tag:blogger.com,1999:blog-51830841899269064172024-03-13T21:53:34.675-07:00Refining Pedagogysheflairhttp://www.blogger.com/profile/11540572749308243015noreply@blogger.comBlogger12125tag:blogger.com,1999:blog-5183084189926906417.post-65174950084967361022015-01-12T12:44:00.001-08:002015-01-12T12:44:18.245-08:00Designing Reading and Writing TasksTeachers at my school are working to design reading and writing tasks that mimic the ones students will undertake on the PARCC exam, which will engage students in three kinds of reading and writing tasks:<br />
<br />
<ul>
<li>literary analysis task</li>
<li>research simulation task</li>
<li>narrative writing task.</li>
</ul>
I'd like to share some resources that may help teachers select appropriate texts for students.<br />
<br />
<h3>
Determining the Reading Level</h3>
When finding online texts (such as speeches, articles, journals), how can teachers determine the reading level? Here's one simple way:<br />
<ul>
<li>Copy and paste the text into Microsoft Word.</li>
<li>Enable readability statistics (see instructions in photo below).</li>
</ul>
<br />
<ul><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg59YvvdXbyjyeJJhMEP9ClxTMKYfiPB_2hDAB9NNcGWdWKC0szsVdX7dqU9-0gMwFAN6vlDxKEb4DkXmLDTFYxZ-p-ry9epVmvclc8YZd7mFcjHQqC6gJRI6_K6vhrv9ImksQx2lHVIwc/s1600/readability.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg59YvvdXbyjyeJJhMEP9ClxTMKYfiPB_2hDAB9NNcGWdWKC0szsVdX7dqU9-0gMwFAN6vlDxKEb4DkXmLDTFYxZ-p-ry9epVmvclc8YZd7mFcjHQqC6gJRI6_K6vhrv9ImksQx2lHVIwc/s1600/readability.png" height="289" width="640" /></a>
<li>Use the chart below to determine if the Flesh-Kincaid reading level falls within the appropriate grade level band stipulated by Common Core State Standards.</li>
</ul>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnZtaPgEopxyYjWQ6VkjpFf06VyHkOXV0LYALFtiqijP0ksgNsB67IilcxPYY-cRaFvfcFYD_PYalOgA6xUw_kNc-z0rdOeHTjjpvc7fV5WzLqC6C7GMKTnYEsRrvRym5x7w3acDBVXJI/s1600/New+Text+Complexity+Bands.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnZtaPgEopxyYjWQ6VkjpFf06VyHkOXV0LYALFtiqijP0ksgNsB67IilcxPYY-cRaFvfcFYD_PYalOgA6xUw_kNc-z0rdOeHTjjpvc7fV5WzLqC6C7GMKTnYEsRrvRym5x7w3acDBVXJI/s1600/New+Text+Complexity+Bands.JPG" height="280" width="640" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnZtaPgEopxyYjWQ6VkjpFf06VyHkOXV0LYALFtiqijP0ksgNsB67IilcxPYY-cRaFvfcFYD_PYalOgA6xUw_kNc-z0rdOeHTjjpvc7fV5WzLqC6C7GMKTnYEsRrvRym5x7w3acDBVXJI/s1600/New+Text+Complexity+Bands.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><br /></a></div>
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<h2>
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<h2>
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<h2>
<br /></h2>
<h2>
Changing the Reading Level</h2>
<div>
How can teachers change the reading level of a text? Check out <a href="http://rewordify.com/">rewordify.com</a>. This FREE site allows teachers to change the reading level of a text, create vocabulary lists, and do some other pretty amazing stuff.</div>
<div>
<br /></div>
<div>
Hopefully, teachers will find these resources helpful.</div>
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Lisa Huffhttp://www.blogger.com/profile/14360638950441468333noreply@blogger.com0tag:blogger.com,1999:blog-5183084189926906417.post-66264607661015911852014-08-28T06:52:00.001-07:002014-08-28T06:52:40.771-07:00Arkansas ASCD<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_muGQajduZnQmv8HI5miTeJLi4Cdgul3RM1g4fgyNZntgxxMowYtaK-DLBf1htFKJJ7_aEWgo55MqapN1WuJBhnxw6huGeJWEBGbp-8rMW33NMXJz_ji-2gfMVjGO87gNxA2VRGaJwH8/s1600/bookstudy.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_muGQajduZnQmv8HI5miTeJLi4Cdgul3RM1g4fgyNZntgxxMowYtaK-DLBf1htFKJJ7_aEWgo55MqapN1WuJBhnxw6huGeJWEBGbp-8rMW33NMXJz_ji-2gfMVjGO87gNxA2VRGaJwH8/s1600/bookstudy.png" height="236" width="320" /></a>Arkansas ASCD is launching a book study September 1, 2014, encouraging educators in Arkansas to read and discuss Tony Frontier's <i><a href="http://www.ascd.org/publications/books/114002.aspx">Five Levers To Improve Learning: How to Prioritize for Powerful Results in Your School.</a></i><br />
<br />
