problem solve, or to complete a task/project Writing-to-Learn Higher level questioning Think Pair Share Before reading activities • summaries in classes • vocabulary activities Process writing • Costa’s Level 1: Students Sharing ideas with a • accessing prior knowledge • using a rubric as find the answers right partner or in a group evaluation there • making predictions On-demand/Timed writing in the text. Carousel/Gallery Walk • writing that is completed During reading activities in class within a set • Costa’s Level 2: Students • marking the text amount of time Problem solving in groups must figure out the • Cornell notes • grade is evaluated using answer a rubric • graphic organizers Projects in groups from information in the Cornell Notes text. • taking notes on the most After reading strategies important information • summarizing • summarizing • Costa’s Level 3: Students • group projects • using the notes to study apply what they have Reflective writing learned or use what they • students write about have learned to evaluate what they have learned or and what they still need create. Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students Read directions for Allow student time to Extended time on Read Aloud to the student step out to de-escalate assignments =1 day Students Check for Testing in small groups Preferential seating Visual manipulatives understanding Use of a planner/binder Written direction given Cooperative Allow to leave class for organization Learning, for assistance English Language Break directions into Vocabulary, Extra time for exams Dictionary chunks Description, Introduction, Daily agenda .
problem solve, or to complete a task/project Writing-to-Learn • summaries Process writing • using a rubric as evaluation On-demand/Timed writing • writing that is completed in class within a set amount of time • grade is evaluated using a rubric Cornell Notes • taking notes on the most important information • summarizing • using the notes to study Reflective writing • students write about what they have learned and what they still need Higher level questioning in classes • Costa’s Level 1: Students find the answers right there in the text. • Costa’s Level 2: Students must figure out the answer from information in the text. • Costa’s Level 3: Students apply what they have learned or use what they have learned to evaluate or create. Think Pair Share Sharing ideas with a partner or in a group Carousel/Gallery Walk Problem solving in groups Projects in groups Before reading activities • vocabulary activities • accessing prior knowledge • making predictions During reading activities • marking the text • Cornell notes • graphic organizers After reading strategies • summarizing • group projects Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students Read directions for the student Check for understanding Allow to leave class for assistance Extra time for exams Daily agenda Allow student time to step out to de-escalate Testing in small groups Use of a planner/binder for organization English Language Dictionary Extended time on assignments =1 day Preferential seating Written direction given Break directions into chunks Read Aloud to Students Visual manipulatives Cooperative Learning, Vocabulary, Description, Introduction, .