English Language Arts: September 12-16, 2016
Teacher: Mrs. Harris-Gompf
Please contact me at 541-863-3104 x5007 if you have any questions or concerns.
Tuesday
Wednesday
Thursday
Friday
ELA
6th-7th-8th
Grade
 Class Meeting
 Student of the
Week
Monday
 Self Advocacy
class forms
 Spelling List –
student created
from the prefix: dis-
 Teacher Read
Aloud: Miss
Peregrine’s Home
for Peculiar
Children
 Question Logs:
Who, what, why,
where, when and
how?
 Hot Seat: Students
ask questions to
book characters
 Spelling Test
 Spelling List – (for
next week) student
created from the
prefix: en Refocus: skill –
bathroom request
and procedures
 Mr. Hamlin is my
substitute today.
 Library Day:
scavenger hunt to
learn the library
system, check out
books for Reading
Rocks.
Reading
Rocks
Recovery
(RRR)
Help
From
Home
 Syllable Division
 Synonyms and
Antonyms
 Word Construction
 Sentence
Correction
 Freestyle Friday:
Reading, Journal
Writing, Word
Search
 ELA: Ask your
child to tell you
what appreciations
they received.
 RRR: Have your
child read to you.
When they
struggle with a
word, encourage
them to divide it
into syllables and
pronounce one
syllable at a time.
 ELA: Ask your
child to tell you
how they learn
best..
 Practice spelling
tests with your
child.
 RRR: Have your
child read to you.
When they
struggle with a
word, encourage
them to divide it
into syllables and
pronounce one
syllable at a time.
 ELA: Ask your
child to tell you
what they
understood about
Miss Peregrine’s.
 RRR: Have your
child read to you.
When they
struggle with a
word, encourage
them to divide it
into syllables and
pronounce one
syllable at a time.
 ELA: Practice
spelling tests with
your child.
 RRR: Have your
child read to you.
When they
struggle with a
word, encourage
them to divide it
into syllables and
pronounce one
syllable at a time.
 ELA: Ask your
child to tell you
about codeswitching and how
they interacted
with the sub.
 RRR: Have your
child read to you.
When they
struggle with a
word, encourage
them to divide it
into syllables and
pronounce one
syllable at a time.
This year, English Language Arts will teach the Common Core State Standards (CCSS) by implementing
Reflective Learning through organization, finding relevance, discussion, setting goals, conducting workshops
and giving feedback on projects. If we need to, we will extend time to finish a lesson so no one gets left behind.
State Code
EL.07.SL.06.
Oregon State Standard
Use speaking techniques, including voice inflection,
tempo, enunciation, and eye contact for effective
presentations.
BERC: Why we teach it.
Class Meeting:
Skill 10: Teacher assures the classroom is a
positive and challenging academic environment.
a. establishes a culture for learning
b. seeks knowledge of students (backgrounds,
cultures, interests, special needs)
develops and atmosphere of respect, rapport,
sincerity, warmth and/or humor
Skill 11: Students work collaboratively to provide
social/peer support for learning.
b. ensure all voices are heard in a discussion
d. take an active role in monitoring own behavior
within a group
f. practice active listening, extend discussions,
enrich dialog with peers
EL.06.WR.04
EL.07.WR.04
EL.08.WR.04.
Choose the form of writing that best suits the
intended purpose--personal letter, letter to the
editor, review, poem, report, or narrative.
Student of the Week:
Skill 11: Students work collaboratively to provide
social/peer support for learning.
c. participate in writing, peer editing, reading,
research, lab, and/or problem solving groups
h. make comments and/or respond to peers in a
positive and constructive manner
EL.06.WR.04
EL.07.WR.04
EL.08.WR.04.
Choose the form of writing that best suits the
intended purpose--personal letter, letter to the
editor, review, poem, report, or narrative.
Self Advocacy:
Skill 12: Students experience learning activities that
are adapted to meet needs of diverse learners.
a. differentiate own learning activities or content to
meet personal needs
c. make own choices about ways to approach
learning tasks
2
State Code
EL.06.WR.01.
EL.07.WR.01
EL08.WR.01
Oregon State Standard
Use a variety of strategies to prepare for writing,
such as brainstorming, making lists, mapping,
outlining, grouping related ideas, using graphic
organizers, and taking notes.
EL.06.WR.24.c.
EL.07.WR.27.c.
EL.08.WR.25.d.