I am proud of my colleagues at BHS for committing to join the state-wide study and encourage other educators to join us! Learn more at the <a href="http://arkansasascd.wikispaces.com/home">book study wiki</a>.Lisa Huffhttp://www.blogger.com/profile/14360638950441468333noreply@blogger.com0tag:blogger.com,1999:blog-5183084189926906417.post-12527498338124826052013-09-11T11:14:00.001-07:002013-09-11T11:14:34.880-07:00Shanahan on Literacy: Planning for Close Reading<a href="http://www.shanahanonliteracy.com/2012/07/planning-for-close-reading.html">Shanahan on Literacy: Planning for Close Reading</a>Lisa Huffhttp://www.blogger.com/profile/14360638950441468333noreply@blogger.com0tag:blogger.com,1999:blog-5183084189926906417.post-73428233154036419712013-09-11T11:08:00.000-07:002013-09-11T11:08:06.431-07:00Close Reading<span style="font-family: Verdana, sans-serif;">Yesterday, I attended a session with Timothy Shanahan, author of the first draft of the CCSS Literacy in History/Social Studies, Science, and Technical Subjects.
He was awesome, and I learned a great deal. I'll limit my sharing to small chunks to avoid overwhelming you! </span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;">I thought I knew the standards (We've torn them apart enough times!), but he pointed out something crucial I had missed and perhaps you have too.</span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;">The CATEGORIES are important. </span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;">There are ten standards in reading and ten in writing. They are broken into four categories:</span><br />
<ol>
<li><span style="font-family: Verdana, sans-serif;">Key Ideas and Details </span></li>
<li><span style="font-family: Verdana, sans-serif;">Craft and Structure</span></li>
<li><span style="font-family: Verdana, sans-serif;">Integration of Knowledge and Ideas</span></li>
<li><span style="font-family: Verdana, sans-serif;">Range and Complexity of Texts</span></li>
</ol>
<span style="font-family: Verdana, sans-serif;">Why is this important? </span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;">Shanahan noted most people "don't know how to read the standards" because they are arranged differently than our previous standards. </span><br />
<ul>
<li><span style="font-family: Verdana, sans-serif;">We can't read each standard as a single skill/concept students are to know. Rather, we must read the standard in the context of the category (and in the progression across grade levels) to really understand what learning goal it is asking of students.</span></li>
<li><span style="font-family: Verdana, sans-serif;">Also, the categories show how to approach close reading, in what order and manner we should lead students to read and reread:</span></li>
<ul>
<li><span style="font-family: Verdana, sans-serif;">Category 1--What did the text say? </span></li>
<li><span style="font-family: Verdana, sans-serif;">Category 2--How did text say it? </span></li>
<li><span style="font-family: Verdana, sans-serif;">Category 3--What does text mean? What is its value? How does this text connect to other texts? </span></li>
<li><span style="font-family: Verdana, sans-serif;">Category 4--Do this over and over with students on lots of different kinds of challenging texts.</span></li>
</ul>
</ul>
<span style="font-family: Verdana, sans-serif;"> Read Shanahan's blog post, <a href="http://www.shanahanonliteracy.com/2012/07/planning-for-close-reading.html" target="_blank">"Planning for Close Reading"</a> to hear his own explanation and view his slides below (republished with his permission):</span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<iframe allowfullscreen="" frameborder="0" height="356" marginheight="0" marginwidth="0" mozallowfullscreen="" scrolling="no" src="http://www.slideshare.net/slideshow/embed_code/26106376" style="border-width: 1px 1px 0; border: 1px solid #CCC; margin-bottom: 5px;" webkitallowfullscreen="" width="427"> </iframe> <br />
<div style="margin-bottom: 5px;">
<strong> <a href="https://www.slideshare.net/lhuff/shanahan-ccs-sreadingcategories" target="_blank" title="Shanahan ccs sreading_categories">Shanahan ccs sreading_categories</a> </strong> from <strong><a href="http://www.slideshare.net/lhuff" target="_blank">Lisa Huff</a></strong> </div>
Lisa Huffhttp://www.blogger.com/profile/14360638950441468333noreply@blogger.com0tag:blogger.com,1999:blog-5183084189926906417.post-92092326972302299952013-08-21T11:59:00.000-07:002013-08-21T12:01:24.677-07:00Teaching PREfixesOne of our SMART goals at BHS this year involves teaching students strategies for deciphering the meaning of words. An easy strategy is to teach students to look at the parts of a word--prefix, root, suffix.<br />
<h3>
Video Resource</h3>
Teaching students the meanings of common prefixes and suffixes can help them unpack meaning when they encounter a word they don't know. Here's a great [2:45] video you might use to introduce this strategy to students:<br />
