The miracle of children's love and graciousness! This is a story of a thousand tiny miracles that needs to be shared with the world! WOW!!! Kids are amazing!
Monday, February 25, 2013
Heart of Innocence- A film on the Primary Education of India
The miracle of children's love and graciousness! This is a story of a thousand tiny miracles that needs to be shared with the world! WOW!!! Kids are amazing!
Thursday, February 21, 2013
Story Starters for Kids | Printable Picture Story Starters
Story Starters for Kids | Free Printable Picture Story Starters
Story Starters Literary Elements
Free PDF Story Starters for all GRADES! Use this free collection of Illustrated Stories Starters to teach writing in a fun imaginative way even to reluctant writers. The Story Starters help teach the foundations of story, plot, literary elements, characters, protagonist, antagonist, and setting.
Story Starters Literary Elements
Story Starters Literary Genres Fantasy, Fairy Tales, and Myths
Story Starters Patriotic Theme
MORE TO COME!
Tuesday, February 19, 2013
CCSS ELA Writing Assessment Sample
CCSS ELA Writing Assessment | CCSS ELA Extended Written Response | Common Core ELA Practice Writing Assessments Samples Grade 6, 7, 8, and 9
CCSS ELA Writing Assessment Samples
John Carter of Mars | A FIGHT THAT WON FRIENDS
Reading Grade Level 6-9
The thing, which more nearly resembled our earthly men than it did the Martians I had seen, held me pinioned to the ground with one huge foot, while it jabbered and gesticulated at some answering creature behind me. This other, which was evidently its mate, soon came toward us, bearing a mighty stone cudgel with which it evidently intended to brain me. WCPM 62The creatures were about ten or fifteen feet tall, standing erect, and had, like the green Martians, an intermediary set of arms or legs, midway between their upper and lower limbs. Their eyes were close together and non-protruding; their ears were high set, but more laterally located than those of the Martians, while their snouts and teeth were strikingly like those of our African gorilla. Altogether they were not unlovely when viewed in comparison with the green Martians. WCPM 140
The cudgel was swinging in the arc which ended upon my upturned face when a bolt of myriad-legged horror hurled itself through the doorway full upon the breast of my executioner. With a shriek of fear the ape which held me leaped through the open window, but its mate closed in a terrific death struggle with my preserver, which was nothing less than my faithful watch-thing; I cannot bring myself to call so hideous a creature a dog. WCPM 218
- What prediction can you draw from the authors title “A FIGHT THAT WON FRIENDS”?
- How would you react to finding yourself pined to the ground by a fifteen foot tall Martian?
- Can you predict the outcome of the fight, with one ape fleeing and the other in full death struggle with John’s “dog”.
- What can you infer from the author’s description of John Carters “watch-thing”, “preserver”, or “so hideous a creature a dog”?
- How would you describe the sequence of events and their importance to the plot?
- Can you elaborate on the reason why the author used the term unlovely when describing the gorilla like Martians?
- What is a cudgel based on context clues from the story?
Common Core ELA Practice Writing Assessments Samples
The CCSS ELA Smarter Balanced and PARCC writing assessment is a dual assessment, measuring reading comprehension and depth of writing knowledge. Schools districts that have compartmentalized ELA instruction are on the wrong track to help students meet the new dual CCSS ELA standards as measured? The Smarter Balanced and PARCC ELA writing assessment will not be a response to prompt as in the past, students will be required to gather information from literary sources and use an extensive depth of literary knowledge to develop their writing, that synthesis of reading and writing will be assessed. The students writing will be used to score depth of writing ability, literary knowledge, and the depth of reading comprehension. That means students that are not able to read the higher level CCSS ELA books or passages are going to fail. Schools districts and teachers need to take a new path that will help students succeed, we need a new integrated model, a Finnish Model of non compartmentalized, bottom up teacher led success, and less of the top down administrative or institution led model, which has failure written into it. I spend a great deal of time researching ways to help my students, and we are going to fail if we stay on this path of rigid dogmatic pedagogy. The days of writing test prep are over, students need to learn how to read and write. Sean
SampleItems for Grade 6: Excerpt from “Julie of the Wolves”
By Jean Craighead George
Question: In the passage, the author developed a strong character named Miyax.
