Selective Underlining Strategies for Reading ComprehensionSelective Underlining What Is Selective Underlining?Well, there's underlining, and there's underlining selectively. Do you remember how wonderful it was to discover the highlighter, perhaps when you were in college? How Can I Teach My Students to Selectively Underline? First of all, let's realize that not every single bit of text you have students read is in a textbook and untouchable. Think about how this strategy would work when combined with power thinking. Students might also use different colors in their underlining. Practice selective underlining for different purposes: underline key vocabulary and its definitions or explanations, and use this as an opportunity to focus on how authors reveal the meaning of new terms within the context. © 1998-present by Raymond C.
Writing Editorials Articles of the Week (AoW) Please note that, as I explain in-depth in this blog post, I take no credit for coming up with the article of the week (AoW) assignment. Kelly Gallagher (or, as I sometimes call him, The Gallagher) is the man who first introduced me to the idea through his must-read book Readicide. Thus, anything I share about my classroom’s experiences with AoWs, any theories or experiments I try out with the assignment, and any success my students or I have with it thoroughly and ultimately traces back to Kelly’s work. If I ever come across as the progenitor of this idea, please either drive to Michigan and egg my house OR contact me here so I can fix attribution mistakes. Here’s the list from this school year: “”Follow Your Bliss” Advice,” from The Week. If you have an AoW you’ve used this year that you’d like to share, contact me — I’d love to post it for the good of the community. Here’s the list for this school year: Below is a list of articles I prepared for the 2012-2013 school year.
Overview of the Frameworks For ELA/Literacy The Partnership for Assessment of Readiness for College and Careers (PARCC) developed the Model Content Frameworks for ELA/Literacy to help: Inform development of the PARCC assessments, andSupport implementation of the Common Core State Standards The PARCC Model Content Frameworks were developed through a state-led process that included ELA content experts in PARCC member states and members of the Common Core State Standards writing team. The Model Content Framework for each grade level (grades 3–11) is divided into four sections: Narrative Summary of the ELA Standards,The Model Content Framework Chart,Key Terms and Concepts for the Model Content Framework Chart, andWriting and Speaking and Listening Standards Progressions Charts The Structure of the Model Content Frameworks for ELA/Literacy section provides additional information about the four sections. Literacy Standards for Other Disciplines and the Model Content Frameworks Using the Model Content Frameworks to Support All Students
PassagBank.com - A Passage Search Engine for Teachers Using the Jigsaw Cooperative Learning Technique Grades 3 – 6 | Lesson Plan | Standard Lesson American Folklore: A Jigsaw Character Study Groups of students read and discuss American folklore stories, each group reading a different story. Using a jigsaw strategy, the groups compare character traits and main plot points of the stories. Grades 3 – 7 | Lesson Plan | Standard Lesson Strategic Reading and Writing: Summarizing Antislavery Biographies Antislavery heroes are the focus of this lesson. Grades 9 – 12 | Lesson Plan Choose, Select, Opt, or Settle: Exploring Word Choice in Poetry Students investigate the effects of word choice in Robert Frost’s “Choose Something Like a Star” to construct a more sophisticated understanding of speaker, subject, and tone. Grades 6 – 8 | Lesson Plan | Standard Lesson Technology and Copyright Law: A “Futurespective” Students research and report on instances of how copyright laws have adapted to encompass new technologies. Grades 9 – 12 | Lesson Plan | Standard Lesson
Document Analysis Worksheets Document analysis is the first step in working with primary sources. Teach your students to think through primary source documents for contextual understanding and to extract information to make informed judgments. Use these worksheets — for photos, written documents, artifacts, posters, maps, cartoons, videos, and sound recordings — to teach your students the process of document analysis. Follow this progression: The first few times you ask students to work with primary sources, and whenever you have not worked with primary sources recently, model careful document analysis using the worksheets. Don’t stop with document analysis though. Materials created by the National Archives and Records Administration are in the public domain. These worksheets were revised in February, 2017.
Why It's Time To Change How Students Cite Their Work When students write a paper, it goes without saying that they must cite the sources that they use in creating it. For generations, students have created note cards to document and organize these resources and/or submitted a bibliography page with their finished work. In the modern classroom, student research and creation has taken on a new look. Before, when students created a poster, and then separately handed in a bibliography page to the teacher, justice was done and fair credit was given for the ideas used. However, as widespread sharing of these projects becomes more common, and the internet allows students to reach an audience far beyond the school or classroom, we need to re-evaluate this procedure and address our responsibility to share these sources – not just with the teacher or school, but with all who might consume the project. Without readily available sources to review, the audience cannot truly evaluate the validity of the project. 1. 2. 3. 3.