<iframe width="500" height="375" src="http://www.schooltube.com/embed_force/a3b8e80dae614fa39fba/" frameborder="0" allowfullscreen="allowfullscreen" mozallowfullscreen="mozallowfullscreen" webkitallowfullscreen="webkitallowfullscreen"></iframe>
<h3>
Common Prefixes</h3>
Which prefixes should students learn? Start by having students notice prefixes they encounter in your class. Consider creating an anchor chart or word wall to display prefixes and their meanings. Add to it has students encounter new prefixes. Periodically, engage students in quick activities that have them "play with" these prefixes: work with a partner to make a list of words that start with a prefix; draw a pic to illustrate the meaning; stand with a partner and in 10 seconds see how many words you can name with a given prefix. The more students work with these prefixes, the more likely they are to really learn them and retain in long-term memory.<br />
<br />
As students encounter words in your class with prefixes they've been learning, have them try to figure out the meaning of the words.<br />
<br />
Here are more resources you might find helpful:<br />
<br />
<ul>
<li><a href="http://penningtonpublishing.com/blog/spelling_vocabulary/how-to-improve-your-vocabulary/" target="_blank">Most Commonly Used Prefixes</a> (source claims these make up 97% of prefixed words)</li>
<li><i><a href="http://www.blogger.com/blogger.g?blogID=5183084189926906417#editor/target=post;postID=9209232697230229995" target="_blank">Most Common Prefixes </a></i>(for K-8th grade)</li>
<li><a href="http://www.learnthat.org/pages/view/roots.html" target="_blank">A Massive List</a></li>
</ul>
<div>
If you find other helpful resources, please share via comments.</div>Lisa Huffhttp://www.blogger.com/profile/14360638950441468333noreply@blogger.com0tag:blogger.com,1999:blog-5183084189926906417.post-28649713559911581372012-07-07T13:01:00.000-07:002012-07-07T13:01:32.505-07:00Blogs As Tools for Response to TextI'm teaching a workshop Monday on <a href="http://lisahuff.pbworks.com/w/page/51685062/Schedule_Text%20Centered_Discussions" target="_blank">Text-Centered Discussions</a>. I'll be using this post to let participants post one sentence responses that sum up Billy Collins' point in <a href="http://www.poemhunter.com/poem/marginalia/" target="_blank">"Marginalia." </a><br />
<br />
<span class="Apple-style-span" style="background-color: yellow;">Participants, here's a way to start your sentence (which works for any text):</span><br />
<br />
<ul>
<li><span class="Apple-style-span" style="background-color: yellow;">In "Marginalia," Billy Collins [insert verb]...</span></li>
</ul>
<div>
<span class="Apple-style-span" style="font-size: large;">Post your sentence by commenting on this post. </span></div>sheflairhttp://www.blogger.com/profile/11540572749308243015noreply@blogger.com0tag:blogger.com,1999:blog-5183084189926906417.post-60050180676586916782011-12-05T08:52:00.001-08:002011-12-05T13:15:23.051-08:00Writing Lesson: Using Signal Phrases To Introduce EvidenceThis mini-lesson is one in a series of upcoming lessons on teaching students to write arguments that integrate evidence from multiple sources to support their claims.<br />
<div>
<a name='more'></a><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: large;">Learning Goals:</span><br />
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Students will...</span><br />
<br />
<ul>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">select evidence from a text to support a claim.</span></li>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">use signal phrases to introduce evidence from a text.</span></li>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">integrate quotes of key words and phrases from a source, embedding them smoothly in their own sentences.</span></li>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">use MLA in-text citations to attribute sources.</span></li>
</ul>
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: large;">Guage where students are in learning:</span></div>
<div>
<ul>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Display the<a href="http://2010cafe19.wikispaces.com/file/view/GuageLearning_Dots.docx"> learning goals</a> around the room. Give each student four stickers (Each student should have the same color sticker.). Rotate in groups through each wall display, individually placing a sticker to indicate their level of understanding for each learning goal.</span></li>
