In chatting with Tiffany we discussed giving the kids regular opportunities for discussion (weekly, every other week, or maybe just monthly).
Here is a site Hazel shared with me that could really help us with topic ideas for the discussion.
http://stosselintheclassroom.org/
Good ol' John Stossel!
*I don't have the ability to add links to the blog except through writing a post.
Friday, June 7, 2013
Tuesday, June 4, 2013
Classroom Notebook
I made this to present/ sell our classroom notebooks that Abby and I discussed yesterday.
Monday, June 3, 2013
Link
This is a cool site that we could access the videos and lessons for classroom flipping or background/review. :)
http://education-portal.com/academy/course/index.html
Friday, May 31, 2013
Wednesday, May 15, 2013
Teachers' Domain: Abraham Lincoln: A Good Man? or A Good Man!
Teachers' Domain: Abraham Lincoln: A Good Man? or A Good Man!
Oh wow - this is such a cool lesson (from what I've read so far). It really requires them to research, compare sources and then report their argument.
Be prepared - I am on a mission to get next year locked in! :)
Oh wow - this is such a cool lesson (from what I've read so far). It really requires them to research, compare sources and then report their argument.
Be prepared - I am on a mission to get next year locked in! :)
Friday, April 26, 2013
RL 8.2 Question Stems
RL 8.2 Reminders with questions stems:
-This standard is more than just having students id thematic statement. To build on 7th grade, they are now explaining HOW the characters, setting, and plot relate to the theme. (See standard for exact wording).
-While you establish how to make a theme statement, start thinking about how characters change through the story. Think about the significance or any changes to the setting. Have students look at the key plot points. I personally think that by focusing on character you can naturally embed and discuss the other two concepts.
-*Don't forget docs uploaded to dropbox pertaining to theme.
Here are the question stems I am seeing that we can use as we formatively and summatively assess. This does not include what is in our Clinic books.
-*Don't forget docs uploaded to dropbox pertaining to theme.
Here are the question stems I am seeing that we can use as we formatively and summatively assess. This does not include what is in our Clinic books.
- Which character in the passage learns a lesson?
- What is the theme of the passage?
- How does the author demonstrate the theme?
(Answer choices include: by stating it directly in passage/by showing how characters A & B get along/through a description of character A' thoughts/ through repeated examples of character B's lack of action) - Which element in the passage MOST helps develop the theme?
- How does the ending (resolution) of the passage support the theme?
- Which word fromt eh passage gives the best clue about the theme?
Monday, January 7, 2013
On Demand Resources
1. The Literacy Link has been released for January. It includes a the link to the released annotated ON DEMAND WRITING items. Perfect! Exactly what we need as we grade our narrative pieces and move into this argument writing unit. :)
http://education.ky.gov/AA/items/Pages/K-PREPItems.aspx
You have to scroll over halfway down to get to the 8th grade materials.
2. Argument writing materials: I have a lot of summative materials for the writing unit on argument. I have two passage based activities: "Is Facebook Making You Mean?" and "Addicted to Screen Time." The second we used as our benchmark assessment last year. The first was a a practice formative assessment.
3. INTERDISCIPLINARY SUMMATIVE ASSESSMENT:
I have spoke with Ms. Chamberlain about reusing our former summative assessment for argument writing. Science will spend the next four weeks learning about alternate forms of energy, while we study argument reading & writing. At the end of their unit to demonstrate their knowledge for both subjects we will both assign them a speech that requires them to respond to a prompt where they evaluate & choose an alternate form of energy as the best. This speech will be to a school or state official (I forget the exact nature of our prompts). We will then allow time in our class for them to write the speeches as will science. Then they can perform the speeches for a dual grade - I have the writing rubrics (already differentiated for different levels of students). Science will have another rubric based upon just the students display of energy knowledge. Talk to your science people. My team will definitely be doing this - based upon my past experience it was quite successful. The students really grasped this writing because of the dual responsibility.
We will meet with the science folks to work out the logistics of presentations, points, rubrics, etc.
I will be uploading a ton to dropbox. - These were my intentions for today, but I had to stay home with my sick girl.
See you tomorrow!
http://education.ky.gov/AA/items/Pages/K-PREPItems.aspx
You have to scroll over halfway down to get to the 8th grade materials.
2. Argument writing materials: I have a lot of summative materials for the writing unit on argument. I have two passage based activities: "Is Facebook Making You Mean?" and "Addicted to Screen Time." The second we used as our benchmark assessment last year. The first was a a practice formative assessment.
