Date Day 1 (8/25) Day 2 (8/26) READ 180 Workshop 1 (1st Six Weeks)Survivors -­‐Rules/Procedures -­‐Video introduction to READ 180 Build Background (Workshop 1) Survivors -­‐Preview/Teach Vocabulary Pages in Textbook/TEKS Fig. 19B. Make complex
inferences about text and
use textual evidence to
support understanding. (R)
(Pg 8-­‐
9)(1) Reading/Vocabulary
Development. Students
understand new vocabulary and
use it when reading and writing.
Students are expected to:
(A)determine the meaning of
grade-level technical academic
English words in multiple content
areas (S)
Day 3 (8/27) Interactive Software/Independent Reading (1) Reading/Vocabulary
Development. Students
understand new vocabulary and
use it when reading and writing.
Students are expected to:
(A)determine the meaning of
grade-level technical academic
English words in multiple content
areas; (B) analyze textual context
(within a sentence and in larger
sections of text) to distinguish
between the denotative and
connotative meanings of words
AND Independent Reading
Vocabulary) (S)
Day 4 (8/28) Reading 1-­‐Teach: Juanes-­‐-­‐-­‐Songs of Survival Text: News Article Key Skill: Main Idea and Details Interactive Software/Independent Reading (Pg 10-­‐11) Reading 2-­‐Practice: Beyond Brave Text: Magazine Article Key Skill: Main Idea and Details *Analyze, p. 13 Interactive Software/Independent Reading (Pg 12-­‐15) Day 5 (8/29) Day 6 (9/2) Day 7 (9/3) Day 8 (9/4) Day 9 (9/5) Day 10 (9/8) Reading 3-­‐ Apply: Homeboy to the Rescue Text: Life Issues Feature Key Skill: Main Idea and Details *Read for Detail *Analyze Interactive Software/Independent Reading STRETCH Reading & Writing-­‐ Apply: -­‐Close Reading: Essay -­‐Academic Discussion -­‐Vocabulary -­‐Writing -­‐Extension Reading (1) Reading/Vocabulary (A)
(B) (S) (1) Reading/Vocabulary (A)
(B) (S) (Pg 16-­‐
19)(1) Reading/Vocabulary (A)
(B) (S) (1) Reading/Vocabulary (A)
(B) (S) (13) Writing/Writing Process.
Students use elements of the
writing process (planning,
drafting, revising, editing, and
publishing) to compose text.
Students are expected to: ( B)
structure ideas in a sustained and
persuasive way (e.g., using
outlines, note taking, graphic
organizers, lists) and develop
drafts in timed and open-ended
situations that include transitions
and the rhetorical devices used to
convey meaning. (R)
Day 11(9/9) Day 12 (9/10) Day 13 (9/11) Day 14 (9/12) Day 15 (9/15) Day 16 (9/16) Day 17 (9/17) Day 18 (9/18) Day 19 (9/19) Day 20 (9/22) Day 21 (9/23) Day 22 (9/24) Day 23 (9/25) Day 24 (9/26) Day 25 (9/29) READ 180 Workshop 1 (1st Six Weeks)Survivors Interactive Software/Independent Reading Vocabulary/Word Study: Review and Extend: -­‐Word Challenge -­‐Prefixes -­‐Suffixes Interactive Software/Independent Reading Writing and Conventions: Writing: -­‐Informational Paragraph Interactive Software/Independent Reading Writing and Conventions: Conventions: -­‐Identify Sentences ad Fragments Interactive Software/Independent Reading Writing and Conventions: Conventions: -­‐Using Correct End Punctuation 21st Century Literacy: College and Career Readiness: -­‐Technical Text: Read a Survival Manual Interactive Software/Independent Reading 21st Century Literacy: College and Career Readiness: -­‐Focus Skill: Make Decisions Interactive Software/Independent Reading 21st Century Literacy: College and Career Readiness: -­‐Career Path: Wilderness Instructor Interactive Software/Independent Reading Informative Assessment: Wrap-­‐Up Project: -­‐Presentations -­‐Focus Skill: Present effectively (1) Reading/Vocabulary (A)
(B) (S) (Pg20-­‐21) (1) Reading/Vocabulary (A)
(B) (S) (Pg 22)( (Pg 27)(13) Writing/Writing
Process.: ( B) (R)
(1) Reading/Vocabulary (A)
(B) (S) (Pg 27)(13)
Writing/Writing
Process.: ( B) (R)
(1) Reading/Vocabulary (A)
(B) (S) (Pg 27)(13)
Writing/Writing
Process.: ( B) (R)
(Pg 28) (1) Reading/Vocabulary (A)
(B) (S) (Pg 28) (1) Reading/Vocabulary (A)
(B) (S) (Pg 29) (1) Reading/Vocabulary (A)
(B) (S) (Pg 30)(23) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (A) marshals evidence in support of a clear thesis statement and related claims; (B) provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view; (C) uses graphics and illustrations to help explain concepts where appropriate; (D) uses a variety of evaluative tools (e.g., self-­‐made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research; and (E) uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials Day 26 (9/30) Day 27 (10/1) READ 180 Workshop 1 (1st Six Weeks)Survivors Interactive Software/Independent Reading Wrap-­‐Up Test -­‐Comprehension -­‐Vocabulary -­‐Short Answer (1) Reading/Vocabulary (A)
(B) (S) •
(Pg 32-­‐33)Fig. 19B:
Inferences
• (17) Oral and Written
Conventions/Conventions
• (5) Reading/ Comprehension
of Literary Text/Fiction. • (1) Reading/Vocabulary
Development.
• (13) Writing/Writing Process
(SHORT ANSWER)
Day 28 (10/2) Interactive Software/Independent Reading Day 29 (10/3) RSkills Assessment (1) Reading/Vocabulary (A)
(B) (S) • Fig. 19B: Inferences
• (17) Oral and Written
Conventions/Conventions
• (5) Reading/ Comprehension
of Literary Text/Fiction. • (1) Reading/Vocabulary
Development.
• (13) Writing/Writing Process
(SHORT ANSWER)