Strategies Used (detail)
Aim Game - Student Generated Aims/Topics. Students will be trained to determine the direct and connections in the lessons. In the processing period students will practice basic note taking skills with emphasis on independent writing and inquiry. Second wave leaves space for aim/directive/objective of the students' own choosing. Third wave has students automatically developing their own understand of the lesson's purpose direction and content as reflected in a variety of means including summarizing, related exploration and typically writing a descriptive statement/question in the spaces at the top of the notes page. At all times he direction of the lesson, its purpose and its place in the scope of the unit should be available upon request and/or in on-line class resources.
Abstracts connected to concept - still looking for the original source material
Teaching how to keep a running list of characters in NB.
Essay Pattern / Builder
Seminal item --> Notebook Draft --> Loose- leaf Draft --> Final Copy
Seminal item can be a free-write, rewrite or any short low stakes writing that is revised, combined, expanded ... The primary concept is the process not the product - even though we tend to grade the product. The rubric that best suits the initial small patterns is from the CC ELA, but needs to address the older ELA questions 26,27,28
Exit Competency An assessment of varying types that embody part or all of the skills, knowledge and expansions of materials covered in a given unit. For 11th Grade this often comes in the form of a composition/essay directly connected to the standardized exams such as the CC ELA and AP Language and Compositions. Some examples of other Exit Comps might be a standard multiple choice exam, a presentation, project or defense of portfolio.
File Sharing: File Sharing is simple way to collect, account for and review student work as well as teacher documents.
Here is a brief description for the Google Docs Manual:
Share files and folders. You can share files and folders with people and choose whether they can view, edit, or comment on them. You can share with: Google Drive, Docs, Sheets, or Slides; A link or email attachment; Note: To edit Microsoft Office files with others, you'll need to convert them to Google Docs, Sheets, or Slides. Levels of access When you share a file with other people, you choose what they can do with the file. You can always change your mind or stop sharing completely. Choose if others: Can edit: Others can make changes and share a file with others. The default for sharing with specific people. Can comment: Others can view and comment on a file but not make changes. You cannot comment on a folder Can view: Others can open a file but not change it or comment.
Deep Reading Tech Students will practice 5-10 minutes of deep reading. Initial segments will be interrupted every 2 or so minutes to prompt students into taking notes on such topics as: Questions, Vocabulary and character lists. May end in Freewrite but is better as a share. Should lead to class discussions. Makes an excellent means of recording teacher observations.
Freewrite A tool used for multiple actions. For this purpose will generate a series of short, low states writing that will be used as a base for the first essay.
Freytagging It Using a graphic organizer label and follow plot development.
Gallery Walk Students create a demonstrable model/posting/item and share with roving groups of students the details, process and meanings of there gallery. Picture an Art Gallery with living, talking documentation.
Guided Gallery Walk.
Groups of 3 each mind the object for 3 minutes and explains it to all comers. 3 minute Switch - Repeat.
Jigsaw In group students become "expert" on a given topic and then are re-arranged to share that information with others or entire class.
Students are each given a portion of the required information and must seek out others in class or group to complete notes, assignments, task ect... Similar to JigSaw but takes less time. Best with common, familar or short basis information.
Message Strip Students write a sentence response to a thought provoking question, the messages are previewed and shared, a short write on original and secondary slips after group or class discussion
Using and researching character names from literature to look for, identify and hypothesize on possible meaning. See Metaphor, Symbolism and Allusion.
Advanced Student will begin a journal on a parallel reader loosely connected to the themes in the class. Somebooks maybe school provided other are up to the students. Both Fiction and Non-Fiction choices are acceptable, but AP Lit List Prefered.
PCEN/Title 1 * Pre and Post Testing Writing Performance
Writing performance is evaluated by examining student writing samples before and after program participation. Trained reading/writing teachers evaluate student writing samples using a holistic assessment method. Teachers assess writing samples using a four-point scale (read:Rubric) that considers the overall adequacy of the paper as well as students' adherence to the topic, word choice and usage, and other criteria. (Mei, Dolores M. New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.)
Sample I 123 ... C Outline Format
Students learn through repetition and practice to create and expand simple outlines that will suit the ELA Regents, the AP Composition and general research papers. Concentration is on kid-friendly words and concept development rather than technical writing
I-ntroduction ---> Topic / Define Terms / Display Plan
1,2,3 ... (4,5,6) ---> Body Paragraphs following your plan
C-onclusion ---> Ties it all together ... restates the I Intro ... repeats your answer/opinion and adds a clincher - Something to remember you by.
note: As you add body paragraphs you need to increase the number(s) in your outline and add to the plan. Each step in the Introduction makes at least one body paragraph.
Open Reading Non-directed reading (ie: Where you last were or would like to be). Students read for 5-10 minutes, Freewrite for 3-5 minutes, share generate questions. Drives the lesson.
One Word: Type of circle sharing where the students pick one word to describe a passage, event, item they speak out the word and pass to the next.
Restorative Justice Circles : Restorative Justice brings persons harmed by crime and the person who harmed them, along with affected family and community members, together in dialogue that aims to build understanding, explore how the crime has impacted those involved, including the community, and develop agreements for what will be done to make things right. The result: truly meaningful justice for all involved.
These dialogues take place with participants sitting in circle, so they are sometimes called circle dialogues.Adapted to the English class this process combines a variety of good teaching practices into a student friendly format.By using issues such as crime, poverty, violence or even non-negative items students become self-motivated.