<ul>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">I can select evidence from a text to support my argument.</span></li>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">I can quote key words or phrases from a source, embedding them smoothly in my own sentences.</span></li>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">I can use signal phrases to introduce evidence.</span></li>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">I can use in-text citations to attribute the source.</span></li>
</ul>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">After each student places a sticker on each of the learning goals, visually assess students' level of understanding. Tell students these are the three learning goals for today's lesson. Explain that they will assess their understanding again at the end of today's lesson. </span></li>
</ul>
</div>
<div>
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: large;">HOOK: <a href="http://www.polleverywhere.com/free_text_polls/OTYzMjg1NTg4">Student Poll: </a></span></div>
<div>
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Students use cell phones to text a quick response to the question, "Does money make you happy?" Share responses on projector as they're posted live, and lead a short class discussion.</span></div>
<div>
<br /></div>
<div>
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: large;">READ: <i>The New York Times</i> article,<a href="http://www.nytimes.com/2010/08/08/business/08consume.html"> "But Will It Make You Happy?"</a></span></div>
<div>
<div class="separator" style="clear: both; text-align: center;">
</div>
<ol>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjA0-tl3r7fttzIx1w1InIcL4F3EJcziglZNbvYXBXQ5mDdWMH7iRL4BDP-dYU-2-DPcH4ue1bF995jGB4CnFriHNxen_s0RGHfjyuhgmYQJWq-UaLg1fiTqaw1icSGi3o2-ttsi_urD-M/s1600/SignalPhrase1.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjA0-tl3r7fttzIx1w1InIcL4F3EJcziglZNbvYXBXQ5mDdWMH7iRL4BDP-dYU-2-DPcH4ue1bF995jGB4CnFriHNxen_s0RGHfjyuhgmYQJWq-UaLg1fiTqaw1icSGi3o2-ttsi_urD-M/s320/SignalPhrase1.jpg" width="313" /></a>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Have students read silently the first twelve paragraphs, ending with the paragraph that begins, "Amid weak job and housing markets..." Encourage students to read actively--underlining, highlighting, annotating as they read. Tell them to look for the author's point. <b>What point is the author making? What evidence does she use to support her point?</b> Ask students to highlight all the evidence they see that the author uses to support her point.</span></li>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Let students turn and talk, comparing what they highlighted as evidence, and explaining what they think the author's point is.</span></li>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Have a few students share out. Ask students what different kinds of evidence the author uses. As they share, create an anchor chart of the kinds of evidence an author can use to support his/her ideas (example, scenario, quotes from an interview, quotes from experts, statistics, etc.).</span></li>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Point students to the eleventh paragraph. Read the paragraph aloud. Ask students what kind of evidence the author uses. Ask, "How does the author introduce this evidence to the reader?" Point out the signal phrase at the end of the sentence ("...says Marshal Cohen...").</span></li>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Explain that author's use signal phrases to key readers to evidence they are about to introduce. Explain that signal phrases do two things: 1) Tell WHO/WHAT SOURCE the evidence comes from and 2) when appropriate, show the ATTITUDE or APPROACH of the author.</span></li>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Model a claim and a signal phrase to show students another example.</span></li>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Show students samples of other verbs they can use with signal pharse. You may create an anchor chart together, or give them a hand-out such <a href="http://academic.ursinus.edu/writing/signal.html">this one</a>.</span></li>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Point students to paragraph twelve. Ask them what kind of evidence the author uses in this paragraph. Ask, "Where is the signal phrase the author uses to introduce the evidence?" Ask students how the author relates the source of these stats to the reader (by hyperlinking to the source).</span></li>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Explain that in online articles, hyperlinking is a common way to show the reader their source. When we write more formal arguments, however, authors use accepted guidelines to tell readers where they got their evidence. We'll use MLA. Show students an MLA example, explaining that they should use a signal phrase to introduce evidence, and an in-text citation to point readers to the exact place they found that evidence.</span></li>
