best practices. physical structure of classroom – groups no larger than 5
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English and Language Arts
Best Practices
Physical structure of classroom – groups no larger than 5
Anchor Charts Writing / Reading Strengths Poster State Rubric and Objectives on assignments
Peer Edit Self Scoring Self Analysis Sheet Writing Boundaries
Student OwnershipBenchmark Strategies
Self Analysis - Revise/EditIntroduction1. Underline the hook. Is it attention getting? Does it make the reader want to keep reading?
Is there background information in the introduction? Does it give development for the purpose of the paper?
Body Paragraphs
2. Highlight with yellow, the topic claim or reason of each body paragraph. Does that sentence state the claim that is going to be proven about, in that paragraph?
2. Look at each body paragraph. Is each sentence proving the claim/ reason? If not, underline
any sentence(s) with orange highlighter that is/are not clear.
3. Highlight in green every contraction.Conclusion1. The conclusion should have sentences that explain how the evidence in the essay proves the main claim to be true.2. The claim should be restated in a different way using different words in the conclusion._____________________________________________________________Look for places to add development – more details or examples – add a note of what those could be.Make sure that each sentence blends together and that the paper has transition words. (GO TO HAND OUT)Fix and add needed material for your paper to be well developed and 2 entire pages in length. Your homework is to edit/revise your paper tonight.
Essay Analysis
Answer the following questions on lined paper:
1. What was one piece of your essay that you did well?2. How can you take that piece and enlarge it on the next writing
assignment?3. What was one piece of your essay that you made a mistake on?
4. How will you not duplicate that same mistake on your next writing assignment?
5. Why did I like the sentence that is underline with pink/orange?6. Identify one thing that you learned about writing from your
feedback.
8 the words 2 direct quotes from required texts No personal pronouns unless using a personal story as evidence for a point
No contractions No abbreviations 2 figurative language uses
Writing Boundaries
Student Goals Parent-Teacher Conference document Tutoring week before essays or high stakes tests
Student OwnershipBenchmark Strategies
Student- Date-Problem Parent Student Mrs. Gatlin
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Student- Date-Problem Parent Student Mrs. Gatlin
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Share Out
1. What ownership strategies have been effective?
2. What ownership strategy would you like to try?
Student OwnershipBenchmark Strategies
Annotation Bonus Points – example paper Test Explanations- whole group/partners Use test scores for groups and partners Purposeful placement for peer edit-must teach the expectation of it
Self analysis – questions missed – if student can explain why he missed it and how the correct answer is correct for the question, half credit
Re-teach/Intervention Strategies
Sentence Stems of EncouragementI like that you _________________________.I really admire the way you _____________________. You put so much thought into _________________. I can see the passion you put into ___________________. I can see you are working hard. You must feel proud of ________. I can see you put a lot of effort into ______________________. When I read paragraph 3, I could “see” what was truly happening because of the imagery you used…The dialogue between your characters sounds so life like. It is as if they are speaking in front of me.I like how you used punctuation creatively. The dashes and parentheses added personality to your writing.The third sentence in paragraph two made me laugh out loud when I read it!I liked the effort you put in, but maybe if we work together some, we can figure out a different way to write the ______________. That writing has so many beautiful words however, you might could___.
3rd HourKaileyCourtney DestinyMicahMatthew David D.Austin John C. Alexis
Drake Darya CamerynChaseCason Ashlyn Logan Garrett Sydney
Weston Caitlyn LaurenTaylorTayvon JadaRyan Chryslyn Billy•If you are a blue student, you must score or edit 2 different red students including the one you are assigned to in your group.• If you are a green student, you must score or edit 2 different blue students including the one you are assigned to in your group.• If you are a red student, you must score or edit 2 different green students including the one you are assigned to in your group.
Tri GroupsTeam leader is in red- explains, questions, gives examples
Team monitor is in blue-makes sure everyone is on task and is engaged
Team accountability manager is in green- is aware of what everyone accomplishes in group and restates what everone has
to finish as HWJamieBeauFaith
CheyenneTravisZach L
MadisonNathanJaxon
RachelAlexTyler
BriannaLandanColten
ChrisJacobKaylee
JeremiahLanieJosh
MegganTabathaZach E
Share Out
1. What intervention strategies have been effective?
2. What intervention strategy would you like to try?
Student Re-teach/Intervention Strategies
Essay Gallery for scoring Flap Folder Post-it Use Highlighting Ring of Fire
IEP & Ell Strategies
Informative Essay “Ring of Fire”
5th HourFriday
11-7-14Tuesday11-11-14
Wednesday11-12-14
Thursday 11-13-14
Friday 11-14-14
PaigeDalton
BraidonChristine
Terry
HaydenJoshDax
Bailey
JoeChyna
Madison H.Tiana
MasonDavidTyler
Madison C.TaylorDylan
Share Out
1. What IEP or ELL strategies have been effective?
2. What IEP or Ell strategy would you like to try?
IEP & ELL Strategies
Story cubesNewspaper Articles
Class MagazinesMemoirs
Interactive Lesson Ideas
• What’s going on in this picture?•What do you see that makes you say that?
• What more can you find?
http://thislandpress.com/09/19/2012/the-last-of-kenton/
Grammar with WritingStart with a three word sentence. Students copy it onto their paper.
The dog barked.
Draw a 3 x 5 card out of the hat with a part of speech on it. Each student then must rewrite the sentence, adding a word that matches the part of speech that was on the card.
Example: card – noun
The dog barked at the tree.
Can have students partner or group check that the words added indeed contain a noun.
Example: card – adjective
The hyper dog barked at the Sycamore tree.
Can have students use different colored highlighters to highlight the different words for grading.
3 Musketeers Activity Assign each group member a number: 1, 2, or
3. With your group, read and discuss the
specified word and its meaning from the prompt language list. Each group member has a specific task:
Group member # 1: Discuss where you have seen this word. You have 1 minute.
Group member # 2: Discuss how often you are asked to demonstrate the skills described by your word. You have 1 minute.
Group member # 3: Paraphrase the definitionYou have 1 ½ minutes.
http://www.library.okstate.edu/digital/index.htm
http://www.wildlifedepartment.com/education/writingcomp.htm
http://www.travelok.com/brochures
Online Sources for free resources
httplearning.blogs.nytimes.com
/h://ttp://www.izzit.org/
https://newsela.com/articles/?category=kids
http://upfront.scholastic.com/
Online Sources for reading and writing