Think about Miyax and the details the author used to create that character.
The passage ends with Miyax waiting for the black wolf to look at her.
Write an original story that continues where the passage ended.
In your story, be sure to use what you have learned about the
Character Miyax as you tell what happens to her next.
The item meets the two PARCC claims that address writing: Written Expression
And Conventions and the Knowledge of Language, as well as the claim for
Reading Literature. Students are expected to respond to the text via
A narrative essay that extends the story based on inferences they’ve
Made about Miyak’s predicament and her character traits.
More Samples
- Grade 6 EBSR from Narrative Writing Task (Vocabulary)
- Grade 6 EBSR from Narrative Writing Task
- Grade 6 TECR from Narrative Writing Task
- Grade 6 Prose Constructed Response from Narrative Writing Task
- Grade 7 Prose Constructed Response from Research Simulation Task (Summary)
- Grade 7 TECR from Research Simulation Task
- Grade 7 Prose Constructed Response from Research Simulation Task (Analytical Essay)
Thursday, February 14, 2013
Online CCSS ELA & Math Test Samples | Online Common Core English Language Arts Testing Samples
Online CCSS ELA & Math Test Samples | Online Common Core English Language Arts Testing Samples | Online CCSS ELA MATH Test practice
PARCC and Smarter Balanced are the two companies along with Pearson that are developing the next generation of online, computer delivered assessments that meet the CCSS Grade 3-12 goals.
The online or computer based CCSS ELA / MATH test are different in delivery and scope depending on what state you reside in. Half the states that adopted the Common Core States Standards selected the PARCC assessment and a slightly larger group selected the Smarter Balanced assessment. Both tests are computer based and come with interim and end of course assessments that are part of the Grade 3-12 assessments. The PARCC assessment is a standard fixed summative assesment that is grade level or content specific and the Smarter Balanced test is adaptive based on student response.
Both tests will be scored predominantly by computer, including the written responses, student data and results are compiled and sent back to schools in two weeks.
Smarter Balanced Online TEST Samples
PARCC PDF Test Samples
ELA Test Question Samples
Grade 3 ELA Test Question Samples
Grade 6 ELA Test Question Samples
Grade 10 ELA Test Question Samples
GR 10 PARCC ELA Item 1.pdf
Wednesday, February 13, 2013
Student Brain Breaks and Success | Brain Breaks for Students are Important
Student Brain Breaks and Success | Brain Breaks for Students are
Important to Achieve Success
 |
My Students Favorite Quick
Brain Break is Hand Weaving!
|
Finnish Students are TOP in the world for Brain Breaks, Recess, Happiness, and Success! I ask a group of Finnish teachers, Pasi Sahlberg, and Finnish school administrators, “how do your students do so well on the
Pisa Test, when primary students go to school half days, and they spend what seems like
most of their day at recess or playing? The simple and short answer was,
“Students get more done during the academic time because they are energized,
engaged, motivated, and excited to be at school learning. WOW, I was struck at
the mindfulness and the wisdom of the answer. We send our children to what is
essentially NCLB test prep academies, and take out and or reduce enrichment
when students are at risk, and replace it with intensive TEST prep disguised as
scientifically researched quality curriculum.
We do anything and everything in my class and call them Brain Breaks.
We do anything and everything in my class and call them Brain Breaks.
 |
Dressing Up!
|
 |
Playing Games!
|
 |
Making Snacks!
