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Milestones ELA Practice--grade specific 

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Milestones ELA Practice--grade specific 

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--Swigart

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GMAS Practice Tests and Sample Questions | Free Diagnostic Test - Math & ELA | Lumos Learning

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Take the Free 15-min GMAS Diagnostic Test for Math and English Language Arts to measure GMAS assessment readiness of students. Try it now! Also, get access to FREE GMAS practice tests and sample questions. Updated for 2021 – 2022 GMAS assessment practice

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--Swigart

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Milestones ELA Practice:  Grade Specific

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Milestones ELA Practice:  Grade Specific

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--Swigart

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--Swigart

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Great for ELA Look For's...

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What the Balanced Literacy Classroom looks like in MS

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What the Balanced Literacy Classroom looks like in MS

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---Swigart

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Welcome to Part 2 of our Character Study!

You can read up on Part 1 HERE!

Our Analyzing Character Unit is in FULL swing in our classroom.

We started by discussing the different types of characters in our books. Since we've had many read alouds and read a lot of mentor texts this year, it was easy to refer back to stories we've read together as a class.

Once students were familiar with the different types of characters, we went more in-depth with personality traits and physical traits. To demonstrate these concepts, we read the story Boundless Grace, which is a phenomenal mentor text for not only character traits but for character change as well!

Since I teach 5th graders, we took traits to another level and discussed how authors may come out and explicitly tell you about a character's personality and/or physical traits, but often times does not. Instead, you have to infer these traits from a character's actions, dialogue, thinking, etc.

Studying character traits lasted a few days and I met with groups to re-teach, review, and enrich. I used task cards to give groups some quick and easy practice to help with these concepts. The task cards include a short passage that describes a character. Students have to decide which character trait the character is showing in each short passage.

Switching it up now and then can be very beneficial for your groups. If students are struggling with reading and comprehension, the idea of inferring character traits may seem overwhelming to them. By providing my students with these short passages to infer character traits, they had the opportunity for extra practice and felt less overwhelmed with the task.

For a quick (and FUN HALLWAY DISPLAY) formative assessment on physical and personality traits, we completed these Open Mind Profiles which show the inside of our character's brain.

After a few days of reading different mentor texts and both analyzing and inferring traits, we then moved into character change.

I went back to our original mentor text of Boundless Grace to make those meaningful connections with my students. Together, we made this anchor chart, highlighting the changes the main character in the story goes through.

Even though we created this anchor chart together, I also had students work on their own graphic organizers (they did these on their own first). Once students finished their own, they shared some of their understandings out loud.

This book is also great because so many of my students can connect to the character's problem in the story. Essentially, this is what we want our readers to do, isn't it? Not only comprehend and see the character change, but to also take away the "bigger picture" or message and apply it to their own lives?

Finally, to assess my students' understanding at the completion of the unit, I gave them a quick reading passage and assessment.

Next, we will start to explore the concept of character conflicts. We will learn about the different type of character conflicts in order to prepare for our next unit on plot.

All of the posters, over 10 graphic organizers, activities, task cards (and much more) can be found HERE in my Analyzing Characters Pack! Click the button below to check it out!

Grab a copy of Boundless Grace to use in your own classroom!

Do you need more passages to help you teach character analysis? Check out my Characters: Differentiated Reading Passages and Questions resource. I provide teachers with 10 differentiated character reading passages. Each passage has five short answer questions for students to analyze characters. Click or the button below to check them out. If you download the preview, you can see the entire resource.

I wrote a blog post on Inferring Character Traits Through Dialogue (Plus a Free Graphic Organizer). Click HERE to check it out!

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Character Study Part 2: Character Traits, Character Change, and More

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Welcome to Part 2 of our Character Study! You can read up on Part 1 HERE! Our Analyzing Character Unit is in FULL swing in our classroom. We started by discussing the different types of characters in our books.

