• Ms. Askew

    Ms. Ava Askew,  6M Literacy

    Email: aaskew@houstonisd.org



    Thursday from 3:30 - 4:15. All students are welcome.  

    About the teacher:

        Ms. Askew is proud to be a native Houstonian and a former Purple Pup. She attended both the University of Houston - Go Coogs! and the University of Saint Thomas. She married an Irishman and moved to Ireland where she raised four delightful leprechauns who now all reside in Texas. She spends her spare time visiting with her new grandson, Connor, and going to the dog park with her adorable daughter and hound dog, Buddy. She is delighted to be teaching 6M English and Reading to the creative students here at Lanier.

     Conference time: R4, 2:45-3:30 Please make appointments for 6M cluster conferences with our cluster leader,  Ms. Dean - 
    Homework: Notebook Expectations-




    ·        at least three reading entries (responses) per week based on the four reading strategies- predict, connect, question, and evaluate

         (Only Summarize once you have completed your book.) We do not respond with re-tells.

    ·        be consistent – read 30 minutes, then respond in 65 words or more.

    ·        Date and number entries. Write the reading strategy at the top. 

    ·        no pencil – blue or black ink required


    ·        3 words per week from your book

    ·        Date the word and follow the format: the underlined word, the part of speech, the dictionary definition, the original sentence from the text, the page number, and your own sentence using context clues.


    ·        must write something every mini-lesson

    ·        copied notes must be complete


    ·        must be completed daily at beginning of class

    ·        parent signatures are required on the log sheet every weekend.


    ·        Three Idea Post-its  are required per week to note predictions, questions, etc. These are to be place in reader’s notebook next to the 3 reading responses.

    ·        Four Goal Post-its  are required to help manage your daily reading goals. Keep these in the reading section of your notebook.

    Writing entries

    ·       Write at least three entries per week based on the strategies we discussed in class during that week.


    Reading Response Example

    Date: 8/31

    RR #: 1

    Strategy: Prediction

    The Crush by, Rachel Vail




    “She (mom) calls me a sandwich specialist.  Gabriela, on the other hand, takes the same thing everyday.”

    Pg. 121


    Idea Post-it is attached here:

    The Crush                     8/31/15

         I think the relationship between the boy and Gabriela will not last long.  Pg. 121


    (Prediction Strategy)

        In this story the boy has had a crush on Gabriela since the second grade and now, fate has brought them together, but what about after the story? How did their relationship turn out?  To me, there were hints that they would probably not work out.  I noticed that Gabs only liked one kind of sandwich every day and it was kind of a bland one at that.  With his love of cuisine, I think he would have grown tired of “dumbing down” his eating choices whenever they went out to eat together.  Also, she didn’t seem very athletic, a feature that he noticed and made a comment about.  I think this fact would have bored him even further.  Besides Salugi, other athletic events such as playing tennis together or going swimming would probably not appeal to her very much and that too would probably cause him to lose interest.  80 words






    1. First Sentence: State your idea and state the strategy.

    2. Second Sentence State the part of the text you will use for the response.

    3. Third through at least Sixth sentence: explain the thoughts you had while reading, and include at least one example from the text to SUPPORT your idea. Please include the phrase, “This is important because…” to explain the significance of your response.

    4. Wrap up your thoughts with a Concluding sentence.

    Date: ______

    RR#: _____

    Strategy: Text to Self Connection

    The Turtle by Jim Bishop


    Response- Text to Self

    “…Denis loved the twenty-five cent turtle more than the Erector sets, the book of games, the orange scooter, or the baseball mitt. pg. 42


    Idea post-it


    The Turtle    8/31/14


    This reminds me of my own turtle. Pg,42

    ( text to self)

    When I read the story “The Turtle,” I felt a connection to my own experience with turtles.  Just like the boy in the story, I had a pet turtle when I was younger.  The boy really loved his turtle, and I loved mine, too.  It is hard to believe now, but my turtles had pretty pink roses painted on their shells.  Now we know that is not a good thing to do to turtles!  My turtle would sit in his plastic bowl with the fake palm tree, and he (or she?) would watch the world go by.  Occasionally we would feed our turtles a bit of hamburger or, if they were lucky, a fly that happened to get too close to our swatter!  We also spent a year with a large turtle we found in Lake Michigan. This is important because these experiences help me understand how the boy felt in the story when he thought his turtle was dead.  I sure am glad there are people in the world who love turtles! 80 words





    (One summary must be written for each book you have completed. Please place the book’s title at the top of the page in your Reading Notebook.)


