August 24th-28th- (Fluency)

Syllabi and behavioral contract (ABC's of Success) distributed to students and discussed to acquaint them with the purpose and expectations of the Intensive Reading classroom. Students completed reading surveys for individual assessment folders. Teacher read aloud from the "Invisible Man" by Ralph Ellison to model fluent reading. Students introduced to fluency terms that indicate a fluent reader. Powerpoint lesson/notetaking exercise comparing and contrasting pronunciation and enunciation. Silent and Echo reading of poem "Hints on Pronunciation for a Foreigner."Students also introduced to the terms etymology and acronym to include the teaching method of Just RAP. List of Back to School vocabulary provided.

August 31-September 4th-(Vocabulary Acquisition Development)

Students learn how misspelling can affect the comprehension of a reader through varied excercises to include an independent reading of an essay "Misspelling" by Charles Kuralt. Students examine text features to determine misspelled words and create two column notes on which they list the misspelled words and try to provide the correct spelling. Paired fluency reading exercises followed by a compare/contrast of misspelled word list. Review of thematic vocabulary. Timed creative writing assignment using at least 6 of the vocabulary words. Writing sample will be used as an informal assessment. Vocabulary Quiz followed by book pass to familiarize students with books in the classroom library and motivate them to read.

September 7-11 (Vocabulary Acquisition Development)

Students take notes on powerpoint lesson on affixes and review prefixes, suffixes and roots in the Reader's Handbook before responding to the LEQ. Throughout the week, students continue drill and practice of affixes and read a brief passage to identify words with prefixes and suffixes. Students then decode (find meaning) of word lists using Reader's Handbook. FAIR testing on Thursday for Progress Monitoring of students, reading comprehension, fluency and word analysis.

September 14-18th (Vocabulary Acquisition Development)

Continued FAIR testing. Students read non-fiction essay "Kim Chee and Yellow Peril" and demonstrate skill in identifying words with prefixes and providing student friendly definitions. Students reread essay and demonstrate comprehension of the text by providing written response to questions that require them to recall details, make inferences and draw conclusions. Final reread of essay with teacher modeling of think aloud strategy to reinforce JUST  RAP.

September 21-25th Vocabulary Acquisition Development