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8th GRADE ---Swigart

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The easiest way to follow your favorite blogs

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Anchor Charts for Teaching Close Reading for PAIRED TEXTS--

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Anchor Charts for Teaching Close Reading for PAIRED TEXTS--

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--Swigart

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Lesson Plans on Connotation:  Effective Word Choice

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Lesson Plans on Connotation:  Effective Word Choice

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[LOTS OF GOOD INFORMATION on other standards found on this site.]  --Swigart

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How the 6+1 TRAIT Model Improves Students' Writing

In 6+1 Traits of Writing: The Complete Guide: Grades 3 and Up, I outline how the 6+1 TRAIT model is more than an approach to teaching and assessing writing. It's a vocabulary that teachers use to describe their vision of what good writing looks like-any kind of writing. Whether it's a story about a quirky music teacher, an essay on the effects of global warming, or a persuasive piece on why Harry Potter books should be in every school library, certain characteristics-or traits-make the writing work: ideas, organization, voice, word choice, sentence fluency, conventions, and presentation. Using the language of the 6+1 TRAIT model in our assessments gives us a shared vocabulary for speaking about and working with texts that students create.

The 6+1 TRAIT model is also form of analytic assessment, a method of looking at the main characteristics of writing and assessing them independent from one another. From its early conception to its present form, this model has provided classroom teachers with a powerful tool for communication about writing performance, one that far exceeds the limited information a single grade or score provides. By clearly defining the qualities of good writing, and helping teachers use that knowledge in the classroom, the model ensures that students receive useful feedback to improve their writing as it develops.

Student writing improves when the traits are used in a systematic way in the classroom and throughout the school. We must build curriculum that maintains a shared view of what "good" writing looks like that remains constant throughout the school years, K to 12. If expectations for students' work keep building one year to the next, based on the same core criteria, we save valuable time reviewing and revising curriculum, which allows infinite opportunities for growth.

All writers need specific and direct feedback on their work, regardless of their stage of development. It's important to explain to writers, or help them discover for themselves, the reasons a piece is or isn't working and what to do about it. For those who have done a fine job, we want to realize that this is more than a happy accident, and that by recognizing the traits of success in their work, they can do it again and again. For those who are struggling, we want them to understand that writing is hard, but if they know what they are shooting for and have consistent and honest feedback, their work will improve with every attempt-and that's no accident, either.

To learn more about 6+1 Traits of Writing: The Complete Guide: Grades 3 and Up, you can purchase the book .

About the author:

Ruth Culham, Ed.D., has published more than 40 best-selling professional books and resources with Scholastic and the International Literacy Association on the traits of writing and teaching writing using reading as a springboard to success. Her steadfast belief that every student is a writer is the hallmark of her work. As the author of Traits Writing: The Complete Writing Program for Grades K-8 (2012), she has launched a writing revolution. Traits Writing is the culmination of 40 years of educational experience, research, practice, and passion.

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6+1 Traits of Writing: The Complete Guide: Grades 3 and Up

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In 6+1 Traits of Writing: The Complete Guide: Grades 3 and Up , I outline how the 6+1 TRAIT model is more than an approach to teaching and assessing writing. It's a vocabulary that teachers use to describe their vision of what good writing looks like-any kind of writing.

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Theme or Central Idea, Character & Plot in a TEXT..

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Theme or Central Idea, Character & Plot in a TEXT..

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GRADE 8:  great for small group instruction --You could house this in your google classroom.
--Swigart

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Get to the Point!

Let's start out by imagining a situation. Here's a teen girl, Lisa, talking to her mother. She says things like, 'Come on mom, everybody has one.' 'You'll be able to keep track of me. I'll actually be safer with one,' and 'It has a calculator on it, so I can use it in math class.' Lisa's mom says, 'Just get to the point!'

Lisa is trying to convince her mother to buy her a smartphone. The central idea, or main point, of her argument could be simply stated as, 'I would like for you to buy me a smartphone.' The central idea isn't hard to figure out, especially when you think of how important central ideas are to our everyday communication.

Well, literature has central ideas, too. Stories, novels, plays, and poems all have themes, ideas about life that the author is trying to express. Let's start figuring out themes by looking at some stories that you've grown up reading.

Finding Theme in Fables

A great place to start when you're thinking about themes is with fables. Fables are short stories, usually about talking animals, that teach a lesson. Since fables teach a lesson, you know they have a theme; after all, themes are really just lessons about life!

Think back to that classic, The Tortoise and the Hare. In that famous story, you have a rabbit and a turtle racing each other. The turtle just clonks along, one foot in front of the other, while the rabbit runs as fast as, well, as fast as a rabbit! The rabbit brags a lot, stops to mock the turtle, and eventually gets so far ahead that he takes a nap. While he's napping, the turtle passes him and crosses the finish line.

