Week 3: August 14-18

Students begin working in the Springboard textbooks. All students will be  issued a textbook of their own as soon as we receive them. Replacement books are eighty dollars so please do not lose them.

Our learning target is to discover what makes a narrative. Students will read and annotate “The Circuit,” a narrative by Francisco Jimenez. This story is about the author’s life as a young boy and his family’s work as sharecroppers.As we read, we will underline words that indicate sequence, put a star next to changes the character experiences, and circle unknown words. Students will also answer comprehension questions about the text to turn in as a grade.

Students have homework this week that is due Friday: They are to write a paragraph about returning to school. Papers should have a circle map (for brainstorming), a rough draft, and a final draft. The final draft should be signed by the parent/guardian and written in blue or black ink.

Friday students will take the Scholastic Reading Index (SRI) to determine Lexile scores. Students should write down titles and books that appear at the end of the test. Students are expected to read independently, twenty minutes a night and it is strongly recommended that students read twenty books by the end of the school year.




Week 2: August 7-11

Students watched the following video https://www.youtube.com/watch?v=cBtFTF2ii7U and answered the following question: What does this story tell us  about friendship?


Students placed this in their 3 ring binder in the “warm up” section. These will be collected on Friday for a grade. Responses should be at least 5 sentences, capitalized, and punctuated.


Students took notes in their interactive notebook (I.A.N) over the parts of speech:

  1. Noun- a person, place, or thing. Examples: chair   (common noun)  Mrs. Hosford (proper noun)
  2. Adjective- a word that describes a noun. Example: small, tall, loud, yellow, beautiful
  3. Adverb- modifies a verb and usually ends in -ly  Example: quickly, slowly
  4. Verb- shows action, describes a state of being, or is a linking verb: jump, love, is, am
  5. Pronoun- Words that replace nouns. Example: She, He, They, Them, US
  6. Conjunction: Words that join phrases and clauses (FAN BOYS) For, and, nor, but, or, yet, so
  7. Interjections: Words that show excitement

Materials Needed for ELA

Bring to class each day:

Spiral notebook or composition notebook

3 Ring Binder with the following sections:

1. Warm Ups

2. Tests/Quizzes

3. Homework

4. Essays/Projects

5. Notes



Kid friendly scissors

Colored pencils or markers

Glue stick or tape

Homeroom students: Please bring in tissues, Clorex wipes, paper towel,  Band-Aids for our class. Thank you in advance.


Welcome Back Students!

Monday, July 31: Students write an introductory paragraph about themselves and learn about R. E. P. (Respect, Effort, Pride) at ECMS

Homework: Homeroom students are to get forms signed and turned in. No homework for ELA.


Tuesday, August 1: The teacher review the syllabus and students create “About Me” flip books.

Homework: Bring in materials next Monday, August 7th (spiral or composition notebook, 3 ring binder, pens, scissors, glue, colored pencils, mechanical pencils)


Wednesday, August 2: The teacher review the syllabus, procedures, and expectations as well as introduce themselves to their peers and teacher(s).

Homework: Bring in materials next Monday, August 7th (spiral or composition notebook, 3 ring binder, pens, scissors, glue, colored pencils, mechanical pencils)


Thursday, August 3: The class will go to the media center for library orientation.

Homework: Bring in materials next Monday, August 7th (spiral or composition notebook, 3 ring binder, pens, scissors, glue, colored pencils, mechanical pencils)


Friday, August 4: Students will identify goals for themselves for the school year and their future. Begin Grammar work.

Homework: Bring in materials next Monday, August 7th (spiral or composition notebook, 3 ring binder, pens, scissors, glue, colored pencils, mechanical pencils)


Week at a Glance: April 17-21

Monday: Students will complete practice test questions for Milestone

Tuesday: Review Figurative LanguageComprehensivePowerpoint

Wednesday: Milestone Testing Part 1 of ELA. Practice Assessment for Milestone over poetry. BRING NUMBER 2 PENCILS TO CLASS AND PUT CELL PHONES ON SILENT AND IN LOCKER.

Thursday: Milestone Testing Part 2 of ELA.

