Reading Classes

LAST UPDATED: November 21, 2022

READING TEACHERS:

Courtney Braese

courtney.braese@watertown.k12.ma.us

Chris Cochran

christopher.cochran@watertown.k12.ma.us

Ellie Zuckerberg

elisheva.zuckerberg@watertown.k12.ma.us

All of our classes focus on the same skills throughout the year, including the three big components: comprehension, vocabulary, and fluency. We sometimes make different choices depending on activities that will work well for our individual classes. Please scroll down and find your child's teacher's name, then look for the matching grade. There you will find an update of what learning targets we are focused on and what activities we are completing.

PURPLE CLASS (6th grade)

Learning Targets:

- I can use text features to comprehend information presented in an infographic.

This week our 6th graders took a look at an infographic about gratitude. We learned how the fonts, pictures, layout, shapes, and designs all give us clues about the important information in an infographic. This is an important "real-world" skill since we encounter infographics all the time!

BLUE CLASS (7/8 grade)

Learning Targets

- I can use real-life applications of skills to locate information on a website.

This week our 7th graders wrapped up their reading about the Winchester Mystery House. We have been focusing on summarizing information from a nonfiction text. After finishing the reading, we went to the actual website and completed a scavenger hunt to locate specific information on a website.

YELLOW CLASS (8th grade)

Learning Targets

- I can summarize information in a nonfiction text.

This week our 8th graders practiced the gist strategy to summarize information in a chunk of text. This is a simple strategy that can be used anywhere they need to hold on to important information and summarize as they go. Try this... As yourself Who/What? + Did What? + So What? Students practiced by writing gist statements about what they did in class. Here is a sample response: "I used the gist strategy to summarize a text so that I can practice tracking important information." You can help your child at home by discussing this strategy and how it relates to books, movies, etc.

ORANGE and RED CLASS (7/8 grade)

Learning Targets

- I can notice character traits and track how a character is developing throughout a story.

- I can identify the setting and can state how it affects a character's choices and actions.

- I can read a nonfiction article and use comprehension strategies to respond to questions.

Ms. Braese's classes are finishing up their Night Fall books and focusing on character and setting. They have also been working through some nonfiction articles and working on how to respond to comprehension questions.

GREEN CLASS (6th grade)

Learning Targets:

- I can read a nonfiction article and use comprehension strategies to respond to questions.

Ms. Braese's classes have been working through some nonfiction articles and working on how to respond to comprehension questions.

PURPLE CLASS (6th grade)

6th grade reading students have been thinking about influences on a character to support their thinking work in English class. We have been reading short texts to practice identifying the different people, places, and problems that can cause characters to make certain choices or act in certain ways. We have also been practicing writing complete sentences with subjects, verbs, and words from the question. Next week, we will continue reading realistic fiction and narrative nonfiction, and practicing writing in complete, correct, and clear ways. After Thanksgiving vacation, students will work on identifying evidence from a literary text to support their conclusions about a character.

RED AND ORANGE CLASSES (7th/8th grade)

7th and 8th grade students have been reading short suspense books to practice finding foreshadowing and staying focused as they are reading. Next week, we will be wrapping up their suspense books and setting goals to continue monitoring their comprehension as they read. When we return from Thanksgiving vacation, students will practice chunking text and using context clues to understand short nonfiction text. They will use the gist note strategy to keep track of the most important details from their reading, and work towards writing a strong summary of nonfiction.

From Oct 7, 2022

8th Grade:

We have been working through our first vocabulary unit (Censorship), and reading articles about banned books. We have been looking at both sides of the issue and identifying reasons for and against, supporting our statements with evidence from a text.

On Friday, we had our first vocabulary quiz. Students were given the opportunity in class to make revisions where necessary. Please encourage your child to take advantage of these opportunities - not just to bring up the grade, but to extend their learning and take the opportunities to strengthen their work.

We will learn about Indigenous Peoples Day this week, as we examine nonfiction articles and consider reasons why this day is being recognized in different ways than in the past.

7th Grade:

We have been working through our first vocabulary unit (Censorship), and reading articles about banned books. We have been looking at both sides of the issue and identifying reasons for and against, supporting our statements with evidence from a text.

On Friday, we had our first vocabulary quiz. Students were given the opportunity in class to make revisions where necessary. Please encourage your child to take advantage of these opportunities - not just to bring up the grade, but to extend their learning and take the opportunities to strengthen their work.

We will learn about Indigenous Peoples Day this week, as we examine nonfiction articles and consider reasons why this day is being recognized in different ways than in the past.

6th Grade:

We have been talking about the topic of Censorship and Banned Books and exploring this issue from both sides. Students have been writing about their opinion and supporting their ideas with evidence from a text.

- PowerSchool is open and students are able to monitor their own progress. Please encourage them to advocate for themselves when they have questions. We are always happy to receive emails and questions from students and to discuss their progress. Also, please emphasize that grades change throughout the term. Our focus is on the process of learning - not on the letter or number grade. Students are able to re-do and revise quizzes and to turn in late work so that they are still practicing the material.

- I am the advisor for our school's GSA (Gender/Sexuality Alliance, a.k.a. Gay/Straight Alliance). This (free) club meets every Monday from 3:15-4:00. We have fun meetings after school while also focusing on projects at WMS that we care about. Our goal is to increase inclusivity and acceptance and make our school and safe and welcoming place for everyone. Last year's projects included: developing whole-school lessons about pronouns and gender identity, participating in the Watertown Pride Festival last June, writing a letter to the city council to put up pride lights in Watertown square, taking a walking field trip to the Watertown Library, and making inspirational poster to hang throughout our school. Please let me know if you want to know more about this opportunity for your child.