You know the moral of the story, 'Slow and steady wins the race.' The author is trying to express an idea about life - that it's better to be humble and persistent than to be arrogant and rush through things. Since that's an idea about life expressed by the author, that's the theme of the fable.

Here's another one: the fable of The Lion and the Mouse. Big, bad lion catches a mouse, but decides to let him go rather than eat him. Later, when hunters have trapped the lion, the mouse sneaks up, gnaws through the ropes, and sets the lion free. Aesop, the author of the fable, stated that the theme of this fable is, 'Little friends may prove great friends.' He just means don't underestimate people; even someone small can be a big help in the right situation.

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how to find the theme or central idea - video & lesson transcript | study.com

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How to Find the Theme or Central Idea - Video & Lesson Transcript | Study.com

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Let's start out by imagining a situation. Here's a teen girl, Lisa, talking to her mother. She says things like, 'Come on mom, everybody has one.' 'You'll be able to keep track of me. I'll actually be safer with one,' and 'It has a calculator on it, so I can use it in math class.'

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Great for Struggling Readers
--Swigart

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I am currently working on my Masters. One of my projects for a class was to create this HUGE unit using the Understanding By Design Backward Planning Model. I decided to create a unit about inferencing because this is an area I struggled with last year and was not really pleased with how I pulled it all together.

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A Figurative Language & Poetic Devices Activity...

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A Figurative Language & Poetic Devices Activity...

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Using Katy Perry's OLD song--FIREWORK...
--Swigart

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Using Movie Clips & Commercials--
--Swigart

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It's a CATCHY tone--gotta love that!
--Swigart

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Using the movie FROZEN to teach it... --Swigart

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Over the past few weeks, my class has been reading novels with Multiple Perspectives. I've been reviewing some basic story elements, and then trying to tie in some heftier topics with Mood and Tone.

We focused on these tricky elements last week. I used a lot of videos to get my students to recognize that the mood is set by the reader, and the tone is set by the writer. One of the lessons we really liked was watching a Mary Popping video, and then watching "the flip side" or Scary Mary. I first taught this lesson last year and used these two videos:

This is the original trailer from 1964.

We discussed the mood and tone that was created by the scenes the wrtiers chose, along with the music that was played. Next I showed my students this video:

I thought it was pretty cool, that someone had created the same idea with Disney's Frozen. This movie was so popular this year. Even though they are older, my smarties love to "hate" this movie.
So, if you are trying to get this difficult point across, you can also use these videos:

and then the SCARY Frozen version

Do you want to build a snowman? I love that line.
To do a quick formative, and see if my students "GOT IT,"
I had them figure out the mood and tone of their novels and write a summary paragraph. Then, I asked them to FLIP IT and find a section of text that they could use to portray a totally different mood and tone.
It was really cool to read and listen to their paragraphs.
They loved this idea, and I would LOVE a few more ideas for teaching mood and tone. Share your thoughts!

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Over the past few weeks, my class has been reading novels with Multiple Perspectives. I've been reviewing some basic story elements, and then trying to tie in some heftier topics with Mood and Tone. We focused on these tricky elements last week.

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GREAT FOR SIXTH GRADE
--Swigart

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Welcome to Georgia Classrooms Live! - The Role of Evidence in Writing

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Using Data & Writing a Constructed Response 

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Using Data & Writing a Constructed Response 

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Leadership Traits: GREAT For 7th GRADE
--Swigart

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Georgia Classrooms Live! - Intersection of Literacies

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A QUICK VIDEO to show You how TO register students for Your CLASS on NEWSELA...

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A QUICK VIDEO to show You how TO register students for Your CLASS on NEWSELA...

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--Swigart

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This simple tutorial shows teachers how to create a class at newsela.com.

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Great for Constructed Responses ---Swigart

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Examples of a Constructed Response using RACE 

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Examples of a Constructed Response using RACE 

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"click" on the pictures to make the text bigger...
--Swigart

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Oh, how happy I am to be your English Language Arts teacher! This week was fun for many reasons. First, our Word of the Week was superlative which is a super over-the-top word. Remember to use the word superlative in conversation or in writing in the next seven days!

[Click any image on this page to enlarge it.]

Another cool thing about Language Arts this week was learning how to answer text-based questions thoroughly. We learned a handy "recipe" for making sure our answer is complete and convincing.

