Weekly Assignments See Reader Complete List

About students

Where do I start?

Before your students can work on the Scientific Learning products, you’ll need to add those students to the system, set up student groups, and create student assignments. Use the Students page to manage these enrollment tasks.

See the following topics to learn about managing students:

  • To learn how to use the Students page, see the rest of this topic.
  • To add students to the system, manage student settings, and create student groups, see the rest of the topics in this .
  • To add, update, or transfer large numbers of students, see Student setup (advanced).
  • To assign the Fast ForWord programs to your students, see Fast ForWord assignments.
  • To assign the Reading Assistant program to your students, see Reading Assistant assignments.
  • To assign the Reading Assistant Plus program to your students, see Reading Assistant Plus assignments.

Access the Students page

Use the Students page to create and manage the students at your schools.

  1. Log in to MySciLEARN as a staff member. See Log in as a staff member.
  2. Click the Manage tab > Students tab.
  3. All staff members can access the Students page, but each role has a unique view of that page. See The students list.

The students list

When you log in to MySciLEARN and access the Students page, the software reviews your staff role, permissions, and school access, then presents a list of students based on that information. The students list displays different information as you view an individual school, filter by group, or filter by staff. You can also use navigation tools to search for students.

This topic provides information on the different ways you can navigate and use the students list.

Instructor view

School manager view

District manager view

Browse by School filter

Filter by My Groups

Filter by Staff

Search the students list

Instructor view

When you log in as an instructor and access the Students page, it opens and displays your school. Within your school, the students are organized and available as follows:

  • All of the students associated with you appear in the student list.
  • Use the Filter by My Groups list to filter the student list by group; just select that group. To clear the filter, select All Groups at the top of the filter.
  • To temporarily reorder the columns in the list, drag and drop the columns in any order.

By default, instructors can access these features and perform these tasks:

  • Add, edit, and delete all of their students and manage all of their groups
  • Assign, edit, and delete product assignments for their students
  • Use the More Actions menu to manage their students, groups, and assignments
  • Monitor training sessions for their students

School manager view

When you log in as a school manager and access the Students page, it opens all of your schools. If you are associated with only one school, the Students page opens for that school and displays all of the students in that school. If you are associated with multiple schools, the Students page displays all of the students in your schools. To filter the list by school, select a school from the Browse by School filter. To clear the filter, select All Schools at the top of the filter.

When you select a school, you can continue to filter the student list as follows:

  • Use the Filter by My Groups list to filter the student list by group; just select that group. To clear the filter, select All Groups at the top of the filter.
  • Use the Filter by Staff list to filter the student list by staff member; just select that staff member’s name. To clear the filter, select All Staff at the top of the filter.
  • To temporarily reorder the columns in the list, drag and drop the columns in any order.

By default, school managers can access these features and perform these tasks:

  • Add, edit, and delete students
  • Assign, edit, and delete product assignments
  • Use the More Actions menu to manage students, groups, and assignments
  • Import students from a file
  • Monitor student work sessions

District manager view

When you log in as a district manager and access the Students page, it opens and displays all of the students in all of the schools across the district. To filter the student list by school, select a school from the Browse by School filter. Then, you can continue to filter the student list as follows:

  • Use the Filter by My Groups list to filter the student list by group; just select that group.
  • Use the Filter by Staff list to filter the student list by staff member; just select that staff member’s name.
  • To clear any of the filters, select the All Schools/All Groups/All Staff options at the top of the corresponding filter.
  • To temporarily reorder the columns in the list, drag and drop the columns in any order.

District managers can access all features and perform all tasks on the Students page:

  • Add, edit, and delete any student in the system, and manage all groups in all schools
  • Assign, edit, and delete product assignments for any student in the system
  • Use the More Actions menu to manage students, groups, and assignments
  • Import students from a file into any school
  • Monitor trainings sessions for any student in the system

Browse by School filter

When browsing a school on the Students page, the students list provides the following information for that school:

  • Last/First. The first and last name of all students in that school, sorted by last name. When a student is training or taking an RPI assessment, an orange icon appears next to that student’s name
  • School. The name of the school you are viewing
  • School Staff. The staff members associated with the student
  • Groups. The groups to which that student belongs
  • Settings. Provides access to the following settings for a student, with buttons that show current state (green = on, gray = off):
  • Turn Fast ForWord Auto Assign off and on (RPI must be on).

