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Students must know words/terms (modified Frayer), I say, you say; use new terms in a sentence, small group discussions on synonyms, flash cards, word wall

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Define Cause and Effect

Color Coding

1st: Pre-Highlighted for student and they identify which is cause which is effect.

2nd: Annotate with them.

3rd: Annotate themselves.

4th: Transfer to Multi-Flow Chart.

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1. Provide vocab students can use for specific words, identify common synonyms.

2. Skeleton sentence/Sentence Frame

"______ therefore ___________"

3, Reinforce with independent Quill.org assignments or other practice.

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1. Break down into parts

a. Intro Paragraph: Hook and Thesis,

b. Body Paragraphs 1, 2, and maybe 3

c. Conclusion

2. Identify these parts in different examples.

3. Practice Specific Parts. For example: writing multiple theses and hooks.

4. Utilize Graphic Organizer, Planning Pages or Cheeseburger, to design essay by part.

5. Transfer to draft.

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A. Color Coding Sentences in Body Paragraphs. Yellow - Main Idea, Pink - Cause and Effect/Text Based Evidence

B. Using text based evidence, citations.

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Schoolwide implemented grammar practice: Quill.org

Schoolwide implemented reading comprehension: BeAble

Bell Work Proofreading/Text Editing.

CUPS

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class discussion on topic re: context clues leading to main ideas, small group discussions, more time on new material, walk through annotation before the "you do" stage

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Place terms on the board or word wall so the students can refer back to them so they can (sooner or later) become more self -reliant.

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Help build a "formula" that they can take with them (Hamburger style, or circle webs)

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One method is the "web" format. Circle in middle is main idea, three circles outside have points of main idea, 4-5 csmaller circles outside of the points circles have facts (supporting details) of the points. This creates a visual of 3 paragraphs for the "meat" of the paper.

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Posters showing multiple styles/formats (hamburger/circle web) for getting to the final product desired.

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Visual Aids

Diagrams

Break down process into smaller, manageable steps

Circle one, underline two

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anchor charts w/signal words and kid friendly def.

Teach other ways to find cause and effect other than, "the ground was wet because it rained" " He fell because he slipped on a banana peel"

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Step up to writing format/layout. Ex: Topic sentence, detail, detail, detail, closing sentence (Yellow, red, red, red)

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Anchor charts to remind of conventions.

Ex: spelling, punctuation etc.

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Provide outline of how essays are written