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In Amy Kitchel's class, Amy refuses to accept a student response that doesn't include evidence. "How do you know that?" "Where does it say that in the text?"

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In Amy Kitchel's class, Amy refuses to accept a student response that doesn't include evidence. "How do you know that?" "Where does it say that in the text?"

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When evaluating a fiction summary, I tell students to look for a lesson learned at the end of the MC. BME is not enough. BMEL is the way to go!

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When evaluating a fiction summary, I tell students to look for a lesson learned at the end of the MC. BME is not enough. BMEL is the way to go!

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Using Somebody Wanted But So Then (SWBST)

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Using Somebody Wanted But So Then (SWBST)

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Somebody - who / what?
Wanted - needs, desires, etc.?
But - main conflict or struggle
So - events
Then - resolution, lesson learned, etc

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At Southside in Byrd & White's class, text evidence looks like this: 

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At Southside in Byrd & White's class, text evidence looks like this: 

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"I know this because on page _ the text says"
"From the reading, I know that"
"On page _ the text says"

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Using ACE (answer, cite, explain) and having student highlight where in the text they found the info to help them explain their answer.

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Thesis: does it answer the prompt? Do you have two strong reasons that you can talk about? I always tell them that they need to be careful about not picking reasons that are too similar. 

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Thesis: does it answer the prompt? Do you have two strong reasons that you can talk about? I always tell them that they need to be careful about not picking reasons that are too similar. 

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Similar to Amy, I no longer accept answers without TE. If their answer is incorrect, I point out what part of the text they need zoom in on to help identify the TE to guide them to correct answer.

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As a Do First on writing days, I have students identify the different parts of the essay (like a Hook, Thesis, Evidence...) and grade them. Students have to give rationale for their grading as well.

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I've been trying to push students to highlight text evidence that supports their answer since they will have the highlighter tool on STAAR too

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I've been trying to push students to highlight text evidence that supports their answer since they will have the highlighter tool on STAAR too

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How to for Revision

1.Read the question

2.Breakdown keywords/find the revising goal (what the question wants you to do)

3.Go back and read the specific line/paragraph in question

4.Plug each answer choice back into the paragraph

5.Use process of elimination to BEST match revising goal

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I have students annotate at least 1-3 sentence summary after every 2-3 paragraphs.

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write me one sentence after each paragraph

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I have students do #mainidea (who + what) every paragraph or so on a separate piece of paper if it is on the computer 

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I have students do #mainidea (who + what) every paragraph or so on a separate piece of paper if it is on the computer 

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After going over the objectives we create text codes that go along with our objectives. Usually for the 5 W's

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Draw Feature in Word Doc and I circulate track annotations, searching for keys words

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Draw Feature in Word Doc and I circulate track annotations, searching for keys words

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I think annotating for key ideas needs to be separate for different genres-

Non-fiction (main idea after each paragraph), fiction (characterization, major plot elements)

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After underlining important details, I ask them: What do these details all have in common? That's your key idea!

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Students highlight the most important details of the paragraph as they read. Then they write the main idea underneath the paragraph, and they have to utilize what they highlighted in their response (makes them focus on the actual text instead of memory)

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At Southside in Byrd and White's class, for summaries we look for:- The 5 W's (Who, what, when, where, why) - We CAN add how as well.- Summaries should paint a narrative (clear, concise, and have important key ideas)

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At Southside in Byrd and White's class, for summaries we look for:- The 5 W's (Who, what, when, where, why) - We CAN add how as well.- Summaries should paint a narrative (clear, concise, and have important key ideas)

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In One Note, we color code the 5 W's (who = yellow, when = green, etc) and have them identify the 5 Ws with the different highlights and have them write a key idea sentence based on the 5 W's they identified in every 1-2 paragraphs.

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When I have a day for inferences, I have them practice with a "mini mystery" story where they have to highlight clues (TE) and figure out whodunnit.

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Another strategy I have seen is to turn the subtitle into a question, and the main idea must answer the question.