October 29, 2013

Objective: I can write an objective summary of “Why Can’t Girls Go to School?” by using PUC and writing the main ideas of each paragraph. Today, I walked the students throug the meaning of objective, and how we can take who, what, and where from a paragraph to write the main ideas that form a summary. Students practiced writing the ideas from the class article "Some Girls Can't Go to School" on white boards. Warm up: We are going to watch a video about Malala. Copy this onto your warm-up paper: Who is Malala? She is_____years old, and she is from_____ What happened to her? Malala was shot by the ______ because she________. Why does Malala deserve a Peace Prize? She talks to people about_______ for ______.

October 28, 2013

Objective: I can determine the author’s purpose in “Some Girls Can’t go to School” by writing the main idea after each paragraph. Today, students completed a reading comprehension activity from the book "If the World were a Village," examining education and literacy in the world. We then read the Achieve3000 article “Some Girls Can’t Go to School," typing the main idea after each paragraph to help determine the author's prupose. Warm-up: Write these questions on your paper: 1. How many children get to attend school? 2. How many adult men cannot read? 3. How many adult women cannot read? I read page 21 from the book to the class.

October 25, 2013

Objective: I can state an opinion, using the strongest supporting ideas to write an opinion paragraph. Today, we finished the paragraph organizer. I taught a mini-lesson on how to change an opinion to go with the facts. When students finished the organizer, they went on Achieve300 to begin the article "Some Girls Can't Go to School." Warm Up: Quickwrite: Write for 2 minutes without stopping What have we learned about money, stuff, and women’s ability to dress and go to school in the U.S., India, and the world? At the the top of your paper, write the number of words you wrote. Aim for 50 words.

October 24, 2013

Objective: I can interpret and evaluate graphs and charts in an informational text. We started class by reading the money page from the book "A Global Village." Students learned about how most of the world lives in poverty. We put the information into a bard graph, and then talked about the writer's choice to use graphs or not. Students analyzed different types of graphs from Time for Kids, and answered questions 1-6 on page 6. Finally, students filled out a persuasive organizer with their opinions on whether they have too much stuff or not. Warm-up: Text to image: Draw a bar graph of the village money from the story "A Global Village" Writer’s choice: Which is more powerful, the bar graph or the words?

October 23, 2013

Objective: I can compare and contrast life in the U.S. to life in Kashmir, India. Today, we had a guest speaker, Mrs. Groninger, speak tot he class about living in Kashmir, India. Students completed a Venn diagram comparing life here to life in India, looking at education, women's rights, and poverty. At the end of class, students wrote sentences on white boards comparing and contrasting the countries. No warm-up.

October 22, 2013

Objective: I can determine the central idea of a text and describe how supporting ideas/details make the central idea. Students finished the vocabulary and marking the text on "Toy Story" Assignment: add supporting details from the magazine article to have a total of 5 and rewrite the central idea under the prediction. Turn the paper in to the shelf or box by your period’s folders. When finished: Read your language arts book or a book from one of the shelves in this classroom. Assignment: Use the article that you wrote on yesterday to answer the question: Why do kids today have more toys than kids had in the past? Write at least three complete sentences. Kids today have more toys because…Also,… Finally, kids have more toys because…

October 21, 2013

Objective: I can identify the text features of an article and determine how those features support the central idea. Students marked the text features using different colored markers. They worked on vocabulary: Assignment: Choose 3 words from the article to write and define as modeled here: Paragraph #:____ Word:__________ Prediction: I think it means ___________, because __________________________. Dictionary Definition:_________________ __________________________________ Use it in a sentence: ________________ _________________________________ When done: Read an article from the magazine silently at your desk. and also on finishing two-column notes to give the main idea. Fill in the word needed to complete each sentence correctly. USE: Whose or Who’s 1. ___________ book is that? 2. ______________ at the door? 3. He is a student ___________ always on time. 4. I’m not sure ____________ tickets those are. 5. I don’t know _______________ it is. 6. It’s hard to find a child ______________ never bad. 7. ___________ leaving early? 8. ______________ conducting the band? whose – possessive who's – who is