    Turn Reading Assistant Auto Initial Assignment on and off (RPI must be on). This feature is not compatible with Reading Assistant Plus at this time.

    Turn RPI off and on. When off, both Auto Assign options are disabled.

If you are associated with only one school, you won’t see the Browse by School filter, but you will see the same details for your individual school:

If you are associated with more than one school, the Students page will include the Browse by School filter, which allows you to select and view an individual school. If you are a school manager or district manager and you have access to more than five schools, the list of schools will collapse when you select a school in the Browse by School filter. To open the list and see all of your schools, click View List. The Browse by School filter will expand to include all schools.

Filter by My Groups

The Filter by My Groups filter only appears when you are viewing a school. When you filter the school view by a group, the students list displays the following details for each student in that group:

  • Last/First. The first and last name of each student in the group, sorted by last name.
  • Assigned Products – The student’s assigned products and product status.
  • Protocol – The protocol (schedule) for each assigned product.
  • Lang – The language for each assigned product.
  • English

    Spanish

  • GR – The student’s grade.
  • Settings – Provides access to the following settings for a student, with buttons that show current state (green = on, gray = off):
  • Turn Fast ForWord Auto Assign off and on (RPI must be on).

    Turn Reading Assistant Auto Initial Assignment off and on (RPI must be on). This feature is not compatible with Reading Assistant Plus at this time.

    Turn RPI off and on. When off, both Auto Assign options are disabled.

When training, an orange icon shows next to the student’s name.

By default, the group view shows all product assignments for your students. However, you can filter the group by individual product; for example, you can select Reading Level 1 from the Filter by Product menu to see only those students with that product assignment. In addition, each product assignment that appears in the group view includes the following status information in the Assigned Products column:

  • New – The student has not started working on the product (this is different from 0%, where the student has actually started working on the product but has not yet completed 1%)
  • If the student has started working on the product, a completion status appears as follows:
    • The Fast ForWord products display a percent complete score for the product.
    • Both Reading Assistant products display the total number of selections worked on out of the total number of selections in the library, for the current library only
  • Products appear in red when their license or Support Package agreement has expired or has not yet started. Hold the cursor over the product name for details. For information on enabling those students to continue working, see Manage licenses for your students.

Filter by Staff

The Filter by Staff filter is only available for district managers and school managers, and only appears when viewing an individual school. When you filter the school view by a staff member, the students list only shows the students associated with that staff member. To return to the original view and see all students, click All Staff at the top of the Filter by Staff list.

Search the students list

Use the following navigation tools on the Students page to find a specific student:

  • Use the Search feature at the top of the Students page to search for a student by first name, last name, or student ID. If you're an instructor, the Search feature will only show results for students that are associated with you.
  • Click the Last name, First Name, or School columns at the top of the student list to sort the list alphanumerically. Click again to reverse the sort order.
  • Use the Pagination bar at the bottom of the page to scroll through the list pages.
  • When you’ve located your student, click the student’s name to view the student’s profile. For details on the viewing a student’s profile, see the rest of this topic.

The student profile

Each student has a student profile. To view the student profile, click the student in the students list. A student’s profile includes basic student information and tasks related to managing that student.

Basic student information

Assignments

Auto Assign and Reading Progress Indicator

Groups

School Staff

Additional items

Basic student information

Along with the student's name, this section in the top left corner provides basic student information. Use the Edit button to change this information. See Edit student information.

  • School
  • Grade
  • Username
  • Password
  • Date of Birth
  • Gender
  • Other demographic information such as English language learner (ELL). For a complete list of possible student info see Required student information.

Assignments

This section in the top right corner of a student’s profile lets you manage that student's assignments.

To learn more about assignments see Fast ForWord assignments, Reading Assistant assignments, and Reading Assistant Plus assignments.

