Friday January 12, 2018
Students will be completing the Friday assignment and Wednesday assignment. They are to read silently first, then partner read. Complete the Friday assignment, Here is the link. Wednesday Friday
Students will be completing the Friday assignment and Wednesday assignment. They are to read silently first, then partner read. Complete the Friday assignment, Here is the link. Wednesday Friday
December 7, 2017 Students will be completing the Friday assignment and Wednesday assignment. They are to read silently first, then partner read. Complete the Friday assignment, here is the link.
December 1, 2017 Students will be completing the Friday assignment and Wednesday assignment. They are to read silently first, then partner read. Complete the Friday assignment, then use same process for the Wednesday assignment. Here are the links to the stories: Friday Wednesday
November 3, 2017 Students will be using the word search for Joaquin's Gold. They may work with the person next to them. They can highlight or circle the words. When finished with the word search, they are to use the word search words to create their own sentences. They will turn in their papers at the end of the period.
October 27, 2017 Students will be using the story for Friday. Begin by reading the story aloud and leaving out key words. The students will fill in the word as they are following along with your reading. Next, students read silently. They signal their reading partner when they are finished, and the pairs take turns reading. Odd numbers go first, even numbers read after. Then the students complete the rest of the Form by themselves. Here is a link to the story.
October 20, 2017 Students will be using the story for Friday. This is the quiz format. The first half is done individually. The second part, synthesis, is done with a partner. By the end of Advisement students need to complete the individual part and the partner, written response part. Remind students that they need to cite evidence for their answers in their responses or they will not receive credit for their responses. Here is a link to the story.
October 18, 2017 Students will use the Joaquin's Gold story for Wednesday. Begin by reading the story aloud as students follow along. Tell them that you will be leaving out a key word and they will say the word. Once this is done, students read silently, then partner read. Allow 4 minutes for the silent reading and partner reading.
Next, have students work with you to complete their form. Read through the question with them and provide some suggestions for responses. Once students have finished answering all of the items, they will submit their form.
Here is a link to the Form.
Next, have students work with you to complete their form. Read through the question with them and provide some suggestions for responses. Once students have finished answering all of the items, they will submit their form.
Here is a link to the Form.
October 4, 2017 Students will use the Joaquin's Gold story for Wednesday. Begin by reading the story aloud as students follow along. Tell them that you will be leaving out a key word and they will say the word. Once this is done, students read silently, then partner read. Allow 4 minutes for the silent reading and partner reading.
Next, have students work with you to complete their form. Read through the question with them and provide some suggestions for responses. Once students have finished answering all of the items, they will submit their form.
Here is a link to the Form.
Next, have students work with you to complete their form. Read through the question with them and provide some suggestions for responses. Once students have finished answering all of the items, they will submit their form.
Here is a link to the Form.
9/29/17 Students will finish answering questions for Joaquin's Gold Week 2. Have students get their computers. Nathan has lost computer access. He has a printed copy of the Google Form. Alli and Elisa also have hard copies. Work through the items with them. We did the brainstorming part yesterday. Here is the link for the Form so you can work on it with students. When this is finished, have them take a blank piece of paper and fold it into 4 equal sections. They are to label the sections:
Meeting Conversation Threat Traveling to Pinnacles.
I explained the process to them yesterday. They are to draw a visual interpretation of each part of the story. They are to add as much detail as possible. Students will also color pictures when they have finished drawing in pencil. If any students do not have colored pencils or markers, they may borrow my crayons- on the long black table in front of room. Students are to write their name on the back of the page and turn in at the end of Advisement.
Meeting Conversation Threat Traveling to Pinnacles.
I explained the process to them yesterday. They are to draw a visual interpretation of each part of the story. They are to add as much detail as possible. Students will also color pictures when they have finished drawing in pencil. If any students do not have colored pencils or markers, they may borrow my crayons- on the long black table in front of room. Students are to write their name on the back of the page and turn in at the end of Advisement.
9/22/17 Joaquin's Gold. The students have the copy of the Google Form in Google Classroom- Advisement.
Mikah will need to share with Evelyn. Addi will need to share with Louisa. Read the story aloud to them again, then use the images here to help them understand some of the vocabulary. Click here for the MyMaps to show the locations mentioned in the story so far. Then have students read silently first, then partner read. 1 and 3 read 1st paragraph, 2 and 4 read second paragraph, continue until story has been read. Then have students scroll down to vocabulary. Read the statement, then have students share what the correct answer should be.
Mikah will need to share with Evelyn. Addi will need to share with Louisa. Read the story aloud to them again, then use the images here to help them understand some of the vocabulary. Click here for the MyMaps to show the locations mentioned in the story so far. Then have students read silently first, then partner read. 1 and 3 read 1st paragraph, 2 and 4 read second paragraph, continue until story has been read. Then have students scroll down to vocabulary. Read the statement, then have students share what the correct answer should be.
9/15/17 Passion and Grit Angela left a high paying job to follow her dreams. Along the way she learned that determination and grit are more important than just how smart you are, or your IQ. At the end of this video, have students get their computers and go to Google Classroom. Complete how Gritty are you survey. After the survey, have students go to the Google Form for Joaquin's Gold. Begin by reading the story to them as they follow along in the Google Form. Next, explain that they are to read it again on their own, then use the text to find the words using the word clues in the form.
9/8/17 The learning brain. This video (7 min. long) covers the brain and how it takes in information. The narrator has an accent which may be difficult to understand at times. Checking in with the students to find out what they are understanding a various points in the video may be helpful.
Two mindsets infographic. Share with students and discuss the information for both mindsets. Ask students which one would lead to better learning. Have them share some ways they can develop more of a growth mindset. List ideas on chart paper. Keep paper up so students can continue to add to the list. Go back after several days and discuss new additions to the list.
Two mindsets infographic. Share with students and discuss the information for both mindsets. Ask students which one would lead to better learning. Have them share some ways they can develop more of a growth mindset. List ideas on chart paper. Keep paper up so students can continue to add to the list. Go back after several days and discuss new additions to the list.
You will be using some growth mindset material today for collaboration coverage. Begin with the video. Play the full video, at the end of the video, discuss the speaker's message.
Next, have students complete the Growth Mindset / Fixed Mindset worksheet. Have students pair up and share their thoughts about growth mindset and fixed mindset.
If there is time have students write growth mindset messages to other students in the class. Use the index cards on my desk. Write the name of the person the message is for at the top of the card, write the message, then sign your name.
They need to seriously think about who they want to send a message to, then think about the message. Collect the cards. Shuffle them, then have several students pass out the messages to the individual student. Remind students that everyone should be getting a message, not a lot of messages to just a few people.
Next, have students complete the Growth Mindset / Fixed Mindset worksheet. Have students pair up and share their thoughts about growth mindset and fixed mindset.
If there is time have students write growth mindset messages to other students in the class. Use the index cards on my desk. Write the name of the person the message is for at the top of the card, write the message, then sign your name.
They need to seriously think about who they want to send a message to, then think about the message. Collect the cards. Shuffle them, then have several students pass out the messages to the individual student. Remind students that everyone should be getting a message, not a lot of messages to just a few people.