October 18, 2013

Objective: I can determine the central idea of a text and describe how supporting ideas/details contribute to and convey (makes known) the central idea. [RI.8.2] Students should be able to answer: What is the central idea? How is the central idea developed? Students chose vocabulary from the article "Toy Story" to define. They also chose 5 supporting ideas and predicted the central idea on two-column notes. Warm-up: Fill in the word needed to complete each sentence correctly. USE: Whose or Who’s 1. ___________ book is that? 2. ______________ at the door? 3. He is a student ___________ always on time. 4. I’m not sure ____________ tickets those are. 5. I don’t know _______________ it is. 6. It’s hard to find a child ______________ never bad. 7. ___________ leaving early? 8. ______________ conducting the band? whose – possessive who's – contraction

October 17, 2013

Objective: I can identify the text features of an article and determine how those features support the central idea. Students read the article "Toy Story" in Time for Kids magazine, looking at text features. Warm-up: Fill in the word needed to complete each sentence correctly. USE: Your or You’re 1. ___________ personality is fun. 2. When ___________ finished, you may go to the library. 3. Give ____________ Grandpa's dog a bone. 4. _____________ study skills need to improve 5. Is that _________ car? 6. If __________ not busy, come over tonight. 7. __________ arguments are convincing. your – possessive pronoun you're – contraction of you and are

October 16, 2013

Objective: I can reflect on my goals from last term and make goals for this term. Today, students reflected on how they did in the first six weeks of the class,. by looking at their work, creating a portfolio, and writing a reflection. Reflection requirements: Look at the goal that you wrote in your folder for the posttest and OAKS. In a paragraph with complete sentences, answer: Many students in the class did not turn in a posttest. How well do you think you did? Do you think that you are ready to take the OAKS exam this year? Why or why not? Look at the goal that you wrote in your folder for the posttest and OAKS. Add to your paragraph: How did you do on the post-test? Did you score as well as you thought you would? (a 4 is excellent, 3 is passing) What will you do the next six weeks to improve your score? Example: I thought that I would get a 4, but I only scored a 2, because I didn’t explain my ideas. I could have spent more time writing the paragraph instead of talking to friends. The next six weeks, I will concentrate on my own work.

October 15, 2013

Objective: Objective: I can determine the main idea of each paragraph, and choose 3-5 main ideas to summarize “King’s Dream Remembered.” Today, we reviewed classroom procedures and finished reading the article "King's Dream Remembered" on Achieve3000. No warm-up.

October 10, 2013

Objective: I can determine the main idea of each paragraph, and choose 3-5 main ideas to summarize “King’s Dream Remembered.” Today, students completed all 5 steps for the article: poll, article, activity, poll, thought question I demonstrated how to take notes on Achieve3000 using the "summary" option. Capitalize words such as Mom, Dad, Grandma, etc. when used instead of a person’s name, do not capitalize if preceded by a personal pronoun (my, our, their, her, etc.) 1. My father knew it would be a long trip. 2. I was joined by uncle Bill for the trip to the family reunion. 3. Please put my homework on the table, sister. 4. We love to hear grandma’s stories. 5. When grandma Sarah came to the U.S., she was only five years old. 6. Oh, mom, you don’t understand me!

October 9, 2013

Objective: I can use evidence from the text to support a purpose statement, using complete sentences, and explaining my ideas. We watched a video on Jim Crow laws to further understand the reason why African Americans wanted to move to the North during the Great Migration. Students finished writing their position statement paragraphs, and then got on the tablets to read on Achieve3000. Warm Up: Capitalize languages, races, nationalities Example: The cherokees were the first native tribe to have a written language. 1. My british pen pal, Sarah, sent me an irish friendship ring. 2. My mother bought an african lamp. 3. Clara Barton was an american nurse known for her achievements. 4. I am learning to speak spanish.