3. INTERDISCIPLINARY SUMMATIVE ASSESSMENT:
I have spoke with Ms. Chamberlain about reusing our former summative assessment for argument writing. Science will spend the next four weeks learning about alternate forms of energy, while we study argument reading & writing. At the end of their unit to demonstrate their knowledge for both subjects we will both assign them a speech that requires them to respond to a prompt where they evaluate & choose an alternate form of energy as the best. This speech will be to a school or state official (I forget the exact nature of our prompts). We will then allow time in our class for them to write the speeches as will science. Then they can perform the speeches for a dual grade - I have the writing rubrics (already differentiated for different levels of students). Science will have another rubric based upon just the students display of energy knowledge. Talk to your science people. My team will definitely be doing this - based upon my past experience it was quite successful. The students really grasped this writing because of the dual responsibility.
We will meet with the science folks to work out the logistics of presentations, points, rubrics, etc.
I will be uploading a ton to dropbox. - These were my intentions for today, but I had to stay home with my sick girl.
See you tomorrow!
Sunday, December 9, 2012
UPDATE UNIT THREE TEST
Due to time and the nature of the standard - I am proposing that we move RI 8.3 to the next unit and remove it from this unit. The use of analogies and comparisons may fit very well within the argumentation standard. I am especially thinking of the arguments that MLK Jr. makes in "I Have a Dream" - he has so many analogies within that one text. Actually, most arguments made with rich language may include the use of analogies and comparisons.
Also - I just don't think I can teach that standard and RI 8.9 this week and be ready for a test by next Tuesday. This is, of course, on top of getting the writing accomplished. UGH!
So Tiffany posted some questions to Dropbox and I am going to post mine this evening. Please upload anything you have! What we MUST do is write our answers to the ERQ and SAQ's. Do this independently and bring to the PLC Thursday - please have this finished. We need to hash this out together before we asses the students. Also, please have completed the MC questions to make sure there are no misunderstandings/confusions that could pose a problem for our kids. I really want to get together after the test is given and score together - at least one class. We can trade and grade or grade our own. This will help us each see issues, common errors, etc. We can do this next Wednesday during our PLC's.
Please give me feedback on dropping RI 8.3 or if you have any questions (email or comment below)!
Also - I just don't think I can teach that standard and RI 8.9 this week and be ready for a test by next Tuesday. This is, of course, on top of getting the writing accomplished. UGH!
So Tiffany posted some questions to Dropbox and I am going to post mine this evening. Please upload anything you have! What we MUST do is write our answers to the ERQ and SAQ's. Do this independently and bring to the PLC Thursday - please have this finished. We need to hash this out together before we asses the students. Also, please have completed the MC questions to make sure there are no misunderstandings/confusions that could pose a problem for our kids. I really want to get together after the test is given and score together - at least one class. We can trade and grade or grade our own. This will help us each see issues, common errors, etc. We can do this next Wednesday during our PLC's.
Please give me feedback on dropping RI 8.3 or if you have any questions (email or comment below)!
Sunday, December 2, 2012
Unit 3 Common Assessment and Test Writing
For unit 3 we need to assess the reading standards RI 8.2, RI 8.3, RI 8.9. Plus we need to stay on L.8.4 and L.8.5.
We are using the Benedict Arnold Passages and the passage on government in the Common Core Clinic book specifically for RI 8.3. Here is a link on teaching RI 8.9. In the last paragraph it includes links to the two Benedict Arnold passages we are using on the text. I have them electronically & hard copy at school.
WRITING QUALITY QUESTIONS: I think assessment writing is tough stuff, as we try to make the tests authentic to KPREP. I found this link to a sample test WITH explanations of questions. Scroll through and look at how the questions are written and the justifications - a great guide to help you as you write! RI 8.2 is prominently featured in the constructed response. Check it out!
We are using the Benedict Arnold Passages and the passage on government in the Common Core Clinic book specifically for RI 8.3. Here is a link on teaching RI 8.9. In the last paragraph it includes links to the two Benedict Arnold passages we are using on the text. I have them electronically & hard copy at school.
WRITING QUALITY QUESTIONS: I think assessment writing is tough stuff, as we try to make the tests authentic to KPREP. I found this link to a sample test WITH explanations of questions. Scroll through and look at how the questions are written and the justifications - a great guide to help you as you write! RI 8.2 is prominently featured in the constructed response. Check it out!