<ul>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOTQ_EV7qANbiVhn1RvgrO5oHYQ-5lS3R-6uIbnIjq7EyV0HXSDzr0vmyJ_Izn_tjLPbqF_MSHqvu9NnMq8zl0lvt01F44MVoie0zs7MaubxNY8Ow2ocY5hLzGaM5KZL9jIW97UFXkJJA/s1600/SignalPhrase2.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOTQ_EV7qANbiVhn1RvgrO5oHYQ-5lS3R-6uIbnIjq7EyV0HXSDzr0vmyJ_Izn_tjLPbqF_MSHqvu9NnMq8zl0lvt01F44MVoie0zs7MaubxNY8Ow2ocY5hLzGaM5KZL9jIW97UFXkJJA/s320/SignalPhrase2.jpg" width="275" /></a>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">If they include the source info (first item listed in Works Cited), they need only include the page number in the in-text citation.</span></li>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">If they are using an online source that does not use page numbers, they may omit the in-text citation altogether, assuming their signal phrase points the reader to the Works Cited entry that will give them complete source info.</span></li>
</ul>
</ol>
<div>
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: large;">PRACTICE: Group Activity</span></div>
</div>
<div>
<ol>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Write the following claim on the board: Not all Americans are consumed by the obsession to get more stuff.</span></li>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Have students work in small groups to write one sentence that uses a signal phrase to introduce evidence to support the claim. If necessary, they should include an in-text citation. Groups can write their sentences on big paper to share with whole class.</span></li>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">As students work, circulate to assess how well students are understanding and to help as needed.</span></li>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Allow each group to share out to whole class.</span></li>
</ol>
<div>
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: large;">MORE PRACTICE (if needed):</span></div>
<div>
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Use the</span><a href="http://2010cafe19.wikispaces.com/file/view/ChristmasGreed_SynthesisArgument_Model.docx" style="font-family: Arial, Helvetica, sans-serif;"> exemplar argument</a><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;"> you've shared with students previously. Point out the signal phrases and MLA citations in the essay, showing them more models of how to introduce evidence and cite it properly.</span><br />
<ol>
</ol>
<div>
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: large;">FORMATIVE ASSESSMENT: Exit Slip & Self-Assessment</span></div>
</div>
<div>
<ol>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Write the following claim on the board:<i> Money is certainly not the source of happiness, but being broke surely doesn't lead to contentment. </i></span></li>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Point students to the next three paragraphs (paragraphs 13-15) from "But Will It Make You Happy."</span></li>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Have students work independently to read the three paragraphs and select evidence to support the claim. </span></li>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">On an index card, students write ONE-TWO SENTENCE(S) to introduce the evidence to support the claim, using a signal phrase and an in-text citation if needed.</span></li>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">When students finish, have them turn in the card and return to the learning goal posters, adding a different colored dot to indicate where they are in their learning.</span></li>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Visually assess whether another lesson is needed by seeing if students progressed in their learning. Quickly read the exit slips to pinpoint specific students who may need small group or one-on-one help to master the concept. During independent work time, begin working with students needing additional help.</span></li>
</ol>
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<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: large;">INDEPENDENT APPLICATION:</span></div>
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<div>
