PLANNING FOR TARGETED & INTEGRATED ELD by Stephania Lenzi

GROUP 1

snlenzi — 2024-04-25 14:37:00 UTC

GROUP 2

snlenzi — 2024-04-25 14:37:27 UTC

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

GROUP 3

snlenzi — 2024-04-25 14:37:38 UTC

GROUP 4

snlenzi — 2024-04-25 14:37:48 UTC

GROUP 1

snlenzi — 2024-04-25 14:38:01 UTC

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.

GROUP 1

snlenzi — 2024-04-25 14:38:09 UTC

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

Skeleton sentence/Sentence Frame

"______ therefore ___________"

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

GROUP 1

snlenzi — 2024-04-25 14:38:16 UTC

Break down into parts
a. Intro Paragraph: Hook and Thesis,
b. Body Paragraphs 1, 2, and maybe 3
c. Conclusion

Identify these parts in different examples.
Practice Specific Parts. For example: writing multiple theses and hooks.

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

Transfer to draft.

GROUP 1

snlenzi — 2024-04-25 14:38:22 UTC

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

B. Using text based evidence, citations.

GROUP 1

snlenzi — 2024-04-25 14:38:28 UTC

Schoolwide implemented grammar practice: Quill.org

Schoolwide implemented reading comprehension: BeAble

Bell Work Proofreading/Text Editing.

CUPS

GROUP 2

snlenzi — 2024-04-25 14:38:43 UTC

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

GROUP 2

snlenzi — 2024-04-25 14:38:49 UTC

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.

GROUP 2

snlenzi — 2024-04-25 14:38:55 UTC

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

GROUP 2

snlenzi — 2024-04-25 14:39:01 UTC

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.

GROUP 2

snlenzi — 2024-04-25 14:39:06 UTC

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

GROUP 3

snlenzi — 2024-04-25 14:39:30 UTC

GROUP 3

snlenzi — 2024-04-25 14:39:36 UTC

GROUP 3

snlenzi — 2024-04-25 14:39:44 UTC

GROUP 3

snlenzi — 2024-04-25 14:39:56 UTC

GROUP 3

snlenzi — 2024-04-25 14:40:04 UTC

GROUP 4

snlenzi — 2024-04-25 14:40:15 UTC

Visual Aids

Diagrams

Break down process into smaller, manageable steps

Circle one, underline two

GROUP 4

snlenzi — 2024-04-25 14:40:22 UTC

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"

GROUP 4

snlenzi — 2024-04-25 14:40:36 UTC

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

GROUP 4

snlenzi — 2024-04-25 14:40:44 UTC

Anchor charts to remind of conventions.

Ex: spelling, punctuation etc.

GROUP 4

snlenzi — 2024-04-25 22:37:33 UTC

Provide outline of how essays are written