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

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

 Student Goals  Parent-Teacher Conference document  Tutoring week before essays or high stakes tests

Student-Date- ProblemParentStudentMrs. Gatlin Student-Date- ProblemParentStudentMrs. Gatlin

Share Out 1. What ownership strategies have been effective? 2. What ownership strategy would you like to try?

 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

Sentence Stems of Encouragement I 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___.

3 rd Hour KaileyCourtneyDestiny MicahMatthewDavid D. AustinJohn C.Alexis DrakeDaryaCameryn ChaseCasonAshlyn LoganGarrettSydney WestonCaitlynLauren TaylorTayvonJada RyanChryslynBilly 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 Groups Team 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 HW Jamie Beau Faith Cheyenne Travis Zach L Madison Nathan Jaxon Rachel Alex Tyler Brianna Landan Colten Chris Jacob Kaylee Jeremiah Lanie Josh Meggan Tabatha Zach E

Share Out 1. What intervention strategies have been effective? 2. What intervention strategy would you like to try?

 Essay Gallery for scoring  Flap Folder  Post-it Use  Highlighting  Ring of Fire

Informative Essay “Ring of Fire” 5 th Hour Friday Tuesday Wednesday Thursday Friday Paige Dalton Braidon Christine Terry Hayden Josh Dax Bailey Joe Chyna Madison H. Tiana Mason David Tyler Madison C. Taylor Dylan

Share Out 1. What IEP or ELL strategies have been effective? 2. What IEP or Ell strategy would you like to try?

Story cubes Newspaper Articles Class Magazines Memoirs

What’s going on in this picture? What do you see that makes you say that? What more can you find?

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Grammar with Writing Start 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.

 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 definition You have 1 ½ minutes.

Online Sources for free resources

httplearning.blogs.nytimes.com/ h://ttp:// Online Sources for reading and writing