|
 |
| Making Movies! |
 |
| More Hand Weaving! |
 |
| Yes Boys Like Hand Weaving! |
 |
| Being a Knight! |
Monday, February 11, 2013
PARCC Writing Assessment | CCSS ELA Writing Assessments
PARCC Writing Assessment Grade 3, 4, 5, 6, 7, and 8 | CCSS ELA Writing Assessments
The CCSS ELA PARCC writing assessment is a dual assessment, measuring reading comprehension and depth of writing knowledge. Schools districts that have compartmentalized ELA instruction are on the wrong track to help students meet the new dual CCSS ELA standards as measured? The PARCC ELA writing assessment will not be a response to prompt as in the past, students will be required to gather information from literary sources and use an extensive depth of literary knowledge to develop their writing, that synthesis of reading and writing will be assessed. The students writing will be used to score depth of writing ability, literary knowledge, and the depth of reading comprehension. That means students that are not able to read the higher level CCSS ELA books or passages are going to fail. Schools districts and teachers need to take a new path that will help students succeed, we need a new integrated model, a Finnish Model of non compartmentalized, bottom up teacher led success, and less of the top down administrative or institution led model, which has failure written into it. I spend a great deal of time researching ways to help my students, and we are going to fail if we stay on this path of rigid dogmatic pedagogy. The days of writing test prep are over, students need to learn how to read and write. Sean
The CCSS ELA PARCC writing assessment is a dual assessment, measuring reading comprehension and depth of writing knowledge. Schools districts that have compartmentalized ELA instruction are on the wrong track to help students meet the new dual CCSS ELA standards as measured? The PARCC ELA writing assessment will not be a response to prompt as in the past, students will be required to gather information from literary sources and use an extensive depth of literary knowledge to develop their writing, that synthesis of reading and writing will be assessed. The students writing will be used to score depth of writing ability, literary knowledge, and the depth of reading comprehension. That means students that are not able to read the higher level CCSS ELA books or passages are going to fail. Schools districts and teachers need to take a new path that will help students succeed, we need a new integrated model, a Finnish Model of non compartmentalized, bottom up teacher led success, and less of the top down administrative or institution led model, which has failure written into it. I spend a great deal of time researching ways to help my students, and we are going to fail if we stay on this path of rigid dogmatic pedagogy. The days of writing test prep are over, students need to learn how to read and write. Sean
If you can’t Read you can’t write!
The
New PARCC ELA Testing Model !
SampleItems for Grade 6: Excerpt from “Julie of the Wolves”
By
Jean Craighead George
Question:
In the passage, the author developed a strong character named Miyax.
Think
about Miyax and the details the author used to create that character.
The
passage ends with Miyax waiting for the black wolf to look at her.
Write
an original story that continues where the passage ended.
In
your story, be sure to use what you have learned about the
Character
Miyax as you tell what happens to her next.
The
item meets the two PARCC claims that address writing: Written Expression
And
Conventions and the Knowledge of Language, as well as the claim for
Reading
Literature. Students are expected to respond to the text via
A
narrative essay that extends the story based on inferences they’ve
Made
about Miyak’s predicament and her character traits.
More Samples
- Grade 6 EBSR from Narrative Writing Task (Vocabulary)
- Grade 6 EBSR from Narrative Writing Task
- Grade 6 TECR from Narrative Writing Task
- Grade 6 Prose Constructed Response from Narrative Writing Task
- Grade 7 Prose Constructed Response from Research Simulation Task (Summary)
- Grade 7 TECR from Research Simulation Task
- Grade 7 Prose Constructed Response from Research Simulation Task (Analytical Essay)
Sunday, February 10, 2013
Arne Duncan Defends NCLB Waivers, Texas Testing Reduction? Ed Today
Arne Duncan Defends NCLB Waivers | Arne Duncan is Going to Destroy Public Education with all his Meddling and Bad Public Policy!
When is it time to stop all the testing? Students in Finland have only one mandatory test at the age of 16! Finland is not part of the GERM, global education reform movement, they are the world leaders in creating smart, creative, happy, and college educated citizens!Read the Article at HuffingtonPost
Preschool Learning and Amazement at its Best!
The best preschool experiences and lessons are Field Trips. Spending your Days exploring the world is the best Preschool lesson that was ever invented. This little preschool girl shows the love and amazement of learning. Preschool in Finland is all about outdoor exploration and field trips with a little bit of what we would call classroom preschool experience.
Saturday, February 9, 2013
Center For American Progress Proposes Preschool-For-All Plan
Obama’s, Preschool-For-All Plan!
Obama’s, Preschool-For-All Plan! This Preschool-For-All Plan is 25 years too late and will never be aloud by the corporate led planners of the Global Education Reform Movement "GERM"! We need to invest in our children's future TODAY not in five years! Bad public policy towards public schools is the Norm in the US! We want more test, more accountability, more school and teacher blame, more corporate charter schools, more widget factories pumping out consumers not citizens. The fiscal hawks and corporate America will try to kill any long term plan to fund preschool education unless they can test the preschoolers or profit from the plan.