October 8, 2013

Objective: I can use evidence from the text to support a purpose statement, using complete sentences, and explaining my ideas. To start class today, we watched two videos on the Great Migration: The first one gave an over view: http://www.youtube.com/watch?v=4qqxGZ-V-hU, and the second provided a voice to those moving: http://www.youtube.com/watch?v=--8N42vDDTM. We discussed why so many African Americans moved, and whether the move was worth the effort. The students then re-read the artcile from yesterday before writing a parragraph supporting a position statement. The sentence frames that students used for the paragraph are: I think that _(position statement)_. The first reason is __(evidence)___. This shows that __(explain the evidence). The second reason is _(evidence)_. As you can see, __(explain the evidence). In conclusion, _(position statement)_, because _(restate evidence)_. Warm-up: Capitalize proper nouns: names of people, places, or things (including holidays). Rewrite the sentences. Example: Wish Mary a happy valentines day! --> Wish Mary a happy Valentine's Day! 1.Yesterday, olivia gave me a parrot from queretaro, mexico. 2.On october 25th, asms will have a party. 3.On december 25th, i will say merry christmas and a few days later i will wish you a happy new year’s day.

October 7, 2013

Objectives: 1. I can reflect on my progress in LAI and complete work to meet my goals. 2. I can use evidence from the text to support a purpose statement, using complete sentences, and explaining my ideas. To start class, students wrote their homework and assignments for the week in their agendas. Homework: turn in missing work by Wednesday. Students wrote what work is missing in their agendas. We also passed back graded papers and discussed class goals. Students began the post-test, which tests their ability to use evidence to support an opinion. The test also measures the students' abilities to read a grade-level text. Warm-up: Capitalize geographic names. Don't capitalize “earth” if it has “the” before it. Example: There is a rocky island in the atlantic ocean called st. helena. 1. Ships use the panama canal to pass between the caribbean sea and the pacific ocean. 2. We toured the museum located at 247 dixon parkway. 3. The gateway arch in st. louis, missouri rises 630 feet high.

October 4, 2013

Objective: I can use evidence from the text to determine the meaning of new words in an article on achieve 3000. Today, students finished the jigsaw activity from yesterday. Then, we discussed the difference between an antonym and a synonym, and played a quick game to review the definitions. Students then went to the computer lab to read the article "Where History Still Lives" on Achieve3000. This article discusses whether slave cabins should be preserved or not as historic landmarks. No warm-up.

October 3, 2013

Objective: I can use evidence from the text to evaluate how civil rights leaders created change. Students did a jigsaw activity by reading three different articles on leaders against racism: Martin Luther King, Jr., Harriet Tubman, and Frederick Douglass. They answered the question: What is the most effective strategy to bring about change? Organizing others Making speeches Speaking to leaders Giving help to those directly in need Writing something that informs the public Warm-Up: Use a semi-colon ; OR a comma , and a FANBOY For, And, Nor, But, Or, Yet to create one sentence. Use three different choices. Example: I like to eat. Berries are gross. I like to eat, but berries are gross. Dinner is ready. Mom’s cooking is delicious. I want a cookie. Oatmeal is the best. I like to sleep at 9 PM. My favorite TV show starts at 10 PM.

October 2, 2013

Objective: I can demonstrate my reading ability by reading and re-reading articles and answering questions. Today students finished their exams on portal.achieve3000.com. Students who finished early read an article of their choice on the website. I encourage all students to go to the website at home to practice reading comprehension as much as possible. Warm-up: Use a semi-colon ; to fix run-on sentences. Example: My parents gave me a dog; I couldn’t wait to play with her. 1. Kendra never like cats she preferred to own a dog. 2. Call me tomorrow I’ll give you my answer then. 3. Janie got an A on the test she studied for two days.

October 1, 2013

Image from Achieve3000.

Objective: I can demonstrate my reading ability by reading and rereading articles and answering questions on TeenBiz3000.

Today the students used Achieve3000 for the first time. The website has students read articles and answer comprehension questions to determine the reading, or Lexile, score of each student. The website tracks student reading progress, and matches the reading level of the article to the student. Most of the students did not finish.

Warm-up (first period only):
Use a semi-colon ; to fix run-on sentences. 
Example: My parents gave me a dog; I couldn’t wait to play with her.

1. Kendra never like cats she preferred to own a dog.
2. Call me tomorrow I’ll give you my answer then.
3. Janie got an A on the test she studied for two days.

September 30, 2013

Objective: I can use peer feedback to add details and explanations to my writing.

