (Stage E)

Benchmark 4.A.3c

5. Compose a multi-paragraph piece which presents one position of an issue that offers sufficient support. (Stage E) 1. Evaluate the situation and assume appropriate listening mode. (Stage E)

2. Record appropriate notes from presentation. (Stage E)

8. Paraphrase or repeat and execute multi-stepped directions. (Stage E)