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What's the Best That Could Happen? - Chapter 2 by Debbie Miller

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What's the Best That Could Happen? - Chapter 2 by Debbie Miller

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Workshop Model as a Structure for Assessment

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Workshop Model as a Structure for Assessment

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Kylene Beers - Why Kids Need to Read More

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Educators - when asked why kids need to read more, here are 9 researched-based answers to give.

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Educators - when asked why kids need to read more, here are 9 researched-based answers to give. https://t.co/3QHtmHBw4Y

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Don’t miss what’s happening

People on Twitter are the first to know.

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Educators - when asked why kids need to read more, here are 9 researched-based answers to give. pic.twitter.com/3QHtmHBw4Y
— Kylene Beers (@KyleneBeers) February 20, 2017

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Educators - when asked why kids need to read more, here are 9 researched-based answers to give. https://t.co/3QHtmHBw4Y

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Educators - when asked why kids need to read more, here are 9 researched-based answers to give. https://t.co/3QHtmHBw4Y

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Educators - when asked why kids need to read more, here are 9 researched-based answers to give.

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So What Do They Really Know - Chapter 4 by Cris Tovani

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So What Do They Really Know - Chapter 4 by Cris Tovani

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Workshop Model to Make Learning Personalized and Customized - Teaching Channel Video

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Workshop Model to Make Learning Personalized and Customized - Teaching Channel Video

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ELA.RI.9-10.1

Common core State Standards

ELA: English Language Arts

RI: Reading Standards for Informational Text 6-12

9-10: 9th & 10th Grades

1:
Cite strong and thorough 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)

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ELA.RI.9-10.2

Common core State Standards

ELA: English Language Arts

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

9-10: 9th & 10th Grades

2:
Determine a central idea of a text and analyze its development over the course
of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.

Download Common Core State Standards (PDF 1.2 MB)

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ELA.W.9-10.2d

Common core State Standards

ELA: English Language Arts

W: Writing Standards 6-12

9-10: 9th & 10th Grades

2d:
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information to
make important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful to
aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience'\x80\x99s knowledge of the topic.

c. Use appropriate and varied transitions to link the major sections of the text,
create cohesion, and clarify the relationships among complex ideas and
concepts.

d. Use precise language and domain-specific vocabulary to manage the
complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or
the significance of the topic).

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. How does Mr. McComb use success criteria to help students be more self-directed in their learning while making progress towards the standards?

2. What structures and supports does Mr. McComb have in place to ensure students are engaged and productive during the workshop?

3. How does Mr. McComb formatively assess students during and after the the workshop?

School Details

Patapsco High & Center For Arts
8100 Wise Avenue
Dundalk MD 21222

Data Provided By:

Teachers

English Language Arts / 9 10 11 12 / Teacher

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Making Learning Personalized & Customized

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Sean McComb engages his students in a workshop model in order to provide personalized and customized learning. Students are working on social justice projects that involve research, blog writing, and creative writing on topics of their choices. During class, students work at stations based on where they are in their projects.

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The Workshop Model for Differentiated Instruction - Teaching Channel Video

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The Workshop Model for Differentiated Instruction - Teaching Channel Video

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Discussion and Supporting Materials

Thought starters

1. How would you describe the teacher's role in this classroom?

2. In what ways does this lesson illustrate differentiated instruction?

3. How does the Workshop Model help the teacher address his students' various learning needs?

School Details

Shaw Middle School
4106 North Cook St
Spokane WA 99207

Data Provided By:

Teachers

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Students in Mr. Allen's 7th grade English Language Arts classroom work on a persuasive writing unit using the Workshop Model. Some students work on completing an editorial while others develop an advertising campaign. In this highly differentiated classroom, the teacher works with individual students and small groups to meet them where they are at in the assignment.

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Reading Every Single Day by Hudson and Williams

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Reading Every Single Day by Hudson and Williams

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Time for What Matters by Gretchen Schroeder

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Time for What Matters by Gretchen Schroeder

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Science is Thinking - Chapter 3 by Wendy Hoffer

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Science is Thinking - Chapter 3 by Wendy Hoffer

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Minds on Math - Chapter 1  by Wendy Hoffer

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Minds on Math - Chapter 1  by Wendy Hoffer

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Writing Workshop Chapter 1 by Ralph Fletcher

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Writing Workshop Chapter 1 by Ralph Fletcher

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That Workshop Book - Chapter 1 by Samantha Bennett

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That Workshop Book - Chapter 1 by Samantha Bennett