These resources are running records for teachers on the following criteria: - …
These resources are running records for teachers on the following criteria: - Assess and Reflect 4.1 Reflect on and assess own ELA experiences, strategies used and ways to improve. - Assess and Reflect 4.2 Set personal goals to improve ELA skills. - Comprehend & Respond CR 4.1 Comprehend and respond to a variety of grade-level texts. - Comprehend & Respond CR 4.2 View and respond to grade appropriate visual and multimedia texts. - Comprehend & Respond 4.3 Listen, summarize, paraphrase, evaluate what was heard and draw conclusions. - Comprehend & Respond CR 4.4 Read for various purposes and comprehend grade-appropriate fiction.
My goal was to transform the learning environment from a traditional atmosphere …
My goal was to transform the learning environment from a traditional atmosphere to a student-led learning experience. Essentially, I have become the facilitator, rather than the knowledge keeper. Students are immersed in inquiry learning. 1. The learning environment has become the third teacher in the classroom and is very important. My classroom is divided into a variety of learning zones: - Teacher zone (an area near the smart board – could be defined with a carpet and invite kids to come closer) - Student tables – students work in pods of 4 (which have replaced all the desks) - Reading corner (leveled books line a bookshelf. Mats and bean bag chairs were purchased) - Walking lanes – a simple line on the floor where kids can go and wear off a little energy or to get their minds thinking - Horse shoe table for guided instruction - Small table for an individual work area - Bulletin Boards – have consciously tried to have them interactive (RAN Chart and Parking Lot, homemade whiteboards) 2. For student supplies, a caddy is in the middle of each table for shared supplies. All other personal supplies are stored in baskets and put in their lockers
The goal of my 21 Century Learning project was for students to …
The goal of my 21 Century Learning project was for students to use collaboration and communication into preparing a showcase of their learning for parents, administration and each other. The showcase would also include some technological components of their learning by using iPad tools. Twice in the school year, students prepared a showcase of their learning. They assembled their showcase of their learning and presented it in a mock interview to peers. They then presented their showcases to parents. There was a combination of paper, project, and digital samples of learning. The students followed a script which is included. Students used the Reproducibles from the book Self-Assessment and Goal Setting to guide the self-selection of their learning samples.
My goal was for students to be able to co-create criteria for …
My goal was for students to be able to co-create criteria for self-assessment in a variety of subject areas.
My grade five students were asked to recall what they had learned about co-constructing criteria this year, and then develop a lesson plan for interns. This is their plan, with links to criteria and assessments developed and used this year
This comprehensive resource from Saskatchewan Rivers Public School Division includes units of …
This comprehensive resource from Saskatchewan Rivers Public School Division includes units of study plus curricular and assessment resources for Grade 5 Arts Education, ELA, Health Education, Physical Education, Mathematics, Science and Social Studies. Look for rubrics, vocabulary lists, summarized outcomes, unit plans, sample year plans (and templates), Treaty Education outcomes and indicators as well lots of other teacher resources. Some of the information is not available as a login is required.
In this eight-week module, students learn about new or improved technologies that …
In this eight-week module, students learn about new or improved technologies that have been developed to meet societal needs and how those inventions have changed people’s lives. They conduct authentic research to build their own knowledge and teach others through writing. In Unit 1, students read the graphic novel Investigating the Scientific Method with Max Axiom, Super Scientist by Donald B. Lemke as well as several informational articles about inventions that have been developed to meet people’s needs. Students learn about and analyze structures and visual elements authors use to convey complex ideas. Then, they will write a short opinion paragraph about which of the inventions they learned about has been most important to people and why. In Unit 2, students will read The Boy Who Invented TV: The Story of Philo Farnsworth by Kathleen Krull, focusing on how the television was invented to meet societal needs.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
In this module, students explore how native Inuit and other people of …
In this module, students explore how native Inuit and other people of Canada have used the natural resources available to meet their needs. In Unit 1, students read The Inuit Thought of It: Amazing Arctic Innovations, by Alootook Ipellie with David MacDonald, to learn about how the native Inuit people of Canada used natural resources in the Arctic to adapt and meet the needs of their community hundreds of years ago. In Unit 2, students read and view a variety of informational texts and media, including graphs, charts, and maps, to examine how the resources available in Canada today are used to develop products that meet the needs and wants of people in Canada and throughout the Western Hemisphere.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
This module engages students in a high-interest topic—natural disasters—with a literacy focus …
This module engages students in a high-interest topic—natural disasters—with a literacy focus on point of view in literature, research, opinion writing, and public speaking. The module integrates science content (about extreme natural events) with a Social Studies focus on the Western Hemisphere and the role of multinational organizations.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
Practice using the viewing guide with one or two videos first, following …
Practice using the viewing guide with one or two videos first, following the lesson steps below. This may be done every second or third day. Once students feel comfortable with the viewing process, a summative viewing guide can be completed by the students for grading.eng
This comprehensive resource from Saskatchewan Rivers Public School Division includes units of …
This comprehensive resource from Saskatchewan Rivers Public School Division includes units of study plus curricular and assessment resources for Grade 6 Arts Education, ELA, Health Education, Physical Education, Career Education, Mathematics, Science and Social Studies. Look for rubrics, vocabulary lists, summarized outcomes, unit plans, sample year plans (and templates), Treaty Education outcomes and indicators as well lots of other teacher resources. Some of the information is not available as a login is required.