  • When manually assigning products, you can add new assignments for products with valid licenses. You can also edit, stop, resume, or delete an existing assignment.
  • When using Auto Assign to automatically assign products, the system manages the entire assign process for you. However, you can edit an existing assignment if needed (not compatible with Reading Assistant Plus at this time).
  • A License button appears next to each product, allowing you to manage the licenses and Support Package agreements for the assigned products. See Manage licenses for your students to learn more.
  • Note: A warning icon appears next to the License button if the student is using an expired license or Support Package agreement, or if all of the available licenses and agreements for a product are expired. If there are no available licenses to manage, the button turns gray and cannot be used. Check with your school manager or district manager for details about the licenses at your school.

  • Fast ForWord Auto Assign appears when the student is using that feature. If it cannot assign a product, a Warning (!) icon appears, advising staff to manually assign a product to the student.
  • Reading Assistant Auto Initial Assignment appears when the student is using that feature (not compatible with Reading Assistant Plus at this time).
  • New appears next to any assignment that has not been started yet.
  • A percent complete score appears when a Fast ForWord assignment has been started.
  • The following information appears when a Reading Assistant or Reading Assistant Plus assignment has been started:
    • Library name, number of completed selections, and total number of selections; for example: 6 of 14
  • If the student has earned a Complete status alert, a green checkmark appears.
  • Resume appears next to the assignment if it has been stopped.
  • A Session Activity section appears when the student is actively training and shows current product status:
    • Fast ForWord product and exercise, the number of minutes left in the exercise, the number of trials completed in the exercise
    • Reading Assistant/Reading Assistant Plus library and selection, and the number of minutes completed in the session (if the student is using a schedule)

Auto Assign and Reading Progress Indicator

This section allows you to enable or disable Fast ForWord Auto Assign or Reading Assistant Auto Initial Assignment for the student, and void the most recent assessment for a student. See Set Auto Assign and RPI for students.

If the student has completed an RPI assessment, assessment results appear in the Reading Progress Indicator panel.

  • Initial assessment: grade equivalent, percentile
  • Follow-up (last) assessment: grade equivalent, grade equivalent gain, percentile, percentile gain. If the assessment was manually assigned, “Manual” appears next to that assessment

Groups

This section lists the groups to which the student belongs. See Manage group membership.

School Staff

The section lists the school staff associated with that student (district managers/school managers only).

Additional items

The student profile also includes the following items:

  • More Actions menu. This menu at the top of the screen lets you delete a student's profile (see Delete students), or if you’re a district or school manager, transfer that student to another school.
  • Print button. Use this button at the top of the screen to print a copy of the student's profile.

See also

results found.

Week 28: March 19-23, 2018

Monday: Teacher planning day

Tuesday: - Bell Work – review Collections test

Wednesday: Bell Work – Collections: “The Prince and the Pauper” pre-reading: drama tutorial and author background

Thursday: Bell Work – Collections: begin reading “The Prince and the Pauper” p. 345-360

Friday: Bell Work – continue reading The Prince and the Pauper – Introduce Vocabulary lesson 10, list and worksheet (due Wed. 3/28)

 

Week 27: March 5-9, 2018

Monday: Bell Work – Writing practice: Elaboration lesson and worksheets

Tuesday: - FSA writing test (shortened class periods) – Students read for new book report

Wednesday: Bell Work – Leon County Collections test

Thursday: Bell Work – Leon County Collections test

Friday: Bell Work – Students read for new book report

Have a wonderful and safe spring break!

 

Week 26: February 26 – March 2, 2018

Monday: Bell Work – Visit library to choose new books for book report - Wrinkle in Time novel test (open book)

Tuesday: -Bell Work – complete WiT novel test – Begin WiT movie and WS – HW: study for WiT Voc. 2 test tomorrow!

Wednesday: Bell Work – WiT Vocabulary 2 test – Continue movie and WS

Thursday: Bell Work – Continue movie and WS

Friday: Bell Work – Writing: Elaboration – power point and practice

 

Week 25: February 19-23, 2018

Monday: Bell Work – Wrinkle in Time: read chapter 9

Tuesday: -Bell Work – WiT: read chapter 10 –HW: WiT Vocabulary #2 WS tomorrow

Wednesday: Bell Work – check Voc. 2 WS - Wrinkle in Time: read chapter 11

Thursday: Bell Work – WiT: read chapter 12

Friday: Bell Work – WiT: complete comprehension questions in notebook, ch. 9-12 – Introduce new Book Report (due April 17)

 

Week 24: February 12-16, 2018

Monday: Bell Work – Wrinkle in Time: read chapter 5 – Cell phone character traits WS – HW: Book Report due tomorrow!