<ol>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Have students work independently to begin drafting their arguments. </span></li>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Tell them to make sure to support their claims with ample evidence and to introduce their evidence with signal phrases and include an in-text citation if needed.</span></li>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Students may want to use a <a href="http://2010cafe19.wikispaces.com/file/view/Argument_bodyparagraph_graphicOrganizer.docx">graphic organizer</a> to help them draft body paragraphs of their argument.</span></li>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;">Students may also watch this <a href="http://www.screencast-o-matic.com/watch/cXhqrBFhJ">screencast [3:35]</a> to see and hear the concept explained again.</span></li>
</ol>
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<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: large;">LESSON RESOURCES:</span></div>
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<ul>
<li><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;"><a href="http://2010cafe19.wikispaces.com/file/view/MLAsignalphrases.doc">Signal Phrases hand-out</a></span></li>
<li><a href="http://academic.ursinus.edu/writing/signal.html">Verbs to use with Signal Phrases</a></li>
<li><a href="http://2010cafe19.wikispaces.com/file/view/Argument_bodyparagraph_graphicOrganizer.docx">Graphic Organizer for Body Paragraphs of Argument</a></li>
<li><a href="http://2010cafe19.wikispaces.com/file/view/ChristmasGreed_SynthesisArgument_Model.docx">Argument Exemplar Essay</a></li>
<li><a href="http://2010cafe19.wikispaces.com/file/view/SocialNetworking_modelargumentParagraph.docx">Argument Exemplar Body Paragraph</a></li>
<li><a href="http://www.nytimes.com/2010/08/08/business/08consume.html?pagewanted=print">Text used in mini-lesson: "But Will It Make You Happy?"</a></li>
</ul>
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<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><br /></span></div>Lisa Huffhttp://www.blogger.com/profile/14360638950441468333noreply@blogger.com0tag:blogger.com,1999:blog-5183084189926906417.post-44140300316735024232011-09-14T07:45:00.000-07:002011-09-14T07:45:58.905-07:00Taking It Says, I Say, And So Strategy On-LineI discovered a brilliant idea today in a classroom walkthrough of Mrs. Harmon's English 10 class. She was using the<em> It Says/I Say/And So</em> strategy with Google Docs. Here's what she did and why I think it's brilliant.<br />
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<span style="font-size: large;">What, exactly, did Mrs. Harmon do?</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWw2sBWs6gN86b6SMLo9hkydDdM8v-qjuF31V2VbVH7eIIEhZQgGcJXsC1FnYUGNs7c6KC5k_AHsvkiLBloTo3-MWEl8eJBnQitgEEfYZeuXxSkV-ijoOtn-ntkxg1Xha6EPJn01yZwJY/s1600/Picture1.png" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="226" rba="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWw2sBWs6gN86b6SMLo9hkydDdM8v-qjuF31V2VbVH7eIIEhZQgGcJXsC1FnYUGNs7c6KC5k_AHsvkiLBloTo3-MWEl8eJBnQitgEEfYZeuXxSkV-ijoOtn-ntkxg1Xha6EPJn01yZwJY/s320/Picture1.png" width="320" /></a>Her students, since last week, have been reading three one to two page texts (one an image) all related to 9/11. They've been reading each text closely and discussing. Today, she had students generate questions--thought-provoking, meaningful questions (another lesson she's taught previously on the three levels of questions) that would stimulate conversation and lead to writing topics. She arranged students in groups with the texts in hand, pointed each group to a Google Doc with a three-column table inserted in each with headings <em>It Says</em>, <em>I Say</em>, <em>And So</em>. Each group had to generate meaningful questions, pull evidence (in the form of short quotes) from the text, and then add commentary in the <em>And So</em> column (she's preparing to teach them next how to embed textual quotes in their own sentences). As groups worked, she projected the Docs on the LCD, switching from group to group, pointing out strong questions/evidence/commentary, and prodding students to improve their work. She questioned one group's evidence, pointing out that they had not quoted directly from the text but had paraphrased. She asked another group to elaborate on their "And So" statement, using questions to spur them to think deeper.</div>
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<span style="font-size: large;">Why is this brilliant?</span><br />