Modify technique for direct lesson generates the use words: Circle, Side to Side, Share Out, Opening/Closing Ceremonies
Share: There are times we over complicate and reduce our innate teaching skills and human communication to a ridiculous level. Many "Modern" strats are simply renaming of the tried and true. Share with your neighbor or partner, discuss in group and be prepared to present your work is self explanatory. There are times that a more detailed procedure or protocol is required - but that is part of the job. Please share this with your colleagues - it makes sense. See also Side to Side, Share Out
Teaching Teaching Stragies
1. One Teach, One Observe. One of the advantages in co-teaching is that more detailed observation of students engaged in the learning process can occur. With this approach, for example, co-teachers can decide in advance what types of specific observational information to gather during instruction and can agree on a system for gathering the data. Afterward, the teachers should analyze the information together.
2. One Teach, One Assist. In a second approach to co-teaching, one person would keep primary responsibility for teaching while the other professional circulated through the room providing unobtrusive assistance to students as needed.
3. Lead and Support. One teacher leads and another offers assistance and support to individuals or small groups. In this role, planning must occur by both teachers, but typically one teacher plans for the lesson content, while the other does specific planning for students' individual learning or behavioral needs. (Friend,1993)
4. Parallel Teaching. On occasion, student learning would be greatly facilitated if they just had more supervision by the teacher or more opportunity to respond. In parallel teaching, the teachers are both covering the same information, but they divide the class into two groups and teach simultaneously.
5. Station Teaching. In this co-teaching approach, teachers divide content and students. Each teacher then teaches the content to one group and subsequently repeats the instruction for the other group. If appropriate, a third station could give students an opportunity to work independently.
6. Alternative Teaching: In most class groups, occasions arise in which several students need specialized attention. In alternative teaching, one teacher takes responsibility for the large group while the other works with a smaller group. see Pull-Out
7. Station Teaching : Both teachers divide the instructional content, and each takes responsibility for planning and teaching part of it. In station teaching, the classroom is divided into various teaching centers. The teacher and student teacher are at particular stations; the other stations are run independently by the students or by a teacher’s aide. For example, three or more science stations, each containing a different experiment, could be organized with the teacher and student teacher working with the two stations that need the most supervision. It is also possible to use an aide or parent volunteer to supervise stations. (Friend,1996)
continued next column
8. Team Teaching: In team teaching, both teachers are delivering the same instruction at the same time. Some teachers refer to this as having one brain in two bodies. Others call it tag team teaching. Most co-teachers consider this approach the most complex but satisfying way to co-teach, but the approach that is most dependent on teachers' styles.
Friend, M. & Cook, L. Interactions: Collaboration skills for school professionals. Longman Press: White Plains, NY 1996.
Friend, M., Reising, M., & Cook, L. "Co-teaching: An overview of the past, a glimpse at the present, and considerations for the future", Preventing School Failure (37(4)).Taylor & Francis Group LLC :, pp 6-10
Text Explorer Students are given and extended and specific time to examine their new books. Students freewrite, share, add and create questions, The questions drive the class lesson
Turn and Talk from Teacher Tool Kit See also: Share.
This strategy permits all students to participate in discussion, rather than only a few students participating in a class-wide discussion. All students are able to process new learning while engaging in meaningful conversation with a classmate.
1. Question * Pose a question or prompt for students to discuss and tell them how much time they will have. A one-to-two minute discussion is most productive.
2. Turn * Have students turn to a specific partner. Pair students using Eyeball Partners, Shoulder Partners, or Clock Partners (see variations below). Partner assignments should be set up beforehand so that students can quickly and easily pair up.
3. Talk * Set a timer for the allotted time, and have students begin discussing the assigned question or prompt. When time is up, ask partners to share out thoughts and ideas from their discussion.
Vocabulary Hunt (I) Students select 5-10 words from list. Students define the words. Students share in group generating a list of again 5-8 words. Words are collected into a general list, promulgated to the students. Quiz follows in 1-2 lessons. Goal is to develop a shared list of approximately 25 -40 total words
Vocabulary Hunt (detail) Each class will work with the Crucible Vocabulary selecting their words in a collaborative group segment. The "refined" list will be print in class with a standard quiz two lessons following. Quiz follows the scoping concept wherein students choose a limited selection of words from a larger list. Additional Vocabulary comes from student generated, class discussion and teacher input. Saved in "Words we already know" & "Topics we need to know" documents.
Vocabulary Quiz Styles
1. Select Words from a scoped list. Students should always have at least one elimination. Example 4/6. Students describe the word in two to three sentences. Graded on A-F using 4 point scale. 4 = complete with very good definition, exact usage and appropriate length. 3 = reasonably complete with good definition, proper usage and at least 2 sentences. 2 = fair to poor definition, but shows almost clear understanding of the word and usage, 1-2 sentences. 1 = Poor understanding of word and usage, 1 sentence. 0 = Improper to erroneous usage. Poor execution of sentences, blank.
Other Strategies Used (details to follow)
Double Entry Journal / Notes
Make an Appointment
Movie Presentation (clip and interruption)
Notebook II (see power point)
Peer to Peer Editing
Station Teaching Static
Station Teaching Dynamic
Streaming Thought (lesson application of I -Search)
Procedures, Techs and Strats
Here you will find a series of common procedures and strategies used in our class. Remember be kind this is a work in progress and should be considered a draft.