Here is an example...

Every month we will practice our text-based responses, so by the end of the year you'll all be experts! This skill will come in handy in all courses from now, through college... and beyond.

Here is a peek at my ELA Notebook.

The ELA printables should be added, along with your "Word Work" activity.

Sign up for a Newsela account (check k-mail for our class code).

Watch this R.A.C.E. Strategy presentation on Prezi. Read through the information and enlarge the text as needed (the zoom icon is on the right). Answer the questions thoroughly in your ELA Notebook.

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Oh, how happy I am to be your English Language Arts teacher! This week was fun for many reasons. First, our Word of the Week was superlative which is a super over-the-top word. Remember to use the word superlative in conversation or in writing in the next seven days!

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--Swigart

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Plot, Setting, Conflict, Character, Theme 

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Plot, Setting, Conflict, Character, Theme 

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Flocabulary Video of the 5 THINGS
--Swigart

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Flocabulary teaches about the 5 elements of the short story in this song. That's plot, character, conflict, theme and setting. For more educational hip hop, visit flocabulary.com .

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--Swigart

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Plan better lessons for your students in critical subjects such as algebra, reading comprehension, and the life sciences with free resouces from world-class teachers.

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STRATEGIES
--Swigart

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ReadingStrategiesVsSkills.pdf

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Using Writing Lists to Teach Narrative, Informational, & Argumentative... --Swigart

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List writing is a great way to get better, more authentic writing from your students. It's a perfect activity to incorporate in to your writer's notebook practice or any writing class you teach. Writing from Lists products available here: https://www.teacherspayteachers.com/Store/Musings-From-The-Middle-School/Category/Writing-from-Lists-272844

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vocabulary development
--Swigart

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Students in Katie Langlois’ class examine the vocabulary found in the Gettysburg Address. Working in groups, each student got different clues about vocabulary words. The groups worked together to figure out which vocabulary words the clues referred to.

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Close Reading  --Swigart

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promotes critical thinking
--Swigart

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Analyzing & Adapting Texts
--Swigart

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Author's Purpose: Analyzing & Adapting Texts

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High School English lesson about analyzing text, and a speech in particular. This video shows a 2 day lesson where students analyze, adapt and deliver a choral reading of a speech. Correlates with Common Core for ELA.

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GREAT FOR ALL GRADES...
--Swigart

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PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

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Discussion and Supporting Materials

Thought starters

1. How does this routine activate background knowledge?

2. Why does Ms. Ugalde include a frame in her circle map?

3. How can you adapt this strategy for use in different contexts?

School Details

Amanecer Primary Center
832 South Eastman Avenue
Los Angeles CA 90023

Data Provided By:

Teachers

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Second grade teacher Tita Ugalde uses a circle map as a way to help her students organize their thoughts. Tita has students share what they know about soil and writes that information at the center of the map. Around the map, Tita draws a frame where students write where they could find more information about soil.

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--Swigart

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ELA.W.9-10.6

Common core State Standards

ELA: English Language Arts

W: Writing Standards 6-12

9-10: 9th & 10th Grades

6:
Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technology'\x80\x99s
capacity to link to other information and to display information flexibly and
dynamically.

Download Common Core State Standards (PDF 1.2 MB)

|

ELA.W.11-12.6

Common core State Standards

ELA: English Language Arts

W: Writing Standards 6-12

11-12: 11th & 12th Grades

6:
Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback,
including new arguments or information.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. What skills do students gain by using Google Docs?

2. How does Ms. Wessling foster the development of these skills?

3. Imagine using Google Docs in your classroom. What issues might arise?

4. How could you address those issues?

School Details

Johnston Senior High School
6501 Northwest 62nd Avenue
Johnston IA 50131

Data Provided By:

Teachers

English Language Arts / 10 11 12 / Teacher

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High School ELA teacher Sarah Brown Wessling has her students use Google Docs when writing collaboratively. Sarah talks about how she teaches students to navigate the collaborative writing process and learn the etiquette of Google Docs. When students share their Google Docs with Sarah, she is able to assess their progress and leave comments for her students.