First, the students are doing what we as a faculty (and Schmoker) are trying to have our students do more of--they're reading closely (annotating, underlining, re-reading), thinking, discussing, and writing about texts. Next, they're using a graphic organizer as a strategy to harvest evidence from the text. By putting the organizer online, students can see lots of<strong> models</strong>, judging their own ideas against their peers, and Mrs. Harmon can use the organizer as <strong>formative assessment</strong>, reading--right in class--what students are writing, giving them<strong> immediate feedback</strong> and judging whether students are understanding the concept of formulating strong questions, pulling specific related evidence from the text, and adding thought-provoking commentary.<br />
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Bravo for Mrs. Harmon and for all of you who are having our kids <strong>READ CLOSELY, THINK, DISCUSS, WRITE about texts</strong>. If you have a strategy or activity you're using, I'd love to share it with everyone. We can be much more effective sharing our ideas, working as a team than being isolated in our classrooms.Lisa Huffhttp://www.blogger.com/profile/14360638950441468333noreply@blogger.com1tag:blogger.com,1999:blog-5183084189926906417.post-55567619134155845832011-08-31T14:24:00.000-07:002011-09-01T06:03:36.820-07:00Literacy PreTest Student Exemplars<span style="font-family: Verdana, sans-serif;">Check out these <a href="https://docs.google.com/leaf?id=0B5R7vfsc9y4HY2U5YTJmMzItOWM2OS00OTA2LWJmZjQtMjA5NzYxNTlkOGE4&hl=en_US&pli=1"><span style="color: #b45f06;">student writing exemplars</span></a> from the August 2011 Literacy Pre-Test (Download the show). If that file type doesn't work, you can access <a href="http://wordsworthdivas.wikispaces.com/file/view/Pretest2011_StudentExemplars.pdf"><span style="color: #b45f06;">the PDF version</span></a> (audio narration won't work in PDF).</span><br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
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<a href="http://wordsworthdivas.wikispaces.com/file/view/Pretest2011_StudentExemplars.pdf" style="margin-left: auto; margin-right: auto;"><img border="0" height="256" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGLb2UJLYZiuCf0SqKmzI8dSikJp39rugb7J1D4TovmzVG3ix3EAg7GPt6EMrnztvNEr5Srlh68aVtvWE6lHZScPSzin1cwESXi3KluolV8TghOVQCJaS6_JY94DAaYQ31EIkye-vqrYM/s320/PreTestExemplars_Image.png" width="320" xaa="true" /></a></div>
</td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://docs.google.com/leaf?id=0B5R7vfsc9y4HY2U5YTJmMzItOWM2OS00OTA2LWJmZjQtMjA5NzYxNTlkOGE4&hl=en_US">See student exemplars</a> from the 2011 Literacy Pre-Test.</td></tr>
</tbody></table>
<span style="font-family: Verdana, sans-serif;">Students, use these examples to improve your reading, thinking, and writing skills. Teachers, let students analyze the exemplars in class to see models of different levels of thinking and to make explicit the three components of a solid inference: 1) point (inference or conclusion</span>, <span style="font-family: Verdana, sans-serif;">2) textual evidence, 3) explanation.</span><br />
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<span style="font-family: Verdana, sans-serif;">We all learn from each other, reading and noticing how others think and write. </span>Lisa Huffhttp://www.blogger.com/profile/14360638950441468333noreply@blogger.com0tag:blogger.com,1999:blog-5183084189926906417.post-55727963955461805062011-07-16T17:55:00.000-07:002012-01-19T11:57:24.922-08:00Did you PEE in your paragraph?<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMEbHS9rBENelat7FNC37o2W6CXlXe12GRk4d639aTWpHBM3mmqS2qIq5AhX4dmbbGAkPZuLy52jMap6ykThiPdw2C2celmG2eIzX5RwRxsJSbO-ZvIdDoV6To-jFwiIH8LX52fnKfPSc/s1600/PEE.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="230" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMEbHS9rBENelat7FNC37o2W6CXlXe12GRk4d639aTWpHBM3mmqS2qIq5AhX4dmbbGAkPZuLy52jMap6ykThiPdw2C2celmG2eIzX5RwRxsJSbO-ZvIdDoV6To-jFwiIH8LX52fnKfPSc/s320/PEE.png" width="320" /></a>Students are not likely to forget this acronym! It's a simple strategy to teach students how to structure their ideas in response to a text.<br />
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This strategy works well to address a couple Common Core Anchor Standards for Reading and Writing (I've paraphrased.):<br />
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<ol>
<li>Read and determine what the text says and make logical inferences; cite specific text evidence to support conclusions drawn from text.[Reading 1]</li>
