Literacy+Lessons

=**Reading Workshop**=
 * [[file:Reading Nonfiction like a Story w a main character.docx]] || [[file:Seeking Underlying Ideas in Narrative Fiction.docx]] || [[file:Achievement Texts, Disaster Texts.docx]] || [[file:Envisioning to Figure Out Unfamiliar Words.docx]] ||
 * || [[file:Seeking Underlying Ideas in Narrative Fiction_mn.docx]] || [[file:Achievement Texts, Disaster Texts_mn.docx]] || [[file:Envisioning to Figure Out Unfamiliar Words_mn.docx]] ||
 * [[file:Using the lingo of experts day two.docx]] || [[file:Reading on and other strategies.docx]] || [[file:Using the lingo of experts day one.docx]] || [[file:Using the lingo of experts day two.docx]] ||

= = =**Writing**=
 * [[file:Quick Draft Notes.docx]] || [[file:Quick Draft Notes(1)_mn.docx]] || [[file:Topic Sentences.docx]] ||
 * [[file:Blizzards.notebook]] || [[file:Topic Sentences.docx]] || Rachel, I see two of the same lesson plans for Topic Sentences. Did you mean to upload two different plans? Also, I like your smartboard slides, and just want to make sure you really highlight how you take short phrases to hold your ideas for longer sentences. I think the kids really need to better understand this. ||
 * [[file:Detail Sentences.docx]] ||  ||   ||

= = =**Guided Reading Materials/Drafts**= Suzanne Collins, __The Hunger Games__
 * [[file:Intros-hook the reader.docx]] || [[file:Conclusions.docx]] || [[file:Revision-sentence length.docx]] ||
 * [[file:HG_Intro.docx]] ||  ||   ||

COLLIER & COLLIER: My Brother Sam is Dead drafts //Rachel,// //This looks good. I want to talk with you about scheduling and pacing of the lessons. I am going to give you 2 groups to work in this text. Each group will have 4 students, and all of these students are on level readers. They can all be pushed, and we'll use this reading experience to push them.// //We'll look at specifics tomorrow and Tuesday. They will start this tomorrow morning// (Monday). Good scene for understanding old-fashioned battle formations/the proximity of battlefields to private homes (gets way too graphic at the end) http://www.youtube.com/watch?v=HUFTcrbRyEM&feature=related Good montage for understanding "skirmishes"/ambushes/Rebel guerilla tactics http://www.youtube.com/watch?v=zQYkIlSx0yg&feature=related

AVI: Something Upstairs
 * [[file:GR Resources_Something Upstairs_Avi.docx]] || [[file:GR_Avi_Chapter3.doc]] ||
 * [[file:Reading Journal Checklist.docx]] || [[file:_chapter5_voc.doc]] ||


 * [[file:Something Upstairs Reading Schedule.doc]] || [[file:GR_Avi Chapter7.doc]] ||
 * [[file:Chapters7and8.docx]] || [[file:GR_Avi_Chapters8_9_last.docx]] ||
 * [[file:microfilm images.docx]] ||  ||

=**IRAs**= __Sojourner Truth's Step-Stomp Stride__

__A Nation's Hope__

__Marian__ vocab, etc.


 * [[file:When Marian Sang.notebook]] || [[file:When Marian Sang_revised.notebook]] ||

IRA draft for __Eleanor, Quiet No More: The Life of Eleanor Roosevelt__ IRA draft for __Follow the Drinking Gourd__
 * [[file:IRA_Rappaport_Eleanor.docx]] || [[file:IRA_Rappaport_Eleanor_mn.docx]] ||
 * [[file:IRA_Winter_Drinking Gourd.docx]] || [[file:IRA_Winter_Drinking Gourd_mn.docx]] ||

IRA draft for __Words Set Me Free.__
 * [[file:IRA Cline-Ransome.docx]] || [[file:IRA Cline-Ransome_mn.docx]] ||


 * [[file:IRA Walker.docx]] || [[file:IRA Walker_mn.docx]] ||
 * [[file:IRA Walker_revised.docx]] ||  ||

=**Shared Reading**= cycle. Your slides are wonderful. You have contextualized the words within the poem, and then placed the words into different but familiar contexts for the students. One step you might want to consider is how the students try the words in their own sentences (orally). You will want to think about how you break the lesson up and carry it out across several days. In terms of time, give yourself no more than 10 minutes per day. Well done! || = = Shade, Water by Tracy K Smith
 * [[file:TracyKSmith-Shade, Water-vocab.notebook]] || Rachel, this poem is great, and you did a really nice job with planning vocabulary in a solid "Tier 2"
 * [[file:Water, Shade.docx]] ||  ||

"March" by John Updike I just had a change of hear about day 2! //It looks fine. I think they have had enough work with these poems to get into fluent reading sooner.//
 * [[file:John Updike March.docx]] || [[file:John Updike March_revised.docx]] ||
 * [[file:John Updike March_revised_mn.docx]] ||  ||

O Captain! My Captain! by Walt Whitman Hi Maureen! Thanks for the feedback. I collected a few nautical images to help with O Captain! //I love the visuals!//
 * [[file:O Captain My Captain.docx]] || [[file:O Captain My Captain_mn.docx]] ||
 * [[file:O Captain visual vocab.docx]] || http://www.vincentprice.org/audio/12%20O%20Captain!%20My%20Captain!.mp3 ||

Shared Reading Outline: Harriet Tubman, by Eloise Greenfield
 * [[file:SRHarrietTubmanOutline.docx]] || [[file:SRHarrietTubmanOutline_mn.docx]] ||

Looks good to go. You want to move them from concrete to abstract thinking, noticing what's on the page and then digging deep.
 * [[file:LandlordDay1.docx]] || [[file:LandlordDay2.docx]] || [[file:LandlordDay3.docx]] ||
 * [[file:Fischhoff_LandlordDay1_mn.docx]] || [[file:Fischhoff_LandlordDay2_mn.docx]] || [[file:Fischhoff_LandlordDay3_mn.docx]] ||
 * [[file:Fischhoff_LandlordDay1_revised.doc]] || [[file:Fischhoff_LandlordDay2_revised.docx]] || [[file:Fischhoff_LandlordDay3_revised.doc]] ||

=**Misc.**=