It’s official. You have likely heard that the new cut scores were coming. Well they’re here.
When the MDE sent a memo out this week reminding everyone that historical data with the new cut scores attached would be released on Novemember 3, 2011 – I jumped into action.
I’ve put together a few materials that should be useful to you as you get to know your new cut scores.
DOWNLOAD THE 14 PAGE PDF HERE. And do let me know if there’s anything else you need.
You’ve likely seen this product on television. It’s a Wonderfile! I tested it out recently and liked it very much. My test run was with an assortment of materials I put together for a Reading Playbook that I designed for students. I wanted to have my most recent copy of the playbook, examples of the student pages, and background research – all in one place. I’m ordering more since I always have several ongoing projects in the works.
I am a fan of Kelly Gallagher’s Article of the Week. His website is loaded with weekly articles you can use to give students interesting topics to which they can write.
I recently read an article in Education Week and asked the author, Anothy Cody, for permission to turn his article, Color Coded High School ID Cards Sort Students by Test Performance, into an assignment for students.
I set up the assignment in a modified version of Article of the Week. I modified the directions and numbered each of the lines in the text. The numbered lines support students in citing the text during classroom discussions.
Download the assignment: Assignment: Argumentative Paper
The assignment includes a Writing Checklist, which you can download separately.
Details and examples are one of those areas that students have struggled with when writing. Being able to cite details and examples is a skill that is valuable in reading, writing, thinking, and speaking. What are some of the things we might want to make sure students learn when we ask them to think about details and examples? We might want them to know what kinds of things are details: facts, quotes, statistics, firgurative language, the information in a visual, sensory details, and more. We also want students to know some of the things they can do with details: compare and contrast ideas, support a point of view, oppose a point of view, make a decision, describe a character, make inferences, make prediections, and more. As always, I’ve got a pdf copy for you – just print it out and share it with your students (and fellow educators).
I’ve been working on collecting ideas for content-area literacy. I began with the reading standards for science, grades 9-10 from the Common Core State Standards.
Download a pdf version of the 28-page document and see if there’s an idea or two you can use.
Informational Literacy Standards for Science - FRESH LINK, Updated September 27, 2011.
Informational Literacy Standards for Science, Updated 09.19.2011
Motor Mouth is simply an engaging strategy for students to review important vocabulary. This can be used in any class at any grade level. Did I mention that this is also fun?
I’ve included the PowerPoint with directions and a template that is ready to modify for your own use.
Another one completed!
Click here to get the pdf. Don’t forget to run this on one sheet of paper for a one-pager (front and back) content card.
Exit slips are as tool to check for understanding and get a sense of where your kids are on just about any topic you want. They are so easy to implement.
I’ve written basic directions and examples for using exit slips in your classroom.
Don’t let this idea slip away!
Click here to download the three-page document for working with exit slips.
There are so many times we can help students learn to read for meaning – and using an advanced organizer is just one simple strategy we can use.
Here’s one way to use the technique, with a reading from the Chile mine rescue.
Download the activity which includes directions, the advanced organizer, and the reading.
Enjoy!
A quick-write is a literacy strategy that can be used in any content area. In this activity you give students a topic or let them choose one of their own and then give them five minutes or so to write quickly about the topic.
I’ve included brief directions for using Quick-Writes with your students and an example of how to have students fill in their writing logs.