<li>Draw evidence from literary and informational texts to support analysis, reflection, and research. [Writing 9]</li>
</ol>
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<b><span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">PEE Strategy Resources</span></b></div>
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<ul>
<li><span class="Apple-style-span" style="font-family: inherit;"><a href="http://lisahuff.pbworks.com/f/Did%20you%20PEE%20in%20your%20paragraph.pdf">Hand out for students</a> (includes explanation of strategy, samples for literary and informational texts, rubric) </span></li>
<li><span class="Apple-style-span" style="font-family: inherit;"><a href="http://lisahuff.pbworks.com/w/file/fetch/42413699/PEE_graphicorganizer.pdf">Graphic Organizer</a> (<a href="https://docs.google.com/previewtemplate?id=1-iopu4k0gMl5edy_hm-KHCG23QTx0YwLssY68PrzZpQ&mode=public">Google Docs template</a> (Give link to students: they click "use template" and type in organizer.) </span></li>
<li><span class="Apple-style-span" style="font-family: inherit;"><a href="http://lisahuff.pbworks.com/w/page/42160257/Model-Lesson-2">Model Lesson</a> using the strategy </span></li>
<li>Model Paragraphs</li>
<ul>
<li>Draw a conclusion from an<a href="http://www.microsoft.com/presspass/presskits/citizenship/docs/STEM-IG.pdf"> infographic about STEM</a>: <a href="http://lisahuff.pbworks.com/w/file/fetch/50021543/PEE_model_STEM.pdf">Model Paragraph</a></li>
</ul>
</ul>
</div>sheflairhttp://www.blogger.com/profile/11540572749308243015noreply@blogger.com1tag:blogger.com,1999:blog-5183084189926906417.post-35270802594141847502011-06-19T21:23:00.000-07:002011-07-16T13:18:45.857-07:00QR Quite RadicalI'm in love with QR (Quick Response) Codes.<br />
What's a QR Code you ask? Watch the video below:<br />
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/wmak6uKxr2M?feature=player_embedded' frameborder='0'></iframe></div>
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<span class="Apple-style-span" style="font-size: large;">To access codes, follow these steps:</span><br />
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<ol>
<li>Get the free <a href="http://web.scanlife.com/us_en/">ScanLife </a>ap for your phone or snap a pic and email to<span class="Apple-style-span" style="color: white; font-family: Helvetica, Arial, sans-serif; font-size: 13px; line-height: 15px;"> </span><span class="Apple-style-span" style="font-family: Helvetica, Arial, sans-serif; font-size: 13px; line-height: 15px;"><span class="Apple-style-span" style="color: black;"><a href="mailto:scan@scanlife.com" style="font-family: Helvetica, Arial, sans-serif; font-size: 9pt; text-decoration: none; text-transform: uppercase;">SCAN@SCANLIFE.COM</a> (They'll email you a link.)</span></span></li>
<li>If you have ap on phone, you just open ap and center QR Code on screen: it does the rest. Like magic!</li>
</ol>
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<span class="Apple-style-span" style="font-size: large;">Imagine how we could use QR's in the classroom! </span></div>
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Watch this student-produced video: these kids share several really cool ideas.</div>
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/ayW032sKtj8?feature=player_embedded' frameborder='0'></iframe></div>
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sheflairhttp://www.blogger.com/profile/11540572749308243015noreply@blogger.com0tag:blogger.com,1999:blog-5183084189926906417.post-57283669345717851902011-06-19T14:02:00.000-07:002011-06-19T14:54:07.748-07:00Twitter for EducatorsWatch the slideshow below to learn how to create a <a href="http://twitter.com/">Twitter </a>account and get started Tweeting at the <a href="http://arkansasascd.org/conference.html">2011 Arkansas ASCD Conference.</a><br />
<div id="__ss_8355517" style="width: 425px;"><div id="__ss_8355800" style="width: 425px;"><strong style="display: block; margin: 12px 0 4px;"><a href="http://www.slideshare.net/lhuff/wanna-tweet-8355800" title="Wanna Tweet?">Wanna Tweet?</a></strong> <iframe frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="http://www.slideshare.net/slideshow/embed_code/8355800" width="425"></iframe> <br />
<div style="padding: 5px 0 12px;">View more <a href="http://www.slideshare.net/">presentations</a> from <a href="http://www.slideshare.net/lhuff">Lisa Huff</a> </div></div></div><br />
Still need more help? Check out the <a href="http://support.twitter.com/groups/31-twitter-basics">tutorials at Twitter</a>.sheflairhttp://www.blogger.com/profile/11540572749308243015noreply@blogger.com0