Saturday, December 1, 2012
Advanced Synthesis Practice and Assessment Pieces for On-Demand Practice
I found two articles in a magazine we have laying around the house that directly relates to the same topics/themes of Outliers (it is titled Scientific American Mind--it is scholarly). I was reading the On-Demand practice prompt for argument, and I think one article can work as practice, and the other can work as the test. I think we can practice teaching them how to synthesize information from both the book and the article. The On-Demand test will only provide them one relatively easy passage. We will be bumping up the difficulty level beyond the test which will hopefully enable better results on the real On-Demand test. The articles differ in the exact argument they are presenting, but a lot of the information is similar to the book. I think it would be a good exercise to teach them how to weed through both the article and book to provide a well informed argument on a position. I think our argument we ask them to write will have to deal with what are the factors that create extreme success; i.e. opportunity/culture/socio-economic position vs. innate ability, or a mix of both. For On-Demand it tells them what side to take, so I think we should do that also. This choice in argument would not focus on the use of anecdote, so we would just need to completely change the prompt. I will show you the articles, and we will discuss it. I will get my husband to scan the, so I can email them to you this weekend.
P.S. I know you already know this stuff about On-Demand, so I am spitting out what I know, so you can correct any of my misconceptions.
P.S. I know you already know this stuff about On-Demand, so I am spitting out what I know, so you can correct any of my misconceptions.
Thursday, November 29, 2012
Calendar/Common Assessment
Our semester is closing quickly.
My students will be turning in their final drafts of the research assignment on Dec. 10. It has taken us since the start of the unit to get this far and I have been explicitly focused on RI 8.2 and W 8.2. We will write an essay as a class next week as a strategy for teaching writing. I have two organizers that I found helpful as well. I will need to give the Common Reading Assessment on the Dec. 14 so that I have time to get in a Common Written Narrative before break.
I believe we all need to write questions for the Common Assessment by Thursday of next week, so we can begin putting it together--which usually takes about 2 weeks.
If you can look at the Benedict Arnold piece, and write one question under each standard assigned to a target--so about three MC questions. Make sure you write which target and standard is being assessed. We will go over our questions together on Thursday. Ms. Dixon will be assigned to our meeting that day.
My students will be turning in their final drafts of the research assignment on Dec. 10. It has taken us since the start of the unit to get this far and I have been explicitly focused on RI 8.2 and W 8.2. We will write an essay as a class next week as a strategy for teaching writing. I have two organizers that I found helpful as well. I will need to give the Common Reading Assessment on the Dec. 14 so that I have time to get in a Common Written Narrative before break.
I believe we all need to write questions for the Common Assessment by Thursday of next week, so we can begin putting it together--which usually takes about 2 weeks.
If you can look at the Benedict Arnold piece, and write one question under each standard assigned to a target--so about three MC questions. Make sure you write which target and standard is being assessed. We will go over our questions together on Thursday. Ms. Dixon will be assigned to our meeting that day.
Saturday, November 17, 2012
Updated Advanced Common Assessment on Dropbox
I have found an article to assess the standard about bias language. I purpose three articles. 2 ERQs and 1 SAQ. They can choose between two articles for one of the ERQs. I am taking off the original SAQ. I would like to change the wording of the first ERQ to include rhetorical appeals.
-Tiffany
-Tiffany
Videos for our Current Reading Standards
Here is are some videos that illustrate some the standards we are currently using. Of course, our topics differ but the approach to the target should be similar. I don't think the teaching strategies are extraordinary or uber creative in these videos, but they are certainly intentional and very focused on the standards. I really like how they annotate the targets as they teach.
This one features RI.8.9 (8.6 is being used too, but we are not assessing that target - we can mention it OF COURSE - but it won't be a focus for us at this time):
http://www.pd360.com/index.cfm?ContentId=5370
This one features RI8.3 and RI 8.1. Tiffany, look at resources (Springboard). http://www.pd360.com/index.cfm?ContentId=5370
This one features RI.8.9 (8.6 is being used too, but we are not assessing that target - we can mention it OF COURSE - but it won't be a focus for us at this time):
http://www.pd360.com/index.cfm?ContentId=5370
This one features RI8.3 and RI 8.1. Tiffany, look at resources (Springboard). http://www.pd360.com/index.cfm?ContentId=5370
CHALLENGE!
Good Morning!
I have a challenge for our PLC group. I would like for each of us to log into our CIITS accounts and get hooked up to PD360!