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Little Notes for BIG discussions...
--Swigart

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ELA.SL.5.1a

Common core State Standards

ELA: English Language Arts

SL: Speaking and Listening Standards K-5

5: 5th Grade

1a:
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and
texts, building on others' ideas and expressing
their own clearly.

a. Come to discussions prepared, having read
or studied required material; explicitly draw
on that preparation and other information
known about the topic to explore ideas under
discussion.

b. Follow agreed-upon rules for discussions and
carry out assigned roles.

c. Pose and respond to specific questions by
making comments that contribute to the
discussion and elaborate on the remarks of
others.

d. Review the key ideas expressed and draw
conclusions in light of information and
knowledge gained from the discussions.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. How does this strategy enrich discussion?

2. What is the difference between the Post-it strategy and traditional note-taking?

3. How could you use this strategy to encourage reluctant students to participate?

School Details

Stevenson Elementary School
14220 Ne 8th St
Bellevue WA 98007

Data Provided By:

Teachers

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Post-its: Little Notes for Big Discussions

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Fifth grade teacher Stacy Brewer has her students use Post-its to take notes on a text in preparation for class discussion. Stacy explains how this strategy helps students remember what stood out to them when reading. After taking notes with Post-its, students come together to discuss the text.

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Graphics for Kids...
--Swigart

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--Swigart
This shows you how to introduce theme at deeper levels with your students...

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Using Non-Fiction Texts to go along with THE GIVER

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Using Non-Fiction Texts to go along with THE GIVER

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FOR 7th GRADE TEACHERS...
--Swigart

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Newsela is an Instructional Content Platform that supercharges reading engagement and learning in every subject.

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Using task cards for small group instruction to teach the difference between the two...
--Swigart

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Summarizing Techniques:  Great for Closings!

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Summarizing Techniques:  Great for Closings!

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--Swigart

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THE MYSTERY TRASH...
--Swigart

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A Model Lesson: Making Inferences Jennifer Jones - "As an instructional coach, one of my main responsibilities is to provide model lessons that demonstrate best practices, specific techniques and the understanding of content. The following is a model lesson on making inferences and was provided at the request of a third grade teacher."

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Creating a Writer's Workshop in Your Own Classroom:  

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Creating a Writer's Workshop in Your Own Classroom:  

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--Swigart

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Ways to Teach Academic Vocabulary:     --Swigart

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Ways to Teach Academic Vocabulary:     --Swigart

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Robert Marzano--amazing!

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Marzano 6 Step Vocabulary Process | DL Cheat Sheet at Learning Unlimited

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Tools for Analyzing Literature of Different Genres:  6th grade

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Tools for Analyzing Literature of Different Genres:  6th grade

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--Swigart

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Follow these simple steps to find online resources for your book.

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Tools for Analyzing Literature of Different Genres:  8th grade

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Tools for Analyzing Literature of Different Genres:  8th grade

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--Swigart

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ClassZone - McDougal Littell Literature, Grade 8

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Tools for Analyzing Literature of Different Genres:  7th grade

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Tools for Analyzing Literature of Different Genres:  7th grade

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--Swigart

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ClassZone - McDougal Littell Literature, Grade 7

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How to DO small group?  First, set the norms...

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How to DO small group?  First, set the norms...

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--Swigart

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Effective Small Group Differentiated Instruction

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Wordle:  useful to illustrate a "word cloud" for your students of vocabulary from TEXT

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Wordle:  useful to illustrate a "word cloud" for your students of vocabulary from TEXT

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--Swigart

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wordle Is a website that combines vocabulary for all types of clouds in both Thai and Thai languages

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HOME - wordle Is a website that combines vocabulary for all types of clouds in both Thai and Thai languages

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Wordle is a wizard. "word cloud" from text as typed by the user The prominence of the cloud depends on the words that appear frequently in the original text. which can customize the characters according to the desired style, such as fonts, layout styles and font color Images created through Wordle can be used in...

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Some Strategies for you to use
--Swigart

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BACKGROUND
Direct instruction of vocabulary can help students learn enough words to become better readers, and becoming a better reader can in turn help students learn even more vocabulary. So how do we teach students to learn or acquire new vocabulary? Research suggests that vocabulary instruction should include the following components: definitional and contextual information about a word; multiple exposures to a word in different contexts; and encouragement of students' active participation in their own learning of the new words.1 Here are 15 vocabulary activities that you can integrate into your classroom starting tomorrow!

1. Stahl, 30; Texas Reading Initiative, 20.