1. 1/20: Do Now Get 6 colorful strips from the front table  Enter into TOC: 1/20: pg. 5L Annotations & De-coding Vocab Flipchart

2. 1/20 Annotations Flipchart: pg. 5L Little notes that you write on a text to help you remember and understand what you read Examples: 1. Creating titles/ sub-titles for longer paragraphs 2. Asking questions about the text 3. Summary points 4. * next to important, main ideas 5. Highlighting main GIST words 6. ? To to confusing portions or words and de-coding them

3. Example Annotated Paragraph

4. C – circle the main or central idea U – underline key details, facts or GIST words B – box all unknown words or confusing sentences/ parts S – side commentary/ summarize: (add bullet-point notes to summarize or comment about the text) ? – Questions: ask basic questions about the topic or the text Annotations Key (Put the title on your flipchart tab, and the explanation inside)

5. 1/20 pg. 5R “Fast food chains feel the need to ‘get real’” 1. Follow along as we read the article together 2. Let’s Practice annotating (next slide) 3. Now, reread the article aloud, with a partner Annotate the rest of the article together You must have 2 of each type of annotation for the total article (10 annotations total, not including the annotation from par. #1-4) Discuss with each other your annotations and WHY that part is being annotated Be prepared to share out with the class

6. Practice: “Fast Food…” Article 1 Fast-food chains have a New Year's resolution: Drop the junk. 2 Customers don't want food they think is overly processed. McDonald's, Taco Bell and other chains are trying to shed their reputation for serving meals that are loaded with chemicals. 3 "This demand for fresh and real is on the rise," said Greg Creed, CEO of Yum Brands. The company owns Taco Bell, KFC and Pizza Hut. 4 Creed said the company needs to be more transparent about ingredients and use fewer preservatives. Annotations: CUBS?

7. 1/21: De-Coding Vocabulary Notes (Continue with Annotations Flipchart on 5L)

8. De-Coding Vocabulary 4 main steps to de-coding or understanding difficult vocabulary 1. Apposition 2. Context Clues 3. Root-words or word parts 4. Dictionary/ thesaurus Follow those steps, in order. If one doesn’t work, move on to the next strategy

9. 1. Apposition Definition: position of things side by side In grammar, an appositive is the re-naming of a noun or pro-noun with more clarifying information Appositives are set aside by commas Example 1: Tom, my postman, delivered the mail even though it was raining. (  “my postman” is the appositive that is re-naming, or giving more information about Tom) Example 2: The combine, or machine that harvests grains, needed an oil change. Q: What is the appositive here? “or a machine that harvests grains”

10. 2. Context Clues Clues within the sentence (or the paragraph) that allow you to make an educated guess about the meaning of a word. Example: The cat has a kind disposition and would never bite or claw anyone. What do you think “disposition” means? What kind of cat would never bite or claw anyone? What clues can you use? So, what do you think disposition means?

11. 2. Context Clues Continued… Example: Diane was lethargic and didn’t have the energy to get out of bed. What do you think “lethargic” means based on other words in the sentence? Remember to think about the possible denotation AND connotation of a word when using context clues. Connotation (the prefix “con” means “together with…” Context therefore, the connotation and the context are together with something else) Example: Diane was lethargic and didn’t have the energy to get out of bed. (How does the word lethargic in this context mean tired and NOT lazy?)

12. 3. Root Words or Word Parts Parts of the word that hold meaning Example: “Summary” What is the “sum” in math? The total So summary could be the total information Example: “His actions were malintented.” What does the root “mal” mean? What about intent? What does it mean if someone has good intentions? So if mal =_______ and intent= ___________, malintented= ____

13. 4. Dictionary/Thesaurus If the first 3 strategies don’t help, use a dictionary to look up the definition or a thesaurus to find other synonyms for the word Always reword definitions into an easy, Tier 1 definition when annotating

14. Practice: “Fast Food…” Article (5R) 1 Fast-food chains have a New Year's resolution: Drop the junk. 2 Customers don't want food they think is overly processed. McDonald's, Taco Bell and other chains are trying to shed their reputation for serving meals that are loaded with chemicals. 3 "This demand for fresh and real is on the rise," said Greg Creed, CEO of Yum Brands. The company owns Taco Bell, KFC and Pizza Hut. 4 Creed said the company needs to be more transparent about ingredients and use fewer preservatives. De-coding: 1. appositive, 2. context clues 3. root words 4. dictionary