Today, students began class with a reminder of the differences between their, there, and they're. From there, we reviewed last week's goal of using evidence from an article to support a position statement. Students were able to assess their peers' writing and then use the feedback to add more details into their own writing. At the end of class, we filled out agendas for the week and watched a video explaning the TeenBiz reading program.

Warm-Up: Fill in the word needed to complete each sentence correctly.
USE: Their, There, or They’re
1. That is ___________ house.
2. _____________ going camping.
3. _____________ are three dollars in my pocket.
4. Put your assignment over ____________.
5. Drew gave them ___________ ticket stubs.
6/7/8. ___________ upset because _________ son dumped garbage over __________.
9.What are __________ plans?

September 27, 2013

Objective: I can use my own words to to describe a level three analysis and assess the writing of my peers.

Students completed an activity to describe the difference between explicit and inferred meanings, before translating the school district's assessment rubric for using evidence to support an opinion. Students then used the rubrics to assess exemplars at each level before assessing their own writing to add more details or clarifying sentences to improve their own writing.

Warm-up: Write the corrected sentences. Look for spelling, capitalization, and punctuation errors.

Example:
 ms. Schafer is kewl --> Ms. Schafer is cool.

1. the cat likked it’s Tail
2. movies r awesome, but so r they’re books
3. “listen” he said, grabbing an hammer
4. “Really ” i asked bob

September 26, 2013

Objective: I can use evidence from the text to justify a position statement using academic language.

 Today students used express and support opinions academic language to write a paragraph supporting a position statement. Yesterday, the students underlined evidence that they used today to support their opinions.

Warm-up:
Fill in the word needed to complete each sentence correctly. USE: It’s or Its
1. ________ often fun to write in cursive.
2. Put the pencil in ________ pouch.
3. I'm attending because _________ free.
4. Give Ben's car _________ second coat of wax.
5. ________ going to be a busy month.
6. _______ been a hard day.
7. The dog gnawed _______ bone.
8. The chair had a hole in ______ seat.

September 25, 2013

Image from southernspaces.org

Objective: I can underline and use evidence in my writing.

Today's goal is to decide on a purpose before reading, by choosing a position statement, and underlining related evidence. Students chose one position statement from the following:

• Slavery is a cost-effective business 
• Pierce Butler is a good businessman 
• Not much is known about slavery 
• Slavery is a violent institution 

They then read an article about the Weeping Time, the largest slave auction in US history, while circling names and dates and underlining evidence. Tomorrow, students will write answers.

Warm-Up: Rewrite the sentences with commas. To set off the normal words of a quotation, use a comma before the quotation mark.

1. The passenger asked “What time is it?”
 2. “I believe you” the man replied.
3. “I think” Marie answered “that I can help you tomorrow.”
4. “Did you see” Curtis asked “the hot air balloon?”

September 24,2013

This is the picture used for the word discriminate.

Objective: I can infer meaning, using evidence from the text in my answer.

Students started class with a wacky words warm-up, then wrote the week's agenda in their agenda books. New vocabulary was introduced using a puzzle activity. Students practiced: supreme court, injustice, discriminate, slavery, doctorate, legislate, ethnicity, civil rights, and violence. Students then answered questions 1,3, and 4 on page 189 of High Point Level B and began marking the text "The Weeping Time." Tomorrow, we will read that text.

Warm-Up: Fill in the word needed to complete each sentence correctly.
USE: Accept or Except
1. I ___________ your invitation.
2. Aaron has all of his homework completed ____________ math.
3. Will you ____________ my apology, please?
4. _____________ for all the rain, I sure enjoy living in Oregon.
5. Melissa will graciously ___________ the award.
6. Everyone will be there ___________ for you.

accept – take/lose except – exclude or but

September 23, 2013

Image from here.

Objective: I can infer meaning, using evidence from the text in my answer.

Students began class with a warm-up from page 185 of the High Point book series. The warm-up practiced vocabulary from the reading, such as: runaway slave, escape, slavery, conductor, network, freedom, and reward. We watched a video on the history of slavery up to 2:55, and of the song The Drinking Gourd. The students then read the short story "The Drinking Gourd" on pages 186-188, and answered questions 1,3, and 4 on page 189.

Warm-up: Vocabulary activity from page 185 of the High Point books.