Develop and justify the interpretations through the
use of examples and evidence from the text, other
works, other authors, or to personal knowledge.
EL.07.SL.06
Use speaking techniques, including voice inflection,
tempo, enunciation, and eye contact for effective
presentations.
BERC: Why we teach it.
Spelling:
Skill 2: Students construct knowledge to develop
conceptual understanding, not just recall.
a. make distinctions
d. organize/sequence/categorize information
k. identify/discern a pattern or structure
Skill 3: Students engage in communication that
builds or demonstrates conceptual understanding
h. demonstrate the use of vocabulary and the
fundamental concepts of a subject area
Skill 11: Students work collaboratively to provide
social/peer support for learning.
b. ensure all voices are heard in a discussion
participate I writing, peer editing, reading, research,
lab, and/or problem solving groups
EL.06.RE.03
EL.07.RE.20
EL.08.RE.02.
Listen to, read, and understand a wide variety of
informational and narrative text, including classic
and contemporary literature, poetry, magazines,
newspapers, reference materials, and online
information.
3
Read Aloud:
Skill 1: Teacher provides an opportunity for
students to develop and/or demonstrate skills.
b. asks students to form generalizations.
g. asks students to complete logs/lab reports/data
tables/graphic displays.
State Code
EL.06.RE.19.
EL.07.RE.18
EL.08.RE.18
Oregon State Standard
Identify and/or summarize sequence of events,
main ideas, facts, supporting details, and opinions
in informational and practical selections.
EL.06.RE.23
EL.07.RE.23.
EL.08.RE.21
Infer the main idea when it is not explicitly stated,
and support with evidence from the text.
EL.06.WR.01
EL.07.WR.01
EL.08.WR.01.
EL.06.RE.04.
EL.07.RE.03
EL.08.RE.03
EL.06.RE.05.
EL.07.RE.04
EL.08.RE.04
EL.06.WR.04
EL.07.WR.04
EL.08.WR.04.
BERC: Why we teach it.
Logs:
Skill 2: Students construct knowledge to develop
conceptual understanding, not just recall.
a. make distinctions
b. make generalizations
m. analyze/critically examine information or cause
and effect.
Use a variety of strategies to prepare for writing,
such as brainstorming, making lists, mapping,
outlining, grouping related ideas, using graphic
organizers, and taking notes.
Make connections to text, within text, and among
texts across the subject areas.
Demonstrate listening comprehension of more
complex text through class and/or small group
interpretive discussions across the subject areas.
Choose the form of writing that best suits the
intended purpose--personal letter, letter to the
editor, review, poem, report, or narrative.
Hot Seat:
Skill 3: Students engage in communication that
builds or demonstrates conceptual learning.
a. practice Socratic dialog (question and answer)
k. represent information in a non-linguistic
(artistic(acting)/graphic/visual) format.
Refocus Test:
Skill 10: Teacher assures the classroom is a
positive and challenging academic environment.
c. models and expects responsible behavior
Skill 11: Students work collaboratively to provide
social/peer support for learning.
d. take an active role in monitoring own behavior
within a group
4
State Code
EL.06.RE.24.
Oregon State Standard
Draw conclusions about the author's overall
purpose as well as the author's placement and
inclusion of specific information in the text.
EL.06.RE.23
EL.07.RE.23.
EL.08.RE.21
Infer the main idea when it is not explicitly stated,
and support with evidence from the text.
EL.06.RE.08.
EL.07.RE.07
EL.08.RE.07
Clearly identify specific words or wordings that are
causing comprehension difficulties and use
strategies to correct.
EL.06.RE.09.
EL.07.RE.08
EL.08.RE.08
Understand, learn, and use new vocabulary that is
introduced and taught directly through informational
text, literary text, and instruction across the subject
areas.
BERC: Why we teach it.
Library Day:
Skill 1: Teacher provides an opportunity for
students to develop and/or demonstrate skills
h. provides opportunity for students to
communicate conceptual understanding
Skill 2: Students construct knowledge to develop
conceptual understanding, not just recall.
a. make distinctions
d. organize/sequence/categorize information
g. understand and use stated assumptions
5
Syllable Division, Synonyms/Antonyms, Word
Construction, Sentence Correction:
Skill 12: Students experience learning activities that
are adapted to meet needs of diverse learners.
a. differentiate own learning activities or content to
meet personal needs
c. experience multiple ways to practice a concept
and/or new learning