Friday: Begin reading, “The Giver” by Lois Lowry.

Milestone Info



Some multiple choice questions may have more than one answer.

Get a good night’s sleep…start this week.

Eat a good breakfast.

Don’t stress…just do your best.


ELA test will be given:

Wednesday, April 19th. ELA section1 (70 minute minimum time; 90 maximum time)

Thursday, April 20th.ELA section 2, ELA section 3 (75 minutes maximum time)

Friday, April 21st- ELA makeups


Math test will be given:

Monday, April 24 Math section 1 (85 minutes Maximum per section)

Tuesday, April 25th Math section 2 (85 minutes Maximum per section)

Wednesday, April 26th and Thursday, April 27th makeups




Week of April 10

Week at at Glance:

Monday/Wednesday- This week is dedicated to reviewing the different text structures that can be found in informational passages. Students will review the different types by watching a Flocabulary, BrainPop, and completing various practices to ensure understanding.

The links below will be used to review text structure:


Thursday: Students will practice completing constructed response questions in a “Round Robin.”

Friday: Library

Week of March 27

Homework: Paragraph of the week due this Friday- Topic: Free choice. You can write about whatever you would like. Some ideas are: vacation plans, my birthday, etc.

Spring Photos are tomorrow, Thursday March 30th!”

Parents: Please send in tissues, wipes, pencils, copy paper, hand sanitizer if you are able to! Your child can earn stamps for any of these items. Thank you in advance!

Monday: Mrs. Hosford was out. Students were left two assignments to complete. Idioms and Point of View.


Read and Listen to “The True Story of the Three Little Pigs” https://www.youtube.com/watch?v=m75aEhm-BYw

Watch the video “The Three Little Pigs”https://www.youtube.com/watch?v=CtP83CWOMwc

Complete a double bubble map comparing and contrasting the two stories.

Write one paragraph comparing and contrasting both stories.


Read a passage about sharks and answer  questions.

Read another passage. Compare and Contrast both texts by completing a double bubble map and then writing one paragraph.


“Quizziz” Compare and Contrast quiz. “Hot Cheetos Vs. Takis” https://www.youtube.com/watch?v=VbOc66s39JA

Students will read two passages about Hot Cheetos and Takis. Students will complete a double bubble map. Students will then write a compare and contrast essay.


Continue “Hot Cheetos vs. Takis” assignment.


Week of March 20, 2017

Week at a Glance:

For the next couple of weeks, we will be reviewing concepts previously learned in preparation for the GA Milestones. Last week our focus was point of view.  This week our focus is argumentative writing.

Homework for this week due Friday, March 20. Write one to two paragraphs explaining what your favorite cookie is and why. Make sure to include a claim, 3 reasons/arguments why, a counterclaim, a sentence explaining why the counterclaim is wrong, and a concluding sentence.

Monday: Review Argumentative Writing

Warm Up: Students watch a video over argumentative essay, and write a paragraph answering the following question: What are the parts of an argumentative essay?

Students will read  over various passages and evaluate them for effectiveness. Students will rate each writing sample with a check, check plus, check minus, or 0.

Vocabulary: Hook, claim, evidence, counterclaim, conclusion.

Tuesday: Students will watch a video about how to write an argumentative essay. Students will write a paragraph restating what they learned in the video.

Warm Up:


Work Session: Finish evaluating passages for claim, hook, counterclaim from yesterday. Students will review the steps of RACE and practice using a Pixar animation. After, students will review argumentative vocabulary and complete a “Gab and Go Claim” activity. Finally, students will read the below article on school lunch periods and practice finding a claim and evidence to support that claim.

Short lunch periods don’t serve students’ needs

Wednesday, Thursday, Friday- Students will participate in argumentative review stations. The stations will review argumentative vocabulary, how to correctly cite evidence in an argument, how to write an effective counter-claim, and how to draft a strong claim statement.

Assignments due by Friday (3/20):

  • Weekly warm-up sheet
  • “Gab and Go Claim” activity
  • Argumentative review stations
  • RACE Pixar practice
  • Paragraph of the Week: The Greatest Cookie