PD 360 is like a facebook+youtube+blackboard for teachers. Despite my original scoffing, I am actually digging the resource. You create a profile, connect to colleagues and find helpful videos on everything. (Warning *ahem, cobb* My computer plug-in is in full gear!)
I've watched a lesson on teaching RL 8.2 this morning - it was not extraordinary but it was a great way to see how someone else tackled a standard - new peeps (and really all of us) this is great way for you to 'observe' other folks teaching styles. For instance, the girl in the video I watched talked about she 'diffused' the learning target with her students. It's like she annotated the target with her students before each lesson, so targets are not just posted - they are intentionally discussed each day. A really easy technique that I grabbed by watching a 3 minutes of a video.
I know there were some original log-in issues, but I encourage you to try again. As we get more proficient with this we can start and join groups on the site that are filled with resources and advice.
I think you have to get into to CIITS to get to PD 360, so......
CIITS Log On:
1. Go to MCHS web page - Staff Links - CIITS
2. Log in with your school email. I think you can get a password sent to you if your password isn;t working. I had to do that earlier this year. It sent immediately.
3. On CIITS site you have a home page. I'll admit - the CIITS site is way over my head. I am not having any luck finding wonderful, inspiring material on the site. I need training for it. HOWEVER, you can link to PD 360 from there.
4. On the right hand side of your CIITS home page you should see a link for PD 360. It is a little green apple and says "PD 360". *I had to fix the pop-up blocker on my computer to get to it - which is weird because I rarely have to do that on my computer.
Create an account for PD 360.
Once you are on there is a profile creator that is super similar to most social networking profile startups. It will prompt you to add information and connect to colleagues. After that the Internet magic takes over and you suddenly are lost in videos and searches. ;) There is some points thingy that calculates how many points you can earn by doing different stuff on the site: 10 points for watching a video, 10 points for finding a colleague....I have no clue what the points are for but I am secretly wishing they'll transfer to dollars. Ha!
What to do on PD 360.
My suggestion is to click on the PD videos and the Common Core links. If you are looking for instructional materials - go Common Core. If you are looking for classroom management go to PD videos. There is a ton of stuff - some are better quality than others - but give it try. It is a quick and easy way to access info on improving instruction - and it beats the hell out of sorting through research articles and books (says the reading teacher).
LET'S DO THIS! (Cue poms poms & fight song). We will can be the first McNabb PLC to have synced into PD 360 - that's fun, right?
.jpeg)
I have a challenge for our PLC group. I would like for each of us to log into our CIITS accounts and get hooked up to PD360!
PD 360 is like a facebook+youtube+blackboard for teachers. Despite my original scoffing, I am actually digging the resource. You create a profile, connect to colleagues and find helpful videos on everything. (Warning *ahem, cobb* My computer plug-in is in full gear!)
I've watched a lesson on teaching RL 8.2 this morning - it was not extraordinary but it was a great way to see how someone else tackled a standard - new peeps (and really all of us) this is great way for you to 'observe' other folks teaching styles. For instance, the girl in the video I watched talked about she 'diffused' the learning target with her students. It's like she annotated the target with her students before each lesson, so targets are not just posted - they are intentionally discussed each day. A really easy technique that I grabbed by watching a 3 minutes of a video.
I know there were some original log-in issues, but I encourage you to try again. As we get more proficient with this we can start and join groups on the site that are filled with resources and advice.
I think you have to get into to CIITS to get to PD 360, so......
CIITS Log On:
1. Go to MCHS web page - Staff Links - CIITS
2. Log in with your school email. I think you can get a password sent to you if your password isn;t working. I had to do that earlier this year. It sent immediately.
3. On CIITS site you have a home page. I'll admit - the CIITS site is way over my head. I am not having any luck finding wonderful, inspiring material on the site. I need training for it. HOWEVER, you can link to PD 360 from there.
4. On the right hand side of your CIITS home page you should see a link for PD 360. It is a little green apple and says "PD 360". *I had to fix the pop-up blocker on my computer to get to it - which is weird because I rarely have to do that on my computer.
Create an account for PD 360.
Once you are on there is a profile creator that is super similar to most social networking profile startups. It will prompt you to add information and connect to colleagues. After that the Internet magic takes over and you suddenly are lost in videos and searches. ;) There is some points thingy that calculates how many points you can earn by doing different stuff on the site: 10 points for watching a video, 10 points for finding a colleague....I have no clue what the points are for but I am secretly wishing they'll transfer to dollars. Ha!
What to do on PD 360.
