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 evaluation find the answers right there partner or in a group • making predictions On-demand/Timed writing in the text. • writing that is completed in class within Carousel/Gallery Walk During reading activities a set amount of time • Costa’s Level 2: Students • marking the text • grade is evaluated using a rubric must figure out the answer Problem solving in groups • Cornell notes Cornell Notes from information in the • graphic organizers • taking notes on the most important text. Projects in groups information After reading strategies • summarizing • Costa’s Level 3: Students • summarizing • using the notes to study apply what they have • group projects Reflective writing learned or use what they • students about what they have have learned to evaluate or learned 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 the student Allow student time to step out to Extended time on assignments =1 day Read Aloud to Students Check for understanding Preferential seating Visual manipulatives Testing in small groups Allow to leave class for assistance Written direction given Cooperative Learning, Extra time for exams Use of a planner/binder for organization Break directions into chunks Vocabulary, Description, English Language Dictionary Introduction, Daily agenda .
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 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 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, .
Week%2016%20January%204-%20January%208.docx