Tuesday: -Bell Work – WiT: read chapter 6 – Turn in Book Report - HW: Vocabulary #1 Wrinkle test tomorrow

Wednesday: Bell Work – WiT Voc. 1 test – Begin reading chapter 7

Thursday: Bell Work – WiT: read chapter 7-8

Friday: Bell Work – WiT: complete comprehension questions in notebook, ch. 5-8 – Introduce WiT Vocabulary 2 list and WS (WS due Wednesday 2/21)

 

Week 23: February 5-9, 2018

Monday: Bell Work – Wrinkle in Time: read chapter 1 – Pass out character analysis worksheet to put into spiral notebook

Tuesday: -Bell Work – WiT: read chapter 2 - HW: Vocabulary #1 Wrinkle packet due tomorrow

Wednesday: Bell Work – WiT: read chapter 3

Thursday: Bell Work – WiT: read chapter 4

Friday: Bell Work – WiT: complete comprehension questions in notebook

 

Week 22: January 29 – February 2, 2018

Monday: Bell Work – Check and turn in Voc. 9 practice sentences - Show Level Up tutorial on autobiographies and biographies - complete worksheet on Pre-reading level up tutorial & context clues for vocabulary

Tuesday: --Bell Work – In groups, students work on questions covering "Community Hero-Chief Wilma ManKiller" pp87-90 Close Reader - HW: Vocab 9 test tomorrow

Wednesday: Bell Work – Vocab #9 test – Complete vocabulary pre-reading WS for “Wilma ManKiller” articles (back of Monday’s WS)

Thursday: (substitute) Bell Work – Continue group questions WS for both articles: “Community Hero” p. 87-90 and “Every Day is a New Day” p. 91-96, using ACE writing strategy

Friday: (substitute) Bell Work – **Some students in A/B Period off to FSU** - Complete group questions WS - Vocab #1 packet for A Wrinkle in Time

 

Week 21: January 22-26, 2018

Monday: Bell Work – Read “The Light – Ah! the Light” in Close Reader WB, p. 97 – Answer short response question, p. 98

Tuesday: --Bell Work – Watch video about Colin Powell (https://www.youtube.com/watch?v=jPm4pJCeYzc, from 1:06-3:23) – Complete scavenger hunt about the Colin Powell memoir and biography (Collections p. 253-270) - HW: Vocab 9 WS due tomorrow

Wednesday: Bell Work – Check Voc. 9 WS - Collections: read “It Worked for Me” p. 253-258, and take notes – Students share/discuss notes

Thursday: Bell Work – Collections: read (with audio) “Colin Powell: Military Leader” p. 260-265

Friday: Bell Work – Quiz on “It Worked for Me” and Colin Powell: Military Leader) (open book) –Vocabulary 9 practice sentences (finish for homework) – Vocab 9 test next Wed. 1/31

 

Week 20: January 15-19, 2018

Monday: no school, MLK holiday

Tuesday: --Bell Work – Review Vocab. 8 sentences - Collections: read poem “Paul Revere’s Ride” p. 285-292 - HW: Vocab 8 test tomorrow

Wednesday: Bell Work - Vocabulary 8 test – “Paul Revere’s Ride” text-dependent questions WS

Thursday: Bell Work – Finish and review text questions WS

Friday: Bell Work – Bell Work quiz - Quiz on “Paul Revere’s Ride” (open book) – Introduce Vocabulary 9 word list and WS – Vocab 9 WS due next Wed. 1/24

 

Week 19: January 8-12, 2018

Monday: Bell Work -Level Up Tutorial covering Narrative poems - Read “A Road Not Taken” in Collections text, p281-282

Tuesday: --Bell Work - Author biography worksheet with questions - HW: Vocab 8 WS due tomorrow

Wednesday: Bell Work – Review Vocab 8 WS - Road Not Taken worksheet covering paraphrasing and poem analysis questions

