Attendance/Engagement Update; Scope Assignment; Zinc Tips
Dear Students and Families:
Just some reminders as we head into the weekend.
How will I determine attendance/engagement for this week (5/6 – 5/12)?
- Student must complete all six (6) activities for “Week One” of the new six-week Zinc Reading Sprint – Due Monday, May 11. (“Week Two” Activities drop on Monday.)
- Complete all the Scholastic Scope activities for the Lesson Package I posted yesterday: “Taming the Fear Monster.”
New Scholastic Scope Reading Lesson
Yesterday I posted a Scholastic Scope lesson in our Google Classroom – Due next Tuesday, May 12.
Taming the Fear Monster
A nonfiction article and an Ethiopian folktale explore overcoming fear.
Learning Objective: To integrate (synthesize) ideas about fear from a nonfiction article and a folktale and to write an essay analyzing a famous saying about fear.
Other Key Skills: key ideas and supporting details, plot, character, integrating ideas, interpreting text, symbolism, theme
Students can access the article in Scope’s digital platform with our Class Code: Scholz201.
Accommodations: The digital platform has a text-to-speech function that allows students to follow along as the article is read aloud.
Attached to the Google Classroom assignment:
- Link to the Scope article, "Taming the Fear Monster.”
- Links to two (2) Reference Handouts for What is Text Evidence? and How to Use Text Evidence.
- Two (2) Skills Activities Worksheets -- Text Evidence and Close-Reading.
- Guided-Writing -- Essay.
- End-of-Lesson Quiz
Be sure to follow the proper format for text-based evidence questions for all the worksheets: Restate question, Answer question, Cite text evidence (usually two pieces of evidence), Explain how the evidence supports the answer. Use the format described in the "How to Use Text Evidence" reference handout. The attached Smarter Balanced Rubric is for scoring the constructed response questions.
Zinc Reading Sprint Tips
Students and families who are new to the Zinc Reading Sprints may have come across an issue with “blocked” articles. For those who participated in the first Sprint, we developed a protocol around these issues.
If students alert me to an article they cannot access, I try to post a copy of that article in the Google Classroom in an assignment titled “Zinc Articles” under the “Classwork” tab. We currently have a bank of around eleven (11) articles that students can access, read, and then take the associated Zinc article quiz.
Additionally, students who are experiencing “blocked” articles may also want to try these two troubleshooting fixes:
- Clear the cache. Here is a document with instructions on how to do that https://docushare.everett.k12.wa.us/docushare/dsweb/Get/Document-71934/Clearing%20Your%20Cache.pdf
- Log out of all accounts—Zinc, Springboard, Canvas, Google, etc.—close all tabs and do a hard shutdown of your device.
Speaking of the article quizzes . . . the system keeps a cumulative record of student performance and achievement toward Common Core Standards . . . therefore students should be doing their best to maximize their success in all aspects of the Sprint. If you haven’t done so already, please read through the “Zinc Terms & Tips” pages on my website to familiarize yourself with Zinc terminology and glean some tips on how to do better on Article Quizzes and Close Reading Experiences.
Lastly, I am warehousing these email communications on my district website so that you can reference them if you need to.
Stay safe, stay well,
Monte J. Scholz
6th-Grade ELA & Honors ELA Block
Heatherwood Middle School
Everett Public Schools