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somewhere on the internet and it is awesome, especially for the younger ones!
-Kelly McBride

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My kids love to play Headbands, a silly game where they wear cards on their heads and describe the picture in order for their friends to guess. They love this game and get a lot of language practice in.
--Libby again

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I like to use a card game I found in my room that has a bunch of circular cards with random illustrated scenes and objects.  Each student picks several cards then organizes them into a story they tell orally.  We practice using transition words, adding details, etc.  Eventually, we are going to work on writing down story ideas.
-Virginia

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I love to argue with my kids, just to the point of pissing them off, but enough to really peak their interest. it doesn't matter what we're talking about, just that they are passionate about the subject and will do anything to keep me from winning. i find a good verbal fight with a small child breeds intellectual breakthrough.

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I have students write vocabulary lists for every new chapter in math. Then I have the students use this vocab and keep referring back to their lists throughout the chapter while we learn new concepts.

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Every day the students walk into to daily write question. They write for one page and then I have them break up into small groups to share what they write, then I invite them to share with the class.

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When students are working on math problems, I will ask them to explain the process they are using to solve the problem. I encourage them to use as much vocabulary as possible. We do not have special programs that are used for writing about the math vocabulary. If students struggle with the terminology/vocabulary I will help them with the terms, but ask them to assist with what they mean.

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I used Study Synch for my ELA class last year - I'm currently teaching a math class.

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I used Study Synch for my ELA class last year - I'm currently teaching a math class.

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We read books together as a class, and complete assignments that call for analyzing texts in a variety of ways. We build word walls, dissect unfamiliar language, summarize, reflect, discuss as a class etc.

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When they do, it is amazing. We have journals and write down ideas, but getting going on the writing train is a bit tricky. They draw their ideas a lot, with the hope that soon they can write about their picture. They also describe things with their voices, but not with a writing utensil.
--Libby

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watch CNN10 Monday's and have a group discussion afterwards

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Student are comparing lyrics to poetry and finding poetic devices in the songs. They will have to present before the break in their groups.

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https://www.serpinstitute.org/wordgen-weekly
discussions with background establishing and opinion forming.

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We use story boards & mental/brainstorming/ word maps & gallery walks 

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We use story boards & mental/brainstorming/ word maps & gallery walks 

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-Nicole

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I think I learned this in CPM math training but basically you have an argument back and forth on paper but silently - it is fun and quiet and lets people carefully prepare their rebuttal.

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We use weekly readings on real world events going on each week. It is symbol supported readings and has two or three different level readings, along with recipes, games and sight words. There is a lot more to it that I have not yet explored yet.

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We use Passport Voyager during our ELA centers. When we write stories, I am encouraging students to share out, and give positive feedback to their peers. We also use scholastic news once a week.

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We use Passport Voyager during our ELA centers. When we write stories, I am encouraging students to share out, and give positive feedback to their peers. We also use scholastic news once a week.

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-Jessica Nau

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We read a lot of Read Naturally. We have gotten into a routine of creating paragraph retells for each story we read. Helps keep them writing and keep them accountable works across grades and skill levels and teaches a skill too.
Our district curriculum Benchmark Advanced also has "Reader Theatre" it is great and gets students reading plays aloud and interacting.
-Kelly McBride

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I read short stories, passages, and poems out loud to students, then generate discussions to pick apart character, plot, conflict, etc. It doesn't seem like my students get to hear different types of writing, read with enthusiasm and prosody, enough. So far this year, the students have been very invested in the texts I've selected and it seems to have expanded the texts they have selected for their own pleasure reading. -- Kelly

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We create flip books for each letter for our letters of the month! -Kimmaly Pritchard

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Reflections Study Skills/RSP ELA- Lidia Janeska

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Reflections Study Skills/RSP ELA- Lidia Janeska

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Students read articles, then reflect what they have learned in a paragraph on google classroom.

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SDC 7/8 and RS 8 English- Jessica Selinger

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SDC 7/8 and RS 8 English- Jessica Selinger

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My SDC class has MANY different levels of abilities.  We do many worksheets and Google Slides based on the novels we have read so far.  They are completing an independent reading assignment where they choose a book at their independent reading level, get a reading log signed off by a parent, and create 5 Google Slides.

My RS class is more even in abilities. They have daily entries that include a WOD (word of the day) and a journal write that goes along with it.

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We wrote our first essay in the class with outlines, rough drafts, and revising.

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We write different topics each warm up.

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In our class I use vocabulary as a starting point for writing. Each week I present 5 vocabulary words, we discuss meaning and then I have the class use the words to write a story, or I let them come up to the board and write a sentence using the words. We then correct and edit as a class.

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I am co-teaching in a GE classroom. As far as writing, students have written on modified Cornell notes about plot, characterization, figurative language, conflict, and setting. We discuss this in class after the students write the notes. We pick cards and students give an example of one of the characters and settings etc. The students also are able to listen to audio books of our novels. We are currently working on writing an explanatory paragraph on the theme of our novel, The Graveyard Book. We will be having discussions in class about the theme of the novel, Graveyard Book.

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I use the McGraw-Hill Wonders Reading Curriculum, which has a vocabulary, spelling and writing components.  I also use a variation of the Step Up to Writing program. And I pretty much read with my students daily, and then give them writing prompts and activities that are related to the characters in the story, or the plot or the setting.

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