Warm-Up: Take a ¼ sheet of paper. (A Day) Open your computer and begin logging on. Log on to iLit. Number your paper 1-4. Write the letter of the picture that matches each of the words below. 1. Pleaded 2. Urgent 3. Scoffed 4. Rebuked Once you are logged on, go to: Interactive Reading A B C D

Warm-Up: Take a ¼ sheet of paper. (B Day) Open your computer and begin logging on. Log on to iLit. Number your paper 1-4. Write the letter of the picture that matches each of the words below. 1. Giddy 2. Habitation 3. Propaganda 4. Infiltrator Once you are logged on, go to: Interactive Reading A. B. C. D.

Agenda -Interactive Reading -Unit Benchmark Test review -Strategies -Vocabulary -Unit Benchmark Test -Independent Reading

Vocabulary Review (B Day) Use the following two words in a sentence: stupefied, irritable. Why could propaganda be dangerous? Would you like your habitation to be a sanctuary? Why/ why not? What do enforced and defiance have in common? How could being an infiltrator be a violation?

Vocabulary Review (A Day) Is it better to live in a world in which things malfunction from time to time, or a world where everything is flawless? Why? Would it be possible for a square to have occupied the diameter of a circle? Draw a picture of it. 3. Give an example of something that can sprint when it transports something else. 4. If you were a firefighter, would you like to have a supervisor that rebukes you or that is a good strategist? Explain. 5. How might it be possible to be prickly if you are conscientious?

Key Ideas and Strategies Unit 1 Read each of the following slides. Choose the letters of the sentences that are closely related to each of the strategies and concepts at the top of each slide.

Previewing a Text Look at the title, the table of contents and other major items such as pictures. Used to try to make confusing ideas in the text more clear. When a text reminds the reader of something he/she has seen, read, or experienced. Used to set a purpose for reading. Used to tell what a text is about before reading it.

Questioning Used to try to make confusing ideas in the text more clear. Who, what, when, where, why start them. Look at the title, the table of contents and other major items such as pictures. Uses the five senses (hear, taste, smell, touch, see) Used to help the reader look more deeply at the text.

Connecting The reader uses the descriptive words and vivid details to help him/her “see” or form a mental image of the text. When a text reminds the reader of something he/she has seen, read, or experienced. Allows the reader to apply how they have felt when they experienced something to the text. Used to set a purpose for reading. Used to help the reader focus on the text and comprehend it.

Predicting Who, what, when, where, why start them. Used to help the reader focus on the details of the text. It is always based on the evidence in the text. Helps the reader stay interested in the text. When a text reminds the reader of something he/she has seen, read, or experienced.

Visualizing When a text reminds the reader of something he/she has seen, read, or experienced. The reader uses the descriptive words and vivid details to help him/her “see” or form a mental image of the text. Uses the five senses (hear, taste, smell, touch, see) Used to set a purpose for reading. It is the message the writer wants the reader to learn.

Theme This is what causes the story to move forward. The lesson learned about life from reading a text. It is the message the writer wants the reader to learn. Helps the reader compare and contrast two viewpoints. Every story has only one of these.

Retelling Used to help make sure the reader understands the text. Uses evidence to guess what will happen next. The reader breaks the text in to small parts and put it in his/her own words. Used to ensure the reader remembers the key details. Makes the reader use his/her background knowledge to read.

Key Ideas and Strategies Unit 1 The following slides include descriptions of each of the strategies and concepts we have studied in Unit 1.

Previewing a Text Used to tell what a text is about before reading it. Used to set a purpose for reading. Look at the title, the table of contents and other major items such as pictures.

Questioning Used to help the reader look more deeply at the text. Used to try to make confusing ideas in the text more clear. Used to help the reader focus on the details. Who, what, when, where, why, how questions. Require more than a one word answer. Require more than a “yes” or “no” answer.

Connecting When a text reminds the reader of something he/she has seen, read, or experienced. Used to help the reader focus on the text and comprehend it. Allows the reader to apply how they have felt when they experienced something to the text. Connect text to self, text to world, and text to text.

Predicting Used to help the reader focus on the details of the text. It is always based on the evidence in the text. The reader predicts, reads, modifies (changes) the prediction when necessary. Helps the reader stay interested in the text.

Visualizing The reader uses the descriptive words and vivid details to help him/her “see” or form a mental image of the text. Uses the five senses (hear, taste, smell, touch, see)

Theme The lesson learned about life from reading a text. It is the message the writer wants the reader to learn.

Retelling Used to help make sure the reader understands the text. Used to ensure the reader remembers the key details.

Work Time -Unit Benchmark Test -Interactive Reading -Independent Reading

Closing Who has not finished with the Unit Benchmark Test?