Read the Article at HuffingtonPost
Thursday, February 7, 2013
Passing the FCAT 2.0 Writing Test | FCAT 2.0 Writing Test 2013
Passing the FCAT 2.0 Writing Test 2012
Passing the FCAT 2.0 Writing Assessments 2013: How to help your students pass the FCAT 2.0 writing assessment.The Passing scores for the FCAT 2.0 are not in place YET! The one hour test will give most students and parents a bit of a shock at how low their scores are. The 3.5 score "cut score" is based on a scale of 1-6, 3.5 is approaching the standard not proficient. How will you Pass the FCAT when they set the passing scores in the future?
Passing The FCAT 2.0 | THE FCAT is written responses to a prompt ether persuasive, narrative, or expository. Three types of writing expository, persuasive, and narrative are covered on the FCAT, yet two are only used at each grade. The two types of writing that is given at each grade should be mastered to pass the FCAT writing tests at each grade level in 4th, 8th and 10th grade.
2010 FCAT writing prompts
Grade 4 Writing to Tell a Story (Narrative) 2010 prompts
The Grade 4 narrative prompt directed the student to write a story about a day some 4th grade students made lunch for the school.
Grade 8 Writing to Explain (Expository)
The Grade 8 expository prompt directed the student to explain the biggest change he or she has experienced from elementary to middle school.
Grade 10 Writing to Persuade (Persuasive)
The Grade 10 expository prompt directed the student to explain how being famous would affect someone's life.
2011 FCAT writing prompts
Grade 4 Writing to Explain (Expository) The Grade 4 expository prompt directed the student to explain the kind of weather he or she likes.
Grade 8 Writing to Explain (Expository) The Grade 8 expository prompt directed the student to think about a place he or she likes to go again and again and explain why he or she likes to go to this place.
Grade 10 Writing to Explain (Expository)
The Grade 10 persuasive prompt directed the student to persuade state legislators whether school libraries should provide Internet access for students.
Passing The FCAT 2.0 | THE FCAT is written responses to a prompt ether persuasive, narrative, or expository. Three types of writing expository, persuasive, and narrative are covered on the FCAT, yet two are only used at each grade. The two types of writing that is given at each grade should be mastered to pass the FCAT writing tests at each grade level in 4th, 8th and 10th grade.
2010 FCAT writing prompts
Grade 4 Writing to Tell a Story (Narrative) 2010 prompts
The Grade 4 narrative prompt directed the student to write a story about a day some 4th grade students made lunch for the school.
Grade 8 Writing to Explain (Expository)
The Grade 8 expository prompt directed the student to explain the biggest change he or she has experienced from elementary to middle school.
Grade 10 Writing to Persuade (Persuasive)
The Grade 10 expository prompt directed the student to explain how being famous would affect someone's life.
2011 FCAT writing prompts
Grade 4 Writing to Explain (Expository) The Grade 4 expository prompt directed the student to explain the kind of weather he or she likes.
Grade 8 Writing to Explain (Expository) The Grade 8 expository prompt directed the student to think about a place he or she likes to go again and again and explain why he or she likes to go to this place.
Grade 10 Writing to Explain (Expository)
The Grade 10 persuasive prompt directed the student to persuade state legislators whether school libraries should provide Internet access for students.
How to Pass any State Writing Test: Tips on Passing Writing Test Grades 3, 4, 5, 6, 7, 8 and 9.
State standardized writing test are divided into two parts: Writing test part one, response to a prompt, writing test part two multiple choice English Language Arts test.
Doing your Best on The Multiple Choice Part!
Students mast have time to prepare for state writing test, so if you are studying the night before your test, you need to study the ELA tier 3 academic testing vocabulary.
The fastest way to prepare for the multiple choice English Language Arts portion of the test is playing games.
Reading / ELA Vocabulary Games
Doing your Best on The Written Response Part!
Doing your Best on the State Writing Test!