Thursday: Bell Work - Continue with worksheet from yesterday

Friday: Bell Work – Quiz over Road Not Taken (open book) - Vocab 8 practice sentences –  Finish Vocab 8 sentences for Tuesday, Vocab 8 test next Wed. 1/17

 

Week 18: January 1-5, 2018

Monday: winter break, no school

Tuesday: teacher work day, no school

Wednesday: Bell Work – Review Collections test - Writing: New Year’s resolution letter

Thursday: Bell Work – Literature (yellow textbook): read poem “The Walrus and the Carpenter,” p. 136-140

Friday: Bell Work – Complete reading and questions for poem – Introduce Vocabulary 8 list and worksheet – HW: Voc. 8 WS due Wed. 1/10

 

Week 17: December 11-15, 2017

Monday: Centers: Students will complete activities covering figurative language (Venn diagram & highlighting)

Tuesday: Centers: Students will complete activities covering figurative language (North Winds poem writing, A Christmas Poem covering idioms, snowman poem activity)

Wednesday: A & B periods will take the collections unit 2 test - When finished, work on holiday similes worksheet – Early release at 1:20

Thursday: D & C periods will take the collections unit 2 test - When finished, work on holiday similes worksheet – Early release at 1:20

Friday: E & F periods will take the collections unit 2 test - When finished, work on holiday similes worksheet – Early release at 1:20

 

Week 16: December 4-8, 2017

Monday: Bell Work – Collections: read poems, “Animal Wisdom” (p. 100) and “Lost Wolf” (p. 102)

Tuesday: (shortened classes today for writing test) Bell Work – Collections: Level Up tutorial on Theme - HW: Vocab #7 test tomorrow

Wednesday: Bell Work - Vocab 7 test – Visit media center to choose books for next book report

Thursday: Bell Work – Collections: read “The Mixer” p. 73-88

Friday: Bell Work – Bell Work quiz - Collections: finish reading “The Mixer” and take quiz (open book)

 

Week 15: November 27 - December 1, 2017

Monday: Bell Work – Read Wild Animals Aren’t Pets in Collections (pp 223-225) - finish practice essay - HW: Book report due tomorrow

Tuesday: Bell Work – Turn in Book Reports! - Read “Let People Own Exotic Pets” in Collections, pp 227-228 - Quiz over Wild animals aren’t pets/Let people own exotic pets - HW: Vocab #7 packet due tomorrow

Wednesday: Bell Work – Check Vocab 7 – Collections site: interactive writing lessons, writing an argument, what is a claim, support: reasons & evidence, building effective support, etc.)

Thursday: Bell Work – Read Views on Zoos in Close Reader WB pp 63-68

Friday: Bell Work – finish Views on Zoos, complete questions #1-8 and short response question p68 for a grade – Vocab 7 practice sentences (due Monday)

 

Week 14: November 13-17, 2017

Monday: (substitute) “Play, Play Again” story and question packet

Tuesday: Bell Work – Check and turn in Vocabulary 6 sentences - Read "Speaking Bonobo" and “When Animals Communicate,” Performance Assessment WB p.22-30, Do questions #1-4 on p. 29 – HW: Vocab. 6 test tomorrow!   

Wednesday: Bell Work – Vocabulary 6 test – Level Up online tutorial lessons on argumentative writing

Thursday: Bell Work – Model writing an argumentative/persuasive essay: Can animals learn and use language?

Friday: Bell Work – Introduce Vocabulary 7 list and WS – Continue modeling writing from yesterday

 

Week 13: November 6-10, 2017

Monday: Bell Work – Finish Gilly assessment – Finish Gilly movie

Tuesday: Bell Work – Collections: “Tribute to the Dog” power point and read p. 93-94 – HW: Vocab. 6 WS due tomorrow!   

Wednesday: Bell Work – Check Vocabulary 6 WS – Finish “Tribute to the Dog” power point – Pronouns lesson, Collections p. 92 and 98

Thursday: Bell Work, Bell Work quiz – Tribute to the Dog quiz – Vocabulary 6 practice sentences

Friday: No school – Veterans’ Day holiday

 

Week 12: October 30 – November 3, 2017 

Monday: Bell Work – Class spelling bee – continue reading Gilly - Turn in Voc. 5 practice sentences

Tuesday: Bell Work – Gilly: finish reading and worksheets – HW: Vocab. 5 test tomorrow!     

