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This is helpful while you are teaching the pieces

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Ideas for changing the point of Academy Mid

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Ideas for changing the point of Academy Mid

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We could adjust the focus. Here are my ideas.

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Ideas for changing the point of academy Mid

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Here is the planner for academy mid. Let's rewrite this together to meet the needs for academy low.

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This helps the students be able to constantly see what they need to do to move up.

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Here is an article about techniques to improve their text finding.

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ELA.RI.6.1

Common core State Standards

ELA: English Language Arts

RI: Reading Standards for Informational Text 6-\x80\x9312

6: 6th Grade

1:
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.W.6.2a

Common core State Standards

ELA: English Language Arts

W: Writing Standards 6-\x80\x9312

6: 6th Grade

2a:
Write informative/explanatory texts to examine a
topic and convey ideas, concepts, and information
through the selection, organization, and analysis
of relevant content.

a. Introduce a topic; organize ideas, concepts,
and information, using strategies such as
definition, classification, comparison/contrast,
and cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables),
and multimedia when useful to aiding
comprehension.

b. Develop the topic with relevant facts,
definitions, concrete details, quotations, or
other information and examples.

c. Use appropriate transitions to clarify the
relationships among ideas and concepts.

d. Use precise language and domain-specific
vocabulary to inform about or explain the
topic.

e. Establish and maintain a formal style.

f. Provide a concluding statement or section that
follows from the information or explanation
presented.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.SL.6.1a

Common core State Standards

ELA: English Language Arts

SL: Speaking and Listening Standards 6-\x80\x9312

6: 6th Grade

1a:
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacherled)
with diverse partners on grade 6 topics,
texts, and issues, building on others'\x80\x99 ideas and
expressing their own clearly.

a. Come to discussions prepared, having read or
studied required material; explicitly draw on
that preparation by referring to evidence on
the topic, text, or issue to probe and reflect on
ideas under discussion.

b. Follow rules for collegial discussions, set
specific goals and deadlines, and define
individual roles as needed.

c. Pose and respond to specific questions with
elaboration and detail by making comments
that contribute to the topic, text, or issue
under discussion.

d. Review the key ideas expressed and
demonstrate understanding of multiple
perspectives through reflection and
paraphrasing.

Download Common Core State Standards (PDF 1.2 MB)

Thought starters

1. How does each part of the lesson prepare students for writing?

2. What skills do students develop in the lesson?

3. How could the scaffolds Ms. Norris puts into place be taken away as students gain fluency?

School Details

Monroe Middle School
4716 West Montgomery Avenue
Tampa FL 33616

Data Provided By:

Teachers

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Getting Ready to Write: Citing Textual Evidence

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In preparation for writing a magazine article about child labor, students identify and discuss textual evidence. Dawn gives her students three questions to answer as they read an article about child labor. Students selectively highlight to answer the questions as they read. Small groups participate in an All Write Consensus Round Robin to discuss their answers.

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I think this article really helps show how we could make academy better and why we do this. We need to know exactly what to focus on.

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Writing is a complex intellectual task involving many component skills, some of which students may lack completely, some of which they may have only partially mastered. These skills involve, among other things:

Reading comprehension

Analytical skills

Writing skills, including:

writing mechanics: grammar, sentence structure, spelling, etc.

planning a writing strategy

communicating ideas clearly and concisely

constructing a reasoned, demonstrable argument

effectively marshaling evidence and using sources appropriately

organizing ideas effectively

When students lack skills in these areas, their writing may be unsatisfactory in multiple ways - from poor grammar and syntax to unclear organization to weak reasoning and arguments. Complicating matters is the fact that many students' reading skills are also poor. For example, if they cannot recognize the main point of an argument in their reading, they obviously cannot respond to this point in their writing. In addition, students often lack the meta-cognitive skills to recognize the areas in which their prior knowledge and skills are insufficient - and thus which skills they need to work to improve.

During their high school careers, most of our students were not writing with the frequency we might expect, nor were they doing the types of writing that we will require of them in their college years. In a study at George Washington University (2007), first-year undergraduates reported that the most frequently assigned high school writing tasks required them to offer and support opinions, with a secondary emphasis on summarizing and synthesizing information. Students were rarely required to criticize an argument, define a problem and propose a solution, shape their writing to meet their readers' needs, or revise based on feedback. Furthermore, according to a survey conducted by The Chronicle of Higher Education (2006), 61% of high school teachers said their students have never written a paper that was more than five pages. As a result, students have not had enough practice to develop a set of sophisticated writing skills.
When students lack skills in these areas, their writing may be unsatisfactory in multiple ways - from poor grammar and syntax to unclear organization to weak reasoning and arguments.

Moreover, students may have learned bad habits in high school that they need to un-learn. For example, some students were taught in high school to avoid the first person and thus may use awkward grammatical constructions to avoid it rather than learn the contexts when its use is appropriate.

Recognition of students' prior experience with writing and the complex nature of writing can help us to more effectively design assignments and provide support as students continue to hone their skills.

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Why are students poorly prepared to write - Eberly Center - Carnegie Mellon University

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Writing is a complex intellectual task involving many component skills, some of which students may lack completely, some of which they may have only partially mastered. These skills involve, among other things: Reading comprehension Analytical skills Writing skills, including: writing mechanics: grammar, sentence structure, spelling, etc.

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Here is where we will talk about the ideas of what we want to be sure that academy low does.