Reciprocal Teaching
explicit reading strategies
Reader's Workshop begins -
10 minutes independent reading
-- reader response journals
Week Three - September 2
STORIES!
CALIFORNIA STANDARDS ADDRESSED
Reading
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Writing
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Reading
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Writing
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Unit ONE!
FOCUS STANDARDS
Reading Literature #1
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Reading Literature #4
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Language 1.a
Conventions of Standard English:
Use parallel structure, correct punctuation, and correct grammar.
Essential Question: What makes a good story?
What are the ingredients?
How do we mix the ingredients to make our own stories?
First Meeting
Journals
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Second MeetingStory Elements Cornell NotesReciprocal Teachingreciprocal teaching
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Week Four- September 9
**Please turn in homework.
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Second MeetingIntroducing...
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Third MeetingJournals: "in my way"
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Week Five- September 16
The end of the story...
writing workshop
story train
First Meeting
Standards:
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Second MeetingStandards:
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Third MeetingStandards:
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