The real secret to passing ALL State writing test is thinking like the Fins (people of Finland), formative practice, formative practice, formative practice test with a well thought-out graphic organizer, and using a similar or previously released testing instrument if possible. School districts that administer High Stakes Test usually administer some form of summative assessments looking at the final scores, skipping all the writing steps that students need to know when writing competently. Formative writing test gives students and the teachers more ways to evaluate the entire writing process. My students practice and rehearse “writing success” with tools designed to make the writing process kid friendly.
Sit down with your team and design a graphic organizer that the kids can use. Start out with a simplified version and gradually make it more structured and competent.
The students in my class use a simple STEAL chart with pictures of lips for the S in speech, a picture of a brain for the T in thoughts and so on. Again the secret is formative assessment with lots of feedback and a graphic organizer to match the assessment.
In Short! Students must practice using a systematic graphic organizer that covers expository, persuasive, and or narrative writing depending on the test they take. Students must also learn the critical tier 3 vocabulary that they will find on the multiple choice section of the writing test. Students must be given the tools to succeed!
I use a STEAL Characterization chart to enhance the students understanding of the structures of writing whenever possible and to prepare students for state testing. My students have to take three practice “summative” writing assessments every year. Teaching them to use a systematic graphic organizer, skipping the summative format and sorry to say teaching them a formulaic writing process has gained my students some of the highest writing scores in the state! Our class has the highest number of students that exceed and meets compared to other Title one schools.
The 4 years that my students took the test, they had an amazing passing rate of 94% on state writing test with the highest percent of students that exceeded the standards.
Best Practices in the Teaching of Writing
A Prezi on Expository writing 4th Grade Expository Benchmark Model
Six Traits Writers Work Shop Handbook
Types of Writing Test
Narrative writing is a constructive format that describes a sequence of non-fictional or fictional events in a story. The word "story" may be used as a synonym of "narrative", but can also be used to refer to the sequence of events described in a narrative. A narrative can also be told by a character within a larger narrative.
Expository writing is a type of writing where the purpose is to inform, describe, explain, or define the author's subject to the reader. Expository text is meant to deposit information and is the most frequently used type of writing by students in colleges, high schools, middle schools, elementary schools and universities. A well-written exposition remains focused on its topic and lists events in chronological order. Examples of expository writing include driving directions and instructions on performing a task. Key words such as first, after, next, then, last, before that, and usually signal sequential writing. Second-person instructions with "you" are acceptable.However, the use of first-person pronouns should be avoided ( For example, I, I think etc...). Expository essays should not reveal the opinion of the writer.
Persuasive writing, also referred to as a creative writing or an argument, is a piece of writing in which the writer uses words to convince the reader of his/her view regarding an issue. Persuasive writing sometimes involves convincing the reader to perform an action, or it may simply consist of an argument(s) convincing the reader of the writer’s point of view. Persuasive writing is one of the most used writing types in the world. Persuasive writers employ many techniques to improve their argument and show support for their claim. Simply put, persuasive writing is "an essay that offers and supports an opinion".
State standardized writing test are divided into two parts: Writing test part one, response to a prompt, writing test part two multiple choice English Language Arts test.
Doing your Best on The Multiple Choice Part!
Students mast have time to prepare for state writing test, so if you are studying the night before your test, you need to study the ELA tier 3 academic testing vocabulary.
The fastest way to prepare for the multiple choice English Language Arts portion of the test is playing games.
Reading / ELA Vocabulary Games
Doing your Best on The Written Response Part!
Doing your Best on the State Writing Test!
The real secret to passing ALL State writing test is thinking like the Fins (people of Finland), formative practice, formative practice, formative practice test with a well thought-out graphic organizer, and using a similar or previously released testing instrument if possible. School districts that administer High Stakes Test usually administer some form of summative assessments looking at the final scores, skipping all the writing steps that students need to know when writing competently. Formative writing test gives students and the teachers more ways to evaluate the entire writing process. My students practice and rehearse “writing success” with tools designed to make the writing process kid friendly.
Sit down with your team and design a graphic organizer that the kids can use. Start out with a simplified version and gradually make it more structured and competent.