Inferring How and Why Characters Change ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, activities, or other ideas you'd like to contribute, we'd love to hear from you. More Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals. More Teacher Resources by Grade Your students can save their work with Student Interactives. More Home › Classroom Resources › Lesson Plans Lesson Plan Student Objectives Session 1. Session 2. Session 3. Extensions Student Assessment/Reflections Students will Infer character traitsSupport inferences with evidence from the textInfer how a character changes across a textExplain why that character may have changed back to top Session 1. Session 2. Session 3. Provide students with a short story in which a character changes.
Questioning the Text Quick tips, creative ideas, and fun activities that tap into students' end-of-year energy. We know how it is. As the days get warmer and the end of the year draws near, it's a challenge to keep the learning going and the kids' energy inside the classroom. The last few weeks of school are an intense time. Both you and your students will most likely be feeling the pressure of the final testing period, strong emotions as you come to the end of your year together, and the pull of warm summer days to come. Make the most of this last month by breaking routine and encouraging your students on to new challenges. Strategy Lesson: Questioning the Text One way I help students access those inner conversations is by showing how I think when I read. Often, I share my thinking by questioning the text as I am reading, because that's what proficient readers do. 1. I begin by choosing a picture book that I know will spur a lot of questions. 2. 3. I write, "What is sea time?" 4.
The History 2.0 Classroom Compare & Contrast Map Grades 6 – 8 | Lesson Plan | Standard Lesson Creative Communication Frames: Discovering Similarities between Writing and Art Graphic organizers assist the development of comparative vocabulary and generate discussions of analogy and metaphor in art as students go on a real or virtual tour of an art gallery. Grades 3 – 5 | Lesson Plan | Standard Lesson Teaching the Compare and Contrast Essay through Modeling The compare and contrast essay is taught through modeling from the brainstorming phase through the first draft. Grades 3 – 5 | Lesson Plan | Unit Examining Plot Conflict through a Comparison/Contrast Essay Students explore picture books to identify the characteristics of four types of conflict. Comparing and Contrasting: Picturing an Organizational Pattern Using picture books as mentor texts, students learn effective strategies for organizing information that compares and contrasts. Descriptive Video: Using Media Technology to Enhance Writing Grades 3 – 6 | Lesson Plan | Standard Lesson
Looking at Complex Texts More Complexly (or What’s Wrong with this Picture?) By now many of us have experienced or heard about the effects of using Lexile levels as the sole arbiter of text complexity. In her wonderful post “Guess My Lexile,” for instance, Donalyn Miller looks at the absurdity of putting book with widely different reader appeal and age appropriateness in the same book bin because they share a Lexile level (as my own favorite Lexile odd couple, Clifford and Hemingway, do, with both clocking in at 610L). And for those of us who strongly believe in the power of choice and interest-based reading, young adult writer Mike Mullin shares a chilling story in a blog post about a mother frantically searching for a book that her dystopian-loving 6th grade daughter, whose Lexile level was 1000, would be allowed to read for school. The Giver—out. Fahrenheit 451—out. While I can’t vouch for the intentions of the Common Core authors (as I can’t for any writer without direct communication), this is not what’s stated in the Standards themselves. Like this:
Summarizing Strategies for Reading ComprehensionSummarizing What Is Summarizing?Summarizing is how we take larger selections of text and reduce them to their bare essentials: the gist, the key ideas, the main points that are worth noting and remembering. Webster's calls a summary the "general idea in brief form"; it's the distillation, condensation, or reduction of a larger work into its primary notions. What Are We Doing When We Summarize?We strip away the extra verbiage and extraneous examples. When You Ask Your Students to Summarize, What Usually Happens? they write down everything they write down next to nothing they give me complete sentences they write way too much they don't write enough they copy word for word What Did You Want Them To Do? pull out main ideas focus on key details use key words and phrases break down the larger ideas write only enough to convey the gist take succinct but complete notes How Can I Teach My Students to Summarize? Here are a few ideas; try one...try them all.