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Students are in the process of recreating their sample argumentative essay with a new topic and on their own. They are just beginning the planning process.

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Students are in the process of recreating their sample argumentative essay with a new topic and on their own. They are just beginning the planning process.

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Students are in the process of recreating their sample argumentative essay with a new topic and on their own. They are just beginning the planning process.

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Students were not given a pretest, but instead, worked as a class to create a student example of what an argumentative essay should look like and the process to get there.

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Students were not given a pretest, but instead, worked as a class to create a student example of what an argumentative essay should look like and the process to get there.

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Students were not given a pretest, but instead, worked as a class to create a student example of what an argumentative essay should look like and the process to get there.

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We used TPCASTT to analyze a tough poem.

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Student extended response from “Dover Beach”

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Student extended response from “Dover Beach”

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High level allusions from classic literature 

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High level allusions from classic literature 

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Using Matthew Arnold’s 1800s poem “Dover Beach” students were pushed to find the deeper meaning behind historical allusions. This was tough for even the highest. Before the lesson I pretested them on a quick read and they didn’t do well BUT after the annotation lesson they got it

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I modeled and we practiced annotating multiple texts. Students got better with close reading. At first I told them what to find but later it became more independent

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All students completed this research assignment but it was geared toward the high-level students so they could extend their comprehension of the novel

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All of the resources shared on the 7th grade padlet have also been shared with the 8th grade.

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This is the student's argumentative paragraph after using the graphic organizer.

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After using the graphic organizer, students wrote their argumentative paragraph.

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To help students understand author's purpose we completed this graphic organizer. It helped to show students how all writing elements work together to determine purpose and tone

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In addition to missing inferencing questions and author's purpose, students in the red also struggled with context clues and word meaning.  We practiced, using small excerpts, determining the meaning of difficult vocabulary.

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Students had to chart their progress on reading comprehension quizzes, keeping note of the types of questions/standards they missed.

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For those who need help with inferencing we are practicing this skill using high level fiction (which students tend to understand better than nonfiction). Then, we will inference with poetry and finally high level nonfiction. I will post photos of student work soon

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Typically the 7th grade and the 8th grade TBTs meet together and then we copy and paste information to this form from the 7th grade form.

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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Students are working on the RACE model and these students were given an outline with sentence starters to help guide their writing.

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Students were given a graphic organizer to help prepare for their writing.

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This group of students had an option to use a graphic organizer. These students were able to properly cite 1 piece of evidence.

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Based on a preassessment, students were divided into 3 groups. This group struggled the most with citing textual evidence.

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This group of students worked on main idea and identifying textual evidence. They were given highlighters to help find the evidence that would support the main idea or claim.

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This group of students were given a more challenging text and they identified the textual evidence that supported the article's main idea. Then, some students explained that connection in the margin.

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Although all students did this, this assignment was to help those in the middle who struggled with author's purpose.

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Students read excerpts from Hemingway's THE OLD MAN and THE SEA and Whitman's poem "When I Heard the Learn'd Astronomer" to work on their inferencing skills.

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This material is a good resource for helping students create stories.