The students in my class use a simple STEAL chart with pictures of lips for the S in speech, a picture of a brain for the T in thoughts and so on. Again the secret is formative assessment with lots of feedback and a graphic organizer to match the assessment.
In Short! Students must practice using a systematic graphic organizer that covers expository, persuasive, and or narrative writing depending on the test they take. Students must also learn the critical tier 3 vocabulary that they will find on the multiple choice section of the writing test. Students must be given the tools to succeed!
I use a STEAL Characterization chart to enhance the students understanding of the structures of writing whenever possible and to prepare students for state testing. My students have to take three practice “summative” writing assessments every year. Teaching them to use a systematic graphic organizer, skipping the summative format and sorry to say teaching them a formulaic writing process has gained my students some of the highest writing scores in the state! Our class has the highest number of students that exceed and meets compared to other Title one schools.
The 4 years that my students took the test, they had an amazing passing rate of 94% on state writing test with the highest percent of students that exceeded the standards.
Best Practices in the Teaching of Writing
A Prezi on Expository writing 4th Grade Expository Benchmark Model
Six Traits Writers Work Shop Handbook
Types of Writing Test
Narrative writing is a constructive format that describes a sequence of non-fictional or fictional events in a story. The word "story" may be used as a synonym of "narrative", but can also be used to refer to the sequence of events described in a narrative. A narrative can also be told by a character within a larger narrative.
Expository writing is a type of writing where the purpose is to inform, describe, explain, or define the author's subject to the reader. Expository text is meant to deposit information and is the most frequently used type of writing by students in colleges, high schools, middle schools, elementary schools and universities. A well-written exposition remains focused on its topic and lists events in chronological order. Examples of expository writing include driving directions and instructions on performing a task. Key words such as first, after, next, then, last, before that, and usually signal sequential writing. Second-person instructions with "you" are acceptable.However, the use of first-person pronouns should be avoided ( For example, I, I think etc...). Expository essays should not reveal the opinion of the writer.
Persuasive writing, also referred to as a creative writing or an argument, is a piece of writing in which the writer uses words to convince the reader of his/her view regarding an issue. Persuasive writing sometimes involves convincing the reader to perform an action, or it may simply consist of an argument(s) convincing the reader of the writer’s point of view. Persuasive writing is one of the most used writing types in the world. Persuasive writers employ many techniques to improve their argument and show support for their claim. Simply put, persuasive writing is "an essay that offers and supports an opinion".
Please
use the sample STEAL chart below or design your own to start getting
your students ready to pass the FCAT, CRCT, MCAS, PASS, CRT, AIMS,
STAAR, TAKS, PAWS, STA 10, CSAP, CMT, ISTEP, SOL, NJ ASK, NC EOG, OAA,
... Writing Test this spring.
Academic ELA Vocabulary Tier 3 Writing Glossary
PDF
Word
Sample of a few of my Graphic Organizers that students train on.
Develop your own graphic organizers that help your students master expository/personal narrative writing.
“The Silver Bullet” STEAL Graphic Organizer | Characterization Chart
Word
Sample of a few of my Graphic Organizers that students train on.
Develop your own graphic organizers that help your students master expository/personal narrative writing.
“The Silver Bullet” STEAL Graphic Organizer | Characterization Chart
96% Meets or Exceeds on State Writing Test | 25% Exceeding on State Writing Test
EXPOSITION| RISING ACTION| CLIMAX| FALLING ACTION| RESOLUTION
Narrative and a bit of Expressive writing
Narrative and a bit of Expressive writing
WORD CHOICE
Verbs and Adverbs
|
EXPOSITION Topic Sentence W.W.W. Who, What, and WHY! What: My first roller coaster ride Who: I am Alone Why: My parents are afraid to ride the Matterhorn
Topic Sentence It introduces the main idea of the paragraph
|
WORD CHOICE
Nouns and Adjectives
|
Debated decided dedicated valued chose cleaned
|
S – Speech/ Speaking / Dialogue
Speech What does the character say (YOU, FRIENDS, FAMILY)?
|
swift ancient modern bitter sweet alert sane
|
vaulted viewed visualized volunteered Captured cared for carried caught categorized challenged
|
T – thoughts/feelings/attitudes
Thoughts What is important about the character’s thoughts and feelings (YOU, FRIENDS, FAMILY)?