    1.    The main character’s name is                    and he/she can be described as ____________________.                                     

    2.   Their problem is all about _____________________which is important because_________________________.

    3.   The way they solve it is by______________________.

    4.   The character changes in the following way(s):_______.

    5.   The lesson(s) they learn are_____________________.

    6.   The theme can be identified as__________________ .

    7.   I can say the book changed my thinking in the following way:_________________.


    “Those Three Wishes”

    by Judith Gorog


          The main character’s name is Melinda Alice and she can be described as a girl most kids considered to be clever and cruel.  She makes good grades which mattered to her dad, but her mom hopes she will grow out of her cruel behavior.  However, she is very clever, witty and pretty, which gives most people the impression that she is a natural leader.

              Her problem is that she is way too self-centered and selfish, which eventually causes her downfall.  She’s impetuous – that is she reacts too quickly without considering consequences.  But that doesn’t matter to her because she doesn’t care.  That’s important because she could have had everything she wanted in this world, but because of her character, she loses everything – even her life.

              In most stories the main character figures out how to solve his/her problem, but Melinda Alice doesn’t know she has big problems.  She thinks that after meeting the snail, she will have a wonderful life of luxury and fun.  Her only concern is her math test for which she hadn’t studied.  And that problem certainly wasn’t solved.

              She changes?  This is one character that doesn’t change, even after she is given the gift of helping the world.  She just stays her selfish self, which is her downfall.

              The lesson she learned too late is to think before you speak.  However, that would not have changed her nasty behavior.  She really needs to learn to be a caring individual.

              The theme is that true wealth comes not from money and things, but from love.  Also, the way one treats others can have major effects in seeking a happy life.

              I can say the story changed my thinking by challenging me to be more thoughtful and caring in my dealings with others.  Also, I should learn to think deeply about how my words and actions can affect others.

    Delicious Words
    :  – Find three challenging vocabulary words from your independent reading book each per week. These are words that you intend to use in your own writing in order to make it more descriptive. 

    Each word has the date beside it in the margin.


    1. First Line: The date, Underline the Vocabulary word, write “POS:” give its part of speech

    2. Second Line: write “Def:” and give the dictionary definition

    3. Third Line: write the original sentence from the book, which you’ve logged in and the page number (put it in quotation marks)

    4. Fourth Line: write your own sentence using the word correctly with context clues to the word’s meaning.


    Date: Oct.3 - Atone, verb

    Def:  to make amends or reparation as for an offense or a crime, or for an offender.

    Quote: “I started looking for things to do to atone for my crime.” page 138

     My sentence: To atone for my actions, I brought flowers to my mother.


    Daily Post-it Notes

    *Write your notes in complete sentences.

    *Write at least one post-it note daily ( 3 for each partnership meeting) to record your thinking as you read. Three idea post-its and 4 goal post-its are required weekly.

    * Put the title and the date at the top of all post-its.

    * Goal Post-its: Underneath the title & date write the starting page number, time allotted, your set goal, and then end page number. When finished reading, put a check in the box if you met your reading goal.   

    * When you find a part of your book that makes you predict, question, or evaluate the actions of the characters, record your thinking quickly on your Idea Post-it.

    * Stick Idea Post-its to the reading response where you developed these thoughts fully.  Goal Post-its will be placed behind your weekly section sheet.

    *Include open-ended questions for your Questioning Strategy Idea Post-it.

    Example for idea post-it note:  Title:  Holes   Date____

    I think that the boy is being treated too harshly by the camp’s warden. How would you react to this treatment? pg. 100 (Questioning Strategy)



    VG Reading Goals for the First Progress Report


    Books / Grade


    Pages / Grade

    3+ = 100


    750+ = 100

    3= 95


    700-749= 95

    2= 85


    600-699= 90

    1= 75











    200-299= 70



    100-199= 65



    50-99= 60


    Reading Goals for the Second Progress Report


    Books / Grade



    5+ = 100



    4= 95



    3= 85



    2= 75


















    Reading Goals for the 1st Nine-Weeks





























    These goals will increase each nine week period.

     summer reading- Hatchet by Gary Paulsen- open PDF