Wednesday: Bell Work – Vocabulary 5 test – Gilly: begin film and worksheet 

Thursday: Bell Work – Gilly: continue film and worksheet 

Friday: Bell Work – Gilly: end of unit assessment – finish film and worksheet – Introduce Vocabulary 6 (worksheet due Wed. 11/8) 

 

Week 11: October 23-27, 2017

Monday: Bell Work – Gilly Hopkins novel unit: Lesson #2, Analyzing Relationships (WS p. 14) – Read chapters 5-7

Tuesday: Bell Work – Gilly: Lesson #3, Predicting Events (WS p. 15) – Read chapter 8 as a whole class – HW: Vocab. 5 WS due tomorrow!   

Wednesday: Bell Work – Check Vocab. 5 WS – Gilly: continue reading

Thursday: Bell Work – Gilly: Lesson #4, Character and relationship change chart – Continue reading

Friday: Bell Work – Gilly: continue reading – Vocab. 5 practice sentences (finish for homework if necessary)

 

Week 10: October 16-20, 2017

Monday: (substitute) – Read “School Play” in yellow Literature book, p. 30-38, do questions #1-7 on p. 39

Tuesday: Bell Work – Begin novel study of The Great Gilly Hopkins: “Is This for Real” worksheet – Read Gilly chapter 1 – Vocabulary 4 test tomorrow!

Wednesday: Bell Work – Vocabulary 4 test – “Fostering Love and Care” text analysis passage and worksheet – Read Gilly chapters 2-3

Thursday: Bell Work – Read Gilly chapter 4 – Gilly: vocabulary activity (WS p. 6) and plot conflict (WS p. 9)

Friday: Bell Work – Gilly: comprehension check, chapters 1-4 – Introduce Vocabulary lesson 5

 

Week 9: October 9-13, 2017

Monday: Progress Monitoring test

Tuesday: Progress Monitoring test

Wednesday: Bell Work – Check Vocabulary 4 worksheet – Visit media center to select books for book report

Thursday: (substitute) - Vocabulary 4 practice sentences – Read Book Report books

Friday: No school, teacher work day

Week 8: October 2-6, 2017

Monday: Bell Work – Students turn in completed practice essay, Hurricanes & Tornadoes – Share sample FSA writings and review scoring rubric

Tuesday: (shortened classes due to testing) Bell Work – Introduce new Book Report (advertisement)

Wednesday: Bell Work – Vocabulary 3 test – Tutorial and worksheets: quotations and suffixes

Thursday: Bell Work – Finish Quotations and Suffixes - Collections: “In the Spotlight,” p. 51-54, do questions #1-6 on p. 56 (using complete sentences and citations from the text), and p. 57, vocabulary #1-4 and suffixes #1-4

Friday: Bell Work – Bell Work quiz #2 – Finish “In the Spotlight” questions, if needed – Introduce Vocabulary 4 (worksheet will be due 10/11, test will be 10/18)

Week 7: September 25-29, 2017

Monday: Bell Work – Fears & Phobias test (open book) – Read in Performance Assessment workbook p. 38-42 for terminology of informative essays – Book Report due tomorrow!

Tuesday: Bell Work – Book Report due! - Read in Performance Assessment workbook p. 44-49, Hurricanes and Tornadoes - Begin planning and modeling informative essay writing - HW: Vocab #3 WS due tomorrow

Wednesday: Bell Work – Vocabulary 3 worksheet due, check answers – Model and practice informative essay writing: introductions, transitions, and body paragraphs

Thursday: Bell Work – Model and practice informative essay writing: body and conclusion paragraphs – Vocab. 3 practice sentences worksheet (Test will be 10/4) - Homework: Complete practice essay and Vocabulary 3 sentences WS

Friday: No school, Fall Holiday

Week 6: September 18-22, 2017

Monday: (substitute)  Review Main Idea – Using lines 1-31 of the “Face Your Fears” article, find the main idea and write an ACE paragraph - Check Voc. 2 practice sentences WS