My suggestion is to click on the PD videos and the Common Core links. If you are looking for instructional materials - go Common Core. If you are looking for classroom management go to PD videos. There is a ton of stuff - some are better quality than others - but give it try. It is a quick and easy way to access info on improving instruction - and it beats the hell out of sorting through research articles and books (says the reading teacher).
LET'S DO THIS! (Cue poms poms & fight song). We will can be the first McNabb PLC to have synced into PD 360 - that's fun, right?
Thursday, November 15, 2012
8th Materials
Info on readings:
There are a lot of links to different materials you can use on the blog as well as things in the Redbook and Clinic books. I posted the readings for the Redbook in a previous post. My students are taking their own articles that they researched and summerizing and analyzing supporting details--which seems to be "killing two birds..."
There are a lot of links to different materials you can use on the blog as well as things in the Redbook and Clinic books. I posted the readings for the Redbook in a previous post. My students are taking their own articles that they researched and summerizing and analyzing supporting details--which seems to be "killing two birds..."
Saturday, November 10, 2012
9th Update
Could we use the "Moon Landing" article in the clinic books for the Advanced SAQ question about identifying bias?
We may also need to create some test questions for the "theme standard."
I will make sure I come down on time this Wednesday--I came down last Wednesday about halfway through and didn't see you.
Where I am:
I will be finished with debates and through chapter 5-6 of the book by Thursday. I have been having the students evaluate the validity of the arguments Gladwell makes and stressing his use of a narrative/testimonials to create an argument. I have assigned them to create an argument for or against innate ability vs. opportunity. I have a hard copy of a graphic organizer if you would like to use it, too. I plan on having the students pracitce the ERQ on Thursday of next week. We will take a root quiz on Friday and do an activity with theme. Monday and Tuesday of the following week, we will be practicing the SAQ with a documentary and reading "The Scarlet Ibis" to analye theme--I believe.
Is this about where you are?
: )
We may also need to create some test questions for the "theme standard."
I will make sure I come down on time this Wednesday--I came down last Wednesday about halfway through and didn't see you.
Where I am:
I will be finished with debates and through chapter 5-6 of the book by Thursday. I have been having the students evaluate the validity of the arguments Gladwell makes and stressing his use of a narrative/testimonials to create an argument. I have assigned them to create an argument for or against innate ability vs. opportunity. I have a hard copy of a graphic organizer if you would like to use it, too. I plan on having the students pracitce the ERQ on Thursday of next week. We will take a root quiz on Friday and do an activity with theme. Monday and Tuesday of the following week, we will be practicing the SAQ with a documentary and reading "The Scarlet Ibis" to analye theme--I believe.
Is this about where you are?
: )
RI 8.9 Articles and Sources
Please find links to some primary and secondary source documents to use for RI 8.9.
Read through the documents and select which documents would be a focus for your unit.
Also "The Moon Landing" that Abby mentioned in the Clinic books would be awesome to use.
Do not use Benedict Arnold.
Abby, I have taken your links from a previous blog post and put them on the side under RI 8.9.
Have a good weekend!
-Tiffany
P.S. I think I am finally getting a grasp of the unit. I believe that we could use some of the articles Abby and I have found under RI 8.9 to use throughout the unit. Use those first and have students knock off RI 8.2, RI 8.3, RI 8.9 using conspiracy, mystery, and lies. The articles I found previously don't exactly fit that. I am just now completely understanding it. I jumped in to finding resources before I had a complete understanding. Sorry, all! It's not too late though, I haven't actually started the unit yet. My kids have been in the lab searching, but I haven't given them a writing prompt besides search for a conspiracy. I did tell some to pick a side in their search, but it was a select few, and I can easily fix that.
I did go over primary and secondary sources and how to evaluate reliable sources before we went to the lab. I have posted some links and documents on the blog and in dropbox under writing.
I also made a general lesson 2 vocabulary quiz over root words and posted it to Dropbox.
PEACE ; )
Read through the documents and select which documents would be a focus for your unit.
Also "The Moon Landing" that Abby mentioned in the Clinic books would be awesome to use.
Do not use Benedict Arnold.
Abby, I have taken your links from a previous blog post and put them on the side under RI 8.9.
Have a good weekend!