September 20, 2013

Objective: I can infer meaning, using evidence from the text in my answer. Today, students began class by gluing progress reports into their agendas. Each student should have his or her grades glued or written into the agendas for parent signatures, so please check the agenda of your student. With the rest of the class, we practiced using citations from a literary text. The students read a poem, and inferred the speaker using clues from the poem. No warm-up.

September 19, 2013

Objective: I can annotate a text with questions and comments to discuss an issue during turn and talk. Students will see their OAKS scores from last year and set a goal for improvement this year. They will also create goals for improvement on the posttest in three weeks. In partners, students read the Chicago Tribune article, "No Homework," using annotations and talking back to the author in the columns. We answered the following questions: 1. Why are students doing less homework at Marya Yates School in Matteson? 2. What does homework teach kids, according to Harris Cooper? 3. What will happen now that the students are doing less homework? 4. In your opinion, should ASMS limit homework?

September 18, 2013

Objective: I can cite evidence in a formal letter to the principal. Students finished their letter to the principal. They also edited for content, spelling, and grammar. Homework: finish letter first draft Warm-up: Write the sentence with commas: 1. ASMS is at 4962 Hayesville Dr NE Salem OR 97305. 2. On October 21 1988 Ms. Schafer was born. 3. We live in Salem Oregon. 4. My doctor’s appointment is Tuesday September 24 2013. 5. My friend’s address is 37 Bell Boulevard Columbus Ohio 42019.

September 17, 2013

Objective: I can cite evidence in a formal letter to the principal. Today, students began writing a formal letter to the principal, explaining their opinion on trash talking in sports. Students used an exemplar and sentence frames to write, including evidence from the two articles and the video that they watched last week. Warm-up: 1. The baby is __________ at last. 2. Sam __________ his job yesterday. 3. I am not ___________ finished. 4. The neighborhood finally will _________ down. 5. I wasn’t __________ finished with my homework. 6. I ______________ my job! 7. I __________ mowing, even though I was not __________ finished. 8. Will you __________ the team? 9. We were __________ sorry to see her go. quit – stop quiet – silence quite - completely

September 16, 2013

Objective: I will talk about an issue accurately, using academic language in philosophical charis. Today's warm-up was a 5 minute quickwrite arguing for or against a ban on trash talking during sports events at Adam Stephens Middle School. After, students watched a video demonstrating philosophical chairs while watching for appropriate language and behavior. Students did an activity on sentence starters for discussion, using the three steps of 1. Repeat statement, 2. Give your opinion, and 3. Cite evidence. Finally, student took their notes and stood in two facing lines to debate the pros and cons of implementing a ban on trash talk at Adam Stephens Middle School. The students used academic language and represented their side.

September 13, 2013

Objective: I will organize evidence from a video and an article. We began class with another practice of the words "a" and "an." Most of the students did better on today's practice. Students organized their information into a T-Chart with pro-ban of trash talking on one side, and con-ban on trash talking on the other side. Students watched a video on philosophical charirs for the debate on Monday. Warm-Up: Fill in the word needed to complete each sentence correctly. Rewrite the sentences on a piece of paper with the date at the top. USE: A or An 1. Mary would like ____ orange and ____ banana. 2. How many rooms are in ____ house? 3. Yesterday, I saw ____ owl. 4. He was as good as ____ angel. 5. I would like to see ____ elephant. 6. Philosophical chairs are ____ way to debate. 7. My friend is ____ athlete.

September 12, 2013

Objective: I will organize evidence from an a video and an article. Today, students completed a warm-up practicing coordinating conjunctions (FAN BOYS). Students read a news article supporting the New Jersey ban on trash talking, and selected their most convincing argument to place on the board. Warm-Up: Combine the sentences using a coordinating conjunction (FAN BOYS: For, And, Nor, But, Or, Yet, So) 1. I like apples. I love oranges. 2. The weather is hot. He is wearing a coat. 3. Chips are great with salsa. Salsa is delicious. 4. Bullying talk is not allowed at school. It is ignored in sports. 5. Kelly does not like Adventure Time. She does not like Cartoon Network. 6. MLK, Jr. was a great man. He helped many people.