Tuesday: Catch up on Bell Work – Vocabulary 2 test – Open House letter

Wednesday: Bell Work – Using lines 32-62 of the “Face Your Fears” article, do questions #3, 4 and 5

Thursday: Bell Work – Review lines 63-68 of the “Face Your Fears” article, answer question #6, and then do the Short Response on p. 12 (write a main idea paragraph for the entire article)

Friday: Bell Work – Introduce Vocabulary 3 list and activity (due Wed. 9/27) – Picture Day

Week 5: September 11-15, 2017

Monday: No school, Hurricane Irma

Tuesday: No school, Hurricane Irma

Wednesday: No school, teacher work day/Hurricane Irma

Thursday: Bell Work – View Collections tutorial, “Main Idea and Supporting Details” – Performance Task in Collections, p. 48 (students write a paragraph response)

Friday – (substitute) – Read “Face Your Fears,” p. 9-12 in Close Reader WB, do activities #1 and 2 (p. 9-10) - Vocabulary 2 practice sentences (finish for homework, check on Monday)

Week 4: September 4-8, 2017

Monday: Labor Day holiday, no school!

Tuesday: Bell Work – Test on “The Ravine” – watch Collections text video on “Fear” – Draw picture of something you fear - HW: finish Voc. 2 WS

Wednesday: Bell Work – Vocabulary 2 WS due – Review definitions of Fears and Phobias, discuss examples – Read (with audio) “Fears and Phobias” in Collections text, p. 41 – Complete question 4 on p. 48

Thursday: Bell Work – Powerpoint on Text Features, students take notes using handout – Scavenger Hunt worksheet using “Fears and Phobias”

Friday – No school, Hurricane Irma

Week 3: August 28 – September 1, 2017

Monday: Bell Work – Review and complete Plot Line and summary for “The Ravine” and “The Jumping Tree” – HW: Finish Plot Line and summary if necessary – Book Timeline due tomorrow

Tuesday: Bell Work – Introduce ACE writing strategy – Students make foldable ACE tool to keep in writing notebook – Book Timeline due!

Wednesday: Bell Work – Vocabulary 1 Test – Begin model of ACE strategy using “The Ravine”:

What character trait is revealed about Vinny through his actions and thoughts?  Support your answer with text evidence

-use playing cards worksheet to write ACE on

Thursday: Bell Work – Continue practice of ACE strategy with “The Ravine” – Short Response question for “The Jumping Tree” (Close Reader WB, p. 8)

Friday – Bell Work – Bell Work quiz #1 – Introduce Vocabulary 2 list, with practice exercises – HW: Vocabulary 2 practice due Wednesday 9/6

Week 2 – August 21-25, 2017

Monday- Introduce Bell Works – Turn in Friendly Letter - Collections story, “The Ravine” p. 3, Introduce and begin reading

Tuesday- Bell Work – Continue reading “The Ravine,” with questions p. 14

Wednesday- Bell Work – Vocabulary 1 activity due – Read “The Jumping Tree” in Close Reader workbook p. 3

Thursday- Bell Work – Continue reading “The Jumping Tree” – Conventions: Dashes and Commas, Collections book p. 36, and worksheet

Friday- Bell Work – Summer Reading due! – Vocabulary 1 practice sentences – Introduce Plot Lines, create a plot line for “The Ravine” and “The Jumping Tree”

Week 1 – August 14-18, 2017

Monday- First Day Procedures - Go over Policy and Procedure letter

Tuesday- Media Center Orientation - Introduce Book Report #1 (Due 9/26), Introduce Book Timeline (Due 8/29)

Wednesday- Personal Survey Activity - Introduce Friendly Letter Format, Students begin their response to teacher's letter, Discuss Summer Reading Project (due 8/25)

Thursday- Language Conventions: Standard English (p. 16 in Collections Textbook), Read, listen to, and discuss "Life Doesn't Frighten Me" by Maya Angelou (Listen to audio presentation by author)

Friday- Set up Binders (Be sure to bring supplies!) Vocabulary Unit 1 List go home (Activity due 8/23), Review vocabulary terms and format,  Response to teacher letter is due Monday!

One thought on “Weekly Assignments See Reader Complete List

Leave a Reply

Your email address will not be published. Required fields are marked *