Evaluate Q3 Essential Learnings by Ms. Gilley https://padlet.com/gilleyme/bxpu9xcpzxey Look at the Q3 essential learnings and then answer the following questions! All of your responses can be in one post- just number them 1-4. 1. What is it we want our students to learn? 2. How will we know if each student has learned it? 3. How will we respond when some students do not learn it? 4. How can we extend and enrich the learning for students who have demonstrated proficiency? 5. What do you feel was essential to keep for next year? 6. What do you feel was a "nice to know" rather than a "need to know"? en-us 2017-05-16 14:54:33 UTC 2017-05-17 14:06:10 UTC hello@padlet.com Crouch croucht1 https://padlet.com/gilleyme/bxpu9xcpzxey/wish/172220658 1.     What is it we want our students to learn?
Students should be able to recognize, identify, and analyze all parts of an argument essay along with a thesis statement. They should be able to duplicate these elements in their own argumentative writing. This would include thesis statements, leads, types of evidence, transitional words, formal style vs. informal style, and structures.
2.     How will we know if each student has learned it?
Students will demonstrate an understanding of all skills if they can recognize and identify parts of an argument essay in others’ writings, create them in their own writing, and be able to edit or enhance their peers’ writings.
3.     How will we respond when some students do not learn it?
Students will gain help by small groups, teacher led centers, peer support, additional practice, and helping others.
4.     How can we extend and enrich the learning for students who have demonstrated proficiency?
Students can be enriched in these skills by debating, role playing, answering scholastic articles, or writing a complaint letter.
5.     What do you feel was essential to keep for next year?

Students need to continue using POW TIDE, AIMS, mentor text for good examples, and supporting claims with solid and relevant evidence. They should be able to evaluate other arguments in speech forms.

6.     What do you feel was a “nice to know” rather than a “need to know”? My students need more help on deciding what was relevant vs. irrelevant evidence. This would need to be a few lessons on how to determine what is needed to make your argument strong. Additionally, breaking down the paragraph into small sections with each part needs to be in smaller chunks for them to be successful. Nice to know – comparing and contrasting text of different forms of genres and argue which author did a better job.

]]> 2017-05-17 00:23:02 UTC https://padlet.com/gilleyme/bxpu9xcpzxey/wish/172220658 Davis https://padlet.com/gilleyme/bxpu9xcpzxey/wish/172301113 1. What do we want our students to learn? Students will be able to break down the pieces of an argument to show how they support the thesis statement. They will also be able to use their skills to construct and argument essay. They will be able to read and connect both literary and informational texts.   2. How will we know if each student has learned it? We will be able to analyze their verbal and written responses for bell work, daily assignments, quizzes, writing assignments, and CSA data.
3.How will we respond when some students do not learn it? Small group intervention, individual practice, peer tutoring, teacher lead group sessions, possible whole class reteaching if necessary.
 4. How can we extend and enrich the learning for students who have demonstrated proficiency? By allowing these students to assist through peer tutoring, and incorporating enrichment activities such as deeper small group discussion or debate, free writing to deepen their opinions and other activities.
5. What do you feel was essential to keep for next year?
We should keep the strong writing instructional emphasis with POW TIDE, AIMS, and mentor texts. I feel they need more exposure to speeches as a form of argument.
6. What do you feel was a "nice to know" rather than a "need to know"?
I need to build in more peer review and analysis next year. I also think

]]> 2017-05-17 11:38:57 UTC https://padlet.com/gilleyme/bxpu9xcpzxey/wish/172301113 Tischer https://padlet.com/gilleyme/bxpu9xcpzxey/wish/172309406 1.We wanted each student to be able to analyze an argument and support his/her analysis with evidence and a logical explanation. We also wanted our students to be able to construct a strong argument through logical reasoning and strong evidence.

2. We measured students' writing ability using the State rubric, students also showed mastery through their explanations as well as on assessments.

3. We will respond through further modeling and practice, RTI, and support in the sub-standards 

4. Students can take their learning and apply it to real world situations; students can be used as peer tutors/teachers

5.  I felt that each of the standards we taught third quarter was essential. The standards were great for supporting students in further developing their writing and analyzing skills. The way we broke down each standard was not only helpful for me in my teaching, but was also beneficial for my students. I loved engaging the students through the Spongebob Trial, and I thought using the texts in the textbook was actually helpful for students because they directly targeted the standards.

6. One standard we spent a lot of time, which was very nice to know and has helped me as a teacher, was author's point of view. This of course is important for students to understand, but may not be as important as the other standards.]]> 2017-05-17 12:28:52 UTC https://padlet.com/gilleyme/bxpu9xcpzxey/wish/172309406 Gilley gilleyme https://padlet.com/gilleyme/bxpu9xcpzxey/wish/172321014 1. We wanted students to construct an argument logically and with relevant evidence and explanations. In addition, we wanted students to delineate claims made in various texts and analyze how the claims were supported.
2. Students were able to accurately state an author's claim from nonfiction texts when reading. Students were able to logically organize an argument with relevant evidence from provided texts and explain how the evidence supports the claim. We used the state rubric to determine their success and make changes based on this.
3. For intervention, we responded with reteaching, modeled/guided instruction, feedback, simple clarifications, paraphrasing instructions, less complex texts, etc.
4. For enrichment, students who clearly demonstrated proficiency became peer tutors and were able to peer edit and make corrections.
5. As far as Essential Learnings and what standards are necessary for 6th graders to learn- I believe that it's essential to keep the argument writing standards. As far as activities and connections that are essential, I'd consider doing a better job at having students understand how this is a life skill to help make personal connections to the standard (more experiences like SpongeBob trials but realistic). I'd also say that arguing which author provided the stronger argument is an essential skill. In life, students must know who is bias one way and what type of evidence and persuasive techniques the writer is using to lure the reader into supporting their claim. In addition, the assessment students were given were of two speeches where students had to make a decision on who they had to vote for and why. This is what we do for presidential candidates, so this is a great life lesson.
6. We had the speaking and listening standard of presenting an argument as essential, but I think this is a "nice to know." Students must climb a ladder and the first step is constructing a written argument and then providing a verbal argument. Therefore, this could be enrichment and "nice to know." ]]> 2017-05-17 13:19:56 UTC https://padlet.com/gilleyme/bxpu9xcpzxey/wish/172321014 Bonds https://padlet.com/gilleyme/bxpu9xcpzxey/wish/172324991 1.  We wanted our students to be able to write an argument essay with evidence to support their claims. They also needed to be able to pull evidence from literary or informational texts to support analysis, reflection, and research. They were to interpret information from different media and formats and analyze it. They had to be able to determine if a speaker's claims were supported by evidence or not. Student also had to give a presentation using set criteria.
2.  If the students were able to write an argument essay which followed the state rubric. Students were also asked to show evidence and explanations for arguments on tests, guided practice activities, and on Moby.  
3.  Students were given time during RTI with me to practice this more. Students were also allowed to argue about something that was really important to them which helped them apply it to life. Oral student debates also helped the students make connections between oral and written argument.  
4.  The students could write and argument piece to be published in the Daily News Journal or Class newspaper.  Students could research legislation that seems important to them and write an argument to state or local government.
5. I really liked everthing we used this year and feel like it was really effective. The students love the Sponge Bob activity and maybe find something else similar to this to use for RTI.
6.  I think it was all pretty important. I may use shorter mentor texts to analyze and do it more frequently.]]> 2017-05-17 13:33:50 UTC https://padlet.com/gilleyme/bxpu9xcpzxey/wish/172324991