15. De-Coding Vocab Practice 1. Reread article, “Fast food chains feel the need to ‘get real,’” on page 5R, together again 2. Raise your hand when we come across a tier 2 vocabulary word that you don’t immediately know the meaning of. We’ll create a list of approx. 10 words 3. In small groups, decode 1 of the list words 4. Show all steps on your page to figure out the word’s meaning 5. Be prepared to share-out 1) the word’s meaning 2) how you figured it out using the steps above

16. 1/22: Workshop #1: 1. Get into your assigned _______ workshop groups 2. Give your Weekly #2A (p.3R) to the person sitting to your right. 3. Read your groupmate’s paragraph (3 readings) 1. Reading #1: Upgrade any ST! or T1 words to T2 academic words Pass notebook to the right 2. Reading #2: fix any unclear or nonspecific pronouns Pass notebook to the right 3. Reading #3: Edit for overall clarity – fix confusing parts, spelling, punctuation, capitalization, etc. *If you didn’t do your homework paragraph, you will work alone to complete it now, for partial credit, instead of participating in a workshop.

17. 1/22: Workshop #1: Total = 15 pts (5 pts. Per workshop round) Now, on a separate piece of paper, REVISE your original paragraph to fix the edits and comments from your group into a NEW, CLEAN and IMPROVED paragraph. 1. When you’re finished, staple the revised version on top of the original, on pg. 3R 2. Bring the completed/stapled assignments to me to get checked off for credit.

18. OLDER RESOURCES

19. Weekly #3A: (due Friday, 1/30) Instructions on page 11L, complete underneath on the same page, 11L 1. Choose 2 non-fiction sub-genres and 2 fiction sub- genres from your “Genre Notes” chart 2. Write the chosen genre & sub-genre 3. Create 1-2 written lines in the style of that genre and include elements that are characteristic of that style 4. Explain how or why your created example demonstrates the sub-genre.

20. Weekly #3A Example: 1. Genre: Fiction Sub-genre: Fable Example: “After the lion let the mouse go, he said, ‘your honesty has set you free!’” Explanation: This is characteristic of a fable because it uses animal to prove a lesson. 2. (Another Fiction example, following the same format) 3. Genre: Non-Fiction Sub-genre: Biography Example: “Abraham Lincoln was the 16 th president of the United States.” Explanation: This is a biography as it it giving facts about the president from someone else’s perspective. 4. (Another Non-fiction example, following the same format.)

21. 1/28: Quiz Game 1. Write 1 test study question from the Genre notes on a ¼ piece of paper 2. Include the answer on the bottom in one of the following formats: true/false, multiple choice, short answer, or explanation 3. Small group study with people at your table-pod by quizzing the other members with your question 4. Group shuffle. Take your question to a different pod and quiz new classmates. 5. When we’re done, turn all quiz questions in to me with your name on them!!!

22. 1/29: Weekly 3B pgs.12L-12R 1. Read and annotate “The Robot Teacher” 1. Must have 7 annotations with at least 1 question, 1 starred main idea, 1 summary point, 1 paragraph title, and 1 highlighted GIST word 2. Decode 2 words (either capabilities, convey, or interaction) using the “4 Steps to de-coding vocabulary” from your notes. 1. Write the steps that you used to decode the words 3. Complete the FATt chart and turn it into a FATt sentence 4. Use your complete FATt sentence to start a 7 sentence extended summary of the article. 5. Staple your article on top of 12L and your Rubric on top of 12R

23. Weekly 3B RUBRIC Total=__/20 1. Annotations = 1 pt each, (7 pts total) 1. __1 question, ___1 starred main idea, ___1 summary point, __1 paragraph title, __1 highlighted GIST word, 2 more of any type ___ and ___ 2. Decoding (total = 4 pts) 1. 2 pts each word IF the steps are listed 3. FATt chart = 2pts IF complete 4. Extended Summary (= 7 pts) 1. 1 point per sentence. 2. First sentence MUST be a FATt sentence and have all 4 pieces of information in order to receive that point.