20 March Passages - March Activities - March Writing Prompts- March Morning Work

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    PAPERLESS OPTION!!! 20 March Reading Passages w/ Writing Prompts - Google Classroom Activities - Google Slides - Pdf Printable Option - Text Dependent / Text Evidence / Constructed Response Reading & Writing (4th- 7th) with social media theme ( emojis - hashtags - texting )

    NOTE: This unit is for August if you are wanting a different month click on link below.

    January's Hashtag Days:

    February's Hashtag Days:

    March's Hashtag Days:

    April's Hashtag Days:

    May's Hashtag Days:

    August's Hashtag Days:

    September's Hashtag Days:

    October's Hashtag Days:

    November's Hashtag Days:

    December's Hashtag Days:

    We also have a bundle for months August-May at a discounted price!

    Hashtag Days BUNDLE

    Unit Description

    Do your upper elementary and middle school students need more practice with text dependent reading and writing? Do they struggle with evidence-based constructed response type questions? How about the difficult reading skill of summarizing and synthesizing? If so you will love this resource.

    In upper elementary and early middle school, it is difficult to find passages that are both rigorous and engaging. This resource was created to offer both experiences. It looks like a lot fun, but has no fluff. Every part of it uses higher-order thinking skills. Upper elementary and middle school students will get daily practice with citing evidence from non-fiction text while finding the passages to be engaging with the creative social media theme of:

    • Emojis used for predicting

    • Phone texting bubbles for constructed responses

    • Hashtags for summarizing and synthesizing

    Included in this resource is:

    20 high-interest #Days of Week Passages

    • A social media theme

    • Rigorous, text-dependent, evidence-based, constructed-response questions

    • Daily text dependent writing prompt with graphic organizer and journal pages

    • Google Docs Option to save on paper

    The resource could be used for:

    • Morning Work / Bell Work / Bell Ringers

    • Literacy Stations for reading and writing

    • Close Reads

    • Annotating and coding text

    • Prewriting

    • Test Prep

    • Daily Five’s: “Read to Self” or “Write to Self” or “Read to Someone”

    • Cooperative learning groups

    • Homework

    • Sub Plans

    20 High-Interest Passages (Lexile Range 700-1000):

    Mondays in March

    • Magically Monday – (Lucky Charms Cereal)

    • Madness Monday – (March Madness Tournament)

    • Money Monday – (Dollar Value of a Pot of Gold)

    • Myth Monday – (Leprechauns)

    Tuesdays in March

    • Telephone Tuesday – (Alexander Graham Bell)

    • Timeout Tuesday – (Spring Break Staycations)

    • Tint Tuesday – (Wearing Green)

    • Tradition Tuesday – (Four Leaf Clovers)

    Wednesdays in March

    • Weather Wednesday – (March’s weather)

    • Weird Wednesday (Weird March Holidays)

    • Whoa Wednesday – (Rainbow)

    • Wise Wednesday – (Albert Einstein)

    Thursdays in March

    • Theodor Thursday – (Dr. Seuss)

    • Thoughtful Thursday – (William Booth / Salvation Army)

    • Together Thursday – (Peace Corps)

    • Trapped Thursday – (How to Catch a Leprechaun)

    Fridays in March

    • Forward Friday – (Daylight Savings Time)

    • Famous Friday – (Vincent van Gogh)

    • Food Friday – (Frozen Food Month)

    • Festival Friday – (St. Patrick’s Day)

    Enjoy all the uses this resource offers!

    Hubbard’s Cupboard

    Total Pages
    95 pages
    Answer Key
    Teaching Duration
    1 month
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    to see state-specific standards (only available in the US).
    Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
    Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
    Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.


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