September 11, 2013

Objective: I can organize arguements from a video and an article. Students started class by practicing writing with coordinating conjunctions (FAN BOYS) and a comma in warm-ups. Next, students wrote cornell notes on a video and and article to answer the question "Should trash talk be banned at schools?" Students will finish the articles tomorrow. Warm up: 1. I did not have homework so I read a book. 2. Justin Beiber is cute yet One Direction has better songs. 3. I read the news daily so I can contribute to class. 4. Ms. Schafer likes the U of O but Mr. Biondi likes O.S.U. 5. I plan to watch a movie and play a video game.

September 10, 2013

Objective: I will demonstrate my reading ability to complete a pretest. Students today finished the pretest on bats from yeaterday. They also completed a reading survey and contact form as part of the pre-assessment data gathering. Warm-Up #2: Comma practice. Write the sentences with commas. CM1. In a series with three or more words 1. For lunch we were served fruit milk cookies carrots and a sandwich. 2. There were toys for the children books for Mom and a remote for Dad. 3. The weatherman predicted rain snow or clouds. 4. Skating hockey and skiing classes will begin in February. 5. I soaked my foot rubbed it and walked very little for three days. 6. I enjoy reading fantasy science fiction and mystery books.

September 9, 2013

Objective: I will demonstrate my reading ability be completing a reading assessment. Students began a reading pretest today. First, they read an article about vampire bats. Then, they answered questions that asked students to define words using conext and to choose a position statement and back up the statement with examples from the text. Warm Up #1: WACKY WORDS #1 Fill in the word needed to complete each sentence correctly. Rewrite the sentences on a piece of paper with the date at the top. USE: A or An 1. Micah will stay at _______ hotel. 2. Judith is _______ honest person. 3. My older sister gave me ______ O.S.U. sweatshirt. 4. Miss King was given _______ apple. 5. _______ elephant ran through our picnic. 6. We will give our mom _____ cat for her birthday. 7. In _____ heap of clothes, I found my shirt.

September 6, 2013

Objective: I will introduce myself to my teacher and my classmates by writing an I Am Poem. Today, students wrote or typed a final version of their I Am Poems and decorated them to be placed on the class wall. The warm-up was to fill in the last space on their name cards answering the prompt: Ms. Schafer is a new teacher. Please give her advice on how to be a good teacher. For example: “Good teachers are __________. They let students _______. They remember to____________. Finally, good teachers _________ and ___________.”

September 5, 2013

Objective: I will introduce myself to other students and my teacher by writing an I Am Poem. Bellwork: Students practiced entrance procedures to the classroom and wrote a note to me answering the following prompt: Answer the following questions in the next space on your name card, using complete sentences and writing as much as possible in the space: How do you feel about writing? What do you like to write best? What is the worst to write? Then, students turned and talked to practice different levels of noise and discussed why noise control is important. Students also wrote a rough draft of an I Am Poem. The outline is: I am I wonder I hear I see I want Iam I pretend I feel I touch I worry I cry I am I understand I say I try I hope I am

September 4, 2013

Objective: I will get to know my classmates and my teacher by creating a name tag.

Agenda: I introduced myself to the class and explained the purpose of LAI: to practice Language Arts skills and to improve reading scores. To create a positive classroom culture, students created name tags that answered the follwoing questions:

1. What is your favorite book?
2. Where are you from?
3. What three words best descibe you?
4. What is one goal that you have for hte next six weeks in this class?
5. Draw five symbols that represent you.

Students also write a note to me that answered the question: "What does Ms. Schafer need to know about you to help you succeed?" Examples included first languages, new students to the district, and out-of-school time commitments, such as sports or chores.

Welcome to room 100!

Picture from Industrial Bioproduct Laboratory.

Parents and students,

Welcome to room 100! Language Arts Intensive is a class designed to help students increase their reading lexile scores and to give additional skills and strategies to help students meet the Common Core State Standards in language arts. In this class, students will read and debate current events while learning new vocabulary. I look forward to getting to know both students and parents.

On this website, expect to see daily updates with the objectives, agenda, and assignments of every day. If you are absent or unsure what the homework is, check here!

Best,
Ms. Schafer

schafer_arielle@salkeiz.k12.or.us