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Students learn and apply various reading strategies to a variety of texts.

Reading Strategies

Predicting/ Previewing, Summarizing, Questioning, Imaging, Inferring, Drawing Conclusions

Genres/ Types of Text

Fiction: Realistic Fiction, Historical Fiction, Drama, Short Story

 Non-Fiction: Biography, Informational Text, Brochures, Articles

Quarter 1 Reading Logs Guidelines

The reading log will be collected each ___________________.

You must read for at least 20 minutes per entry. You must record your start time, end time, total time, start page, end page, and total pages.

You must choose two different log responses each week.

The first set of logs will be due ______________________.

You must read one fiction and one non-fiction book each quarter.

Fiction Sentence Starters for your Daily Reading Log Responses

“What I read makes me think about . . .” (Explain the event/ situation in the book and the similar event/ situation that you thought about. Explain how the two are connected.)

“I was surprised that . . .” (Explain why that event was surprising to you. Cite specific text evidence in your explanation.)

“This selection makes me feel . . .”(State an emotion and explain. Cite specific text evidence that made you feel this way.)

“I wish the author had . . .” ( Explain what you would have liked the author to have done differently. Explain why you think he/she should have done this.)

“I predict that . . .” (State a valid prediction for what will happen next. Explain your prediction with your background knowledge and cite specific text evidence that supports the prediction.)

“The setting reminds me of . . .” (Describe the book setting and the similar setting from your background knowledge. State 2-3 similarities between them.)

“The problem in this story is . . .” ( Describe the conflict(s) in the story. Explain what type of conflict it is- Review your plot notes for the different types.)

“____ (character) reminds me of ____ (someone from another book, movie, or historical event, NOT someone you know personally) because . . .” (Explain 2-3 similarities that the two have.)

“I think the main character feels ____ because . . . “(Fill in the blank with an emotion. Cite specific text evidence and use your background knowledge to support your inference.)

Find and write down 2 similes and  2 metaphors from your book.  Label each as a simile or a metaphor (give the page number). Choose two of them and explain in detail the meaning.

Non-Fiction Directions for your Daily Reading Log Responses

Copy a short passage (1-2 sentences) that you found to be interesting. Explain what made it interesting for you.

Write an objective summary of what you read in your book today. Be sure to only include information from the text, not your opinions.

Explain some of the things that you have learned so far that you are not likely to forget in the near future. Explain why these facts are so memorable.

Write to inform us about the author. How does the author’s perspective effect the telling of this story? Is he/she one of your favorite authors, and if so, why?

What ideas might you have for turning this work of nonfiction into a work of fiction? Give a brief summary of what your story might be like.

Explain the basic information that is being presented in terms of the 5W's: Who? What? When? Where? Why? Make sure you write this in complete sentences. DO NOT list the 5 W’s.

Explain which reading strategy you used while doing today’s reading: inferring, predicting, summarizing, imaging, connecting, and/ or questioning. Cite specific text details that led you to use one of the reading strategies. 


Students communicate through their writing using a variety of formats, narratives, expository, argumentative, business letter, poetry



Students learn word stems and vocabulary words using the program, Word Station.
Students also learn strategies to figure out unknown words in context, such as using  context clues, using word stem knowledge, and replacing words with synonyms.

Grammar is taught in the context of writing. Topics covered include nouns, verbs, mechanics, modifiers, prepositions, and types of sentences. Other grammatical lessons are covered based on student need.