|
attractive sticky fuzzy giant fresh graceful harsh whispering puny harsh noisy quiet shrill
|
championed changed checked cleared closed coached commanded commended
|
E – emotions/effects on others
Effect How do other characters feel or behave or react to the characters?
|
teeny massive careful cheap expensive rainy crystal sore dangerous combative
|
concentrated confronted constructed consulted continued controlled convinced cooperated copied corrected counseled
|
A – actions
Actions What does the character do? How does the character behave?
|
weary dull drab dim aggressive mellow fancy excited scared filthy superior lazy excited hungry crazy
|
created customized joined judged observed tackled talked targeted tasted taught obtained offered translated
|
L – looks/ settings/ imagery/ what
Looks What do you see? What do the characters look like? How does the character dress?
|
poor
rich busy anxious steep skinny petite tiny miniscule salty delicious
terrible dead alive huge tremendous elderly handsome ugly beautiful
shiny
|
WORD CHOICE
Verbs and Adverbs
|
RISING ACTION Topic Sentence W.W.W. Who, What, and WHY!
|
WORD CHOICE
Nouns and Adjectives
|
S – Speech/ Speaking / Dialogue
| ||
T – thoughts/feelings
| ||
E – effects/emotions on others
| ||
A – actions
| ||
L – looks/ settings
| ||
WORD CHOICE
Verbs and Adverbs
|
RISING ACTION Topic Sentence W.W.W. Who, What, and WHY!
|
WORD CHOICE
Nouns and Adjectives
|
S – Speech/ Speaking / Dialogue
| ||
T – thoughts/feelings
| ||
E – effects/emotions on others
| ||
A – actions
| ||
L – looks/ settings
|
“The Silver Bullet II” STEAL Students Graphic Organizer
96% Meets or Exceeds on State Writing Test | 25% Exceeding on State Writing Test
Expository Writing with a bit of Narrative to meet the Six Traits of Writing
Expository Writing with a bit of Narrative to meet the Six Traits of Writing
Narrative with a bit of Expository Structures
WORD CHOICE
|
INTRODUCTION Topic Sentence It introduces the main idea of the paragraph
|
Ideas
|
POINT #1 (SUPPORTING DETAIL)
S – Speech/ Speaking / Dialogue
elaboration (mini-story)Speech What are people saying (YOU, FRIENDS, FAMILY)?
| ||
POINT #2 (SUPPORTING DETAIL)
T – thoughts/feelings/attitudes
elaboration (mini-story)
Thoughts What is important about the thoughts and feelings (YOU, FRIENDS, FAMILY)?
| ||
POINT #3 (SUPPORTING DETAIL)
E –effects on others / emotions/
elaboration (mini-story)
Effect How do other characters feel or behave or react to the characters?
| ||
POINT #4 (SUPPORTING DETAIL)
A – actions
Actions What are people doing? What are their actions? How does the character behave?
| ||
POINT #5 (SUPPORTING DETAIL)
L – looks/ settings/ imagery/
Looks What do you see? What do the events and action look like?
| ||
CONCLUSION / Transitions
|
Persuasive Essay Graphic Organizer
HOTEL Chart
| |
Prompt Topic
|
Should all kids go to academic summer camp?
|
Hook |
pester / persuade / plea
|
Academic summer camps increases academic performance, resiliency, critical thinking, and problem solving skills.
|
Opinion |
judgment / attitude / belief
|
Giving all students a leg up is critical if we want to remain a first world nation not slide into a third world nation.
|
Thoughts | thoughts/feelings/attitudes
|
We
need to find a way that all students have the opportunity to attend
summer camp or “SuperCamp” not just a very small percentage of rich
children.
|
Emotions | emotions/effects on others
Effect
|
If
we are going to sentence our children to 16 years of school we should
have the decency to make it a truly amazing 16 years not just testing
factories.
|
Logic | deduce/convince/ reason
|
The
new Common Core Standards are designed to help bridge the academic
achievement gap and prepare US students for the increasingly complex
information age but they are just words if students are not exposed to
many academic opportunities.
|