-Tiffany
P.S. I think I am finally getting a grasp of the unit. I believe that we could use some of the articles Abby and I have found under RI 8.9 to use throughout the unit. Use those first and have students knock off RI 8.2, RI 8.3, RI 8.9 using conspiracy, mystery, and lies. The articles I found previously don't exactly fit that. I am just now completely understanding it. I jumped in to finding resources before I had a complete understanding. Sorry, all! It's not too late though, I haven't actually started the unit yet. My kids have been in the lab searching, but I haven't given them a writing prompt besides search for a conspiracy. I did tell some to pick a side in their search, but it was a select few, and I can easily fix that.
I did go over primary and secondary sources and how to evaluate reliable sources before we went to the lab. I have posted some links and documents on the blog and in dropbox under writing.
I also made a general lesson 2 vocabulary quiz over root words and posted it to Dropbox.
PEACE ; )
Monday, November 5, 2012
RI 8.3 Texts in Redbook
Page 179 A historical document compared to an article
Page 195 article and historical fiction text "Drumbeats and Bullets"
Page 224 Unit pretest option to assess RI 8.2 and RI 8.3
Page 439 from "The Diary of a Young Girl"
Page 445 "A Tragedy Revealed: A Heroine's Last Days"
Page 463 "Walking With Living Feet"
Page 496 "Refugee in Americs"
Page 499 "The First Americans"
Page 506 "Coming To America"
Page 195 article and historical fiction text "Drumbeats and Bullets"
Page 224 Unit pretest option to assess RI 8.2 and RI 8.3
Page 439 from "The Diary of a Young Girl"
Page 445 "A Tragedy Revealed: A Heroine's Last Days"
Page 463 "Walking With Living Feet"
Page 496 "Refugee in Americs"
Page 499 "The First Americans"
Page 506 "Coming To America"
Sunday, November 4, 2012
Dropbox & Unit 3 - MORE updates!
Dropbox
I sooo want to title this "Drop It Like It's Hot" - but managed to refrain. ;)
I have uploaded tons to Dropbox. You will see more in the on demand file under "K-Prep, Standards & other Resources"
Unit 3
On dropbox, I have added the Unit 3 plan with the all daily targets. We still need language targets for grammar. I plan on continuing to teach RI.8.3 (I just think it is an easy on going target) and L.8.4 & L.8.5 (ongoing vocabulary).
Where I am
I am still behind. I have to give the test Monday and I will finish up narrative this week. By Friday, I hope to give the common narrative assessment (see blog post 'Next Week') . Please look at the blog post with those prompts. We need to give the same prompt before Christmas break, at which point we will 'trade 'n grade. Do we want to give them a choice in prompts -OR- would like to pick one of those prompts - if so, which one?
I am holding off on RL.8.7 - until I can get some time to get to it. I have a sub on the 17th so that looks like an easy enough plan. If there is a standard I can give up, right now, that is the one. :)
I am still digging into this idea of conspiracy theories and more likely opening it up to historical conspiracies and mysteries. The mysteries will open this up for more variety. I am going to be very selective, however, in which conspiracies I touch on, simply because some can get into very sensitive areas. I may stick to moon landing (in CC book), Roswell/Area 51, global warming (?), Shakespeare authorship, Columbus/Vikings discovered America, etc. I may only emphasize one in class and then let them do the necessary reading in order to research for their topic. My issue is getting to the research part without having a regular lab to access. Growl.
A few sites I stumbled upon last night:
- http://www.smithsonianconference.org/conspiracy/
- https://doubtaboutwill.org/debate Shakespeare Debate
I am still hunting and gathering! Happy Sunday! :)
~Abby
Saturday, November 3, 2012
Another standards resource
I'll admit - I am the world's most ADD Internet searcher (is that a word)?
I started looking for materials related to u.3 standards.......and came up with this really nicely organized resource for the standards. I like the 'assessment questions' - what a great way to see the types of questions we should be asking - formatively and on common assessments.
http://www.syracusecityschools.com/sites/default/files/Curriculum/ela/grade08/unit04/ela-grade08-unit04-unittemplate.pdf
Take 5-10 minutes to glance at it!
~Abby
Okay - I'm back to unit 3 and collecting writing materials for us...stay tuned.
I started looking for materials related to u.3 standards.......and came up with this really nicely organized resource for the standards. I like the 'assessment questions' - what a great way to see the types of questions we should be asking - formatively and on common assessments.
http://www.syracusecityschools.com/sites/default/files/Curriculum/ela/grade08/unit04/ela-grade08-unit04-unittemplate.pdf
Take 5-10 minutes to glance at it!
~Abby
Okay - I'm back to unit 3 and collecting writing materials for us...stay tuned.
Subscribe to:
Posts (Atom)