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What worked: The different reading strategies I.e -summary/analysis/.   paraphrase etc 

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What worked: The different reading strategies I.e -summary/analysis/.   paraphrase etc 

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Jigsaw puzzle using these strategies whereby each group was assigned a paragraph from a handout applying an assigned strategy. In chronological order each group would present the assigned paragraph explaining the meaning based on the assigned strategy. Tedious but effective once the lesson was complete.

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Do what charts really opened their eyes to see what they needed to do to accomplish their essays. . .With Soft Rains, I broke the prompt into stations so students could think about all the different elements they needed to prepare for the essay itself.  Stations included poem analysis, history background information (A Bomb museum), rubric station to determine pass and fail, etc. . .

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Just a Quick Post-It Strategy I Love Using For Class Peer Edits/Feedback: 

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Just a Quick Post-It Strategy I Love Using For Class Peer Edits/Feedback: 

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Hand 3-5 post-its to each student. Prepare 3 sentence stems to help with feedback: I like... I wonder... and I suggest have proven successful foor a good mix of compliments and critiques. Have students circle through drafts of any kind of project. You also can circle the room, and pass out feedback while students are participating. This way you can offer a little extra anonymous feedback that students might need. This is one of my favorite activities and the students enjoy seeing other ideas and perspectives too!

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So much related practice led to student confidence and success.

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When you walk around while students are writing and confer with them, carry post its.  Leave a record of your conference on the post it:
Strengths            Next steps

Leave the post it on their paper. You can then follow up and say "Show me where you implemented the next steps".

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Peer revision of thesis statements using Google Classroom

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Peer revision of thesis statements using Google Classroom

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C/O Jillian Ryan from Mission Hills High School, SMUSD

Brief Overview of process:
1. Quickwrite with little structural guidance (1 day)
2. Grade, highlight assumed thesis
3. Create question on google classroom, students type their thesis in, revise at least three other's theses, and create a final revised thesis at the end of their own thesis thread.
4. Students create a revised draft using specific revision sheets. (3 rounds of revisions: punctuation and grammar, sentence fluency, and extension of ideas)
**one of the rounds required them to share the document with someone else and then add "comments" to their draft. I did the same when necessary.**
5. The final "round" is a checklist of formatting steps, then students submitted on paper and on turnitin.com

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Someone shared that they used this strategy with kids when they were revising their pre-tests, and they reported that they found this even more useful than the comments from teachers.

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Jim Burke's idea of a TV Guide Approach To Reading Books For Themes, Character Analysis, Plot, and Important Quotes!

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Jim Burke's idea of a TV Guide Approach To Reading Books For Themes, Character Analysis, Plot, and Important Quotes!

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This was a quick way to check if students were completing the reading, saving quotes, and recognizing the themes as they developed throughout the novel. Also, track the plot!

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This strategy really helped students see how much commentary they did or didn't include in their writing where they needed to use textual evidence to support their claim. They especially liked the term "quote-bombing" because they know they are all guilt f doing it from time to time.

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The book marks have worked well with my students.

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Color-Coding and Close Reading with Strategies 

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Color-Coding and Close Reading with Strategies 

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The students responded well to visually analyzing author's text, as well as, their own text.

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I have used this in both my focus class and with my AP students. It's helpful across the board!

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Do/What for understanding prompts, Introduction- HoT-SC-T, and highlighting

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Do/What for understanding prompts, Introduction- HoT-SC-T, and highlighting

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These helped students to understand how to approach a writing assignment and get better with organization and structure

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These reading strategies helped my students develop a better understanding of the text. Also, we continue to use them with more complex texts. Hopefully they continue to use them as they move on to 8th grade!:) Thank you!

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I appreciated all the tutorials and resources for the Malala and Harriet Tubman texts. I am looking forward to repeating these activities or  trying new ones  next year, such as the Steve Irwin or Sometimes the Earth is Cruel texts. I will need to work with my grade level teams to decide which grade level (7 or 8) will teach each text set.

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Color Coding- with the meanings- Yellow Green and Blue

Sharing student examples with sudents and analyzing

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1. Color coding (summary, evidence, commentary) + 2. Do - what chart + 3. revisiting a similar writing task with new content

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1. Color coding (summary, evidence, commentary) + 2. Do - what chart + 3. revisiting a similar writing task with new content

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1. I used color coding looking with my students at an example of student writing.
2. I'm making the do- what chart part of my regular practice.....and I'm looking forward to using "What I notice as a reader" - "What it means for me as a writer" in examining mentor texts.
3. I think students gain confidence when they are able to more easily transfer skills and strategies from a previous assignment to a subsequent assignment that makes similar demands.

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-Do/What Chart: Deconstructing the prompt was a very helpful tool for organizing writing and developing a focused, relevant claim/thesis

-Repeated practice with/exposure to similar prompts with different texts: Reinforcing the learning from original prompt (pretest) and rewrite with a similarly structured text set and prompt for the post test/final writing task helped students feel confident in their writing ability and served as a great way to reinforce key skills in a timely fashion

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The revision workshop from the Pre-test was helpful for my students. Even though they had written the original essay several months prior, they were able to look objectively at the rubric and access their own writing. Most were able to identify their own weaknesses and make effetive revisions. Most also felt that they had grown as writers.

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The revision workshop from the Pre-test was helpful for my students. Even though they had written the original essay several months prior, they were able to look objectively at the rubric and access their own writing. Most were able to identify their own weaknesses and make effetive revisions. Most also felt that they had grown as writers.

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Do/What Chart & Color Coding- Corynn Galaviz

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Do/What Chart & Color Coding- Corynn Galaviz

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Do/What charts were extremely beneficial to my SDAIE class. They were able to break down the prompt, which ensured they were addressing all parts.

Color coding was really helpful in my college prep classes. They got really into it, and starting color coding their writing when it wasn't even required. They also liked color coding their peer's writing.

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Highlighting texts

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My students benefitted from the original brainstorm handouts before the writing prompt. 

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My students benefitted from the original brainstorm handouts before the writing prompt. 

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Having students use highlighters to color code the essays of their peers. When they worked to identify the claim, context, evidence, and explanation that really helped their writing improve.

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*Color coding writing and making revisions/edits based on the color coding
*Using the cognitive strategies for reading, thinking, and writing
*Going through several tutorials, including the "Malala" and "Hideaki Akaiwa" ones
*This is somewhat connected - we did writing during our last full day and  it inspired me to do my "What I see in You" recognition (which I do on Fridays) in a different way. Instead of just writing the reasons why I chose each student, I took a song and rewrote the lyrics for the first stanza and chorus to reveal my reasons, following the beat and syllables per word for each line.
*I am writing more
*I have used texts I received over the last three years to improve my writing instruction and teaching overall
*Using sticky notes for revision
*Do/What charts
photo credit: https://movingwriters.org/writing-with-mentors/

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I really liked using the do/what chart.  This helped students focus on the writing prompt, and cover all aspects of the prompt.

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The first strategy that I found very helpful was the color coding strategy in order for students to identify specific elements within their writing.  They were able to identify the types of sentences they were including as well as the areas of improvement.

Also, I found that the methodical use of the reading strategies (bookmarks) assisted with my CP (reg.) 9th graders' thought progression and understanding of a text.