This rubric can be used to assess descriptive writing in Grade 6. This resource …
This rubric can be used to assess descriptive writing in Grade 6. This resource also provides other grade 6 rubrics - https://resourcebank.ca/authoring/2389-ela-6-outcome-based-rubrics/view
In this module, students are involved in a deep study of mythology, …
In this module, students are involved in a deep study of mythology, its purposes, and elements. Students will read Rick Riordan’s The Lightning Thief (780L), a high-interest novel about a sixth-grade boy on a hero’s journey. Some students may be familiar with this popular fantasy book; in this module, students will read with a focus on the archetypal journey and close reading of the many mythical allusions. As they begin the novel, students also will read a complex informational text that explains the archetypal storyline of the hero’s journey which has been repeated in literature throughout the centuries. Through the close reading of literary and informational texts, students will learn multiple strategies for acquiring and using academic vocabulary. Students will also build routines and expectations of discussion as they work in small groups. At the end of Unit 1, having read half of the novel, students will explain, with text-based evidence, how Percy is an archetypal hero. In Unit 2, students will continue reading The Lightning Thief (more independently): in class, they will focus on the novel’s many allusions to classic myths; those allusions will serve as an entry point into a deeper study of Greek mythology. They also will continue to build their informational reading skills through the close reading of texts about the close reading of texts about the elements of myths. This will create a conceptual framework to support students’ reading of mythology. As a whole class, students will closely read several complex Greek myths. They then will work in small groups to build expertise on one of those myths. In Unit 3, students shift their focus to narrative writing skills. This series of writing lessons will scaffold students to their final performance task in which they will apply their knowledge about the hero’s journey and the elements of mythology to create their own hero’s journey stories.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
What are “rules to live by”? How do people formulate and use …
What are “rules to live by”? How do people formulate and use “rules” to improve their lives? How do people communicate these “rules” to others? In this module, students consider these questions as they read the novel Bud, Not Buddy, Steve Jobs’ 2005 commencement address at Stanford University, President Barack Obama’s Back-to-School Speech, “If” by Rudyard Kipling, and informational research texts. At the start of Unit 1, students launch their study of Bud, Not Buddy, establishing a set of routines for thinking, writing, and talking about Bud’s rules to live by. They read the novel closely for its figurative language and word choice, analyzing how these affect the tone and meaning of the text. In the second half of the unit, students engage in a close reading of the Steve Jobs speech, focusing on how Jobs develops his ideas at the paragraph, sentence, and word level. Students use details from the speech to develop claims about a larger theme. During Unit 2, students continue to explore the theme of “rules to live by” in the novel as well as through close reading of the poem “If” by Rudyard Kipling. Students analyze how the structure of a poem contributes to its meaning and theme. In a mid-unit assessment, students compare and contrast how Bud, Not Buddy and “If” address a similar theme. Unit 2 culminates with students writing a literary argument essay in which they establish a claim about how Bud uses his “rules”: to survive or to thrive. Students substantiate their claim using specific text-based evidence including relevant details and direct quotations from the novel. In Unit 3, students shift their focus to their own rules to live by and conduct a short research project. Students work in expert groups (research teams) to use multiple informational sources to research that topic. As a final performance task, students use their research to write an essay to inform about one important “rule to live by” supported with facts, definitions, concrete details, quotations, and examples.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
In this eight-week module, students explore the idea of adversity of people …
In this eight-week module, students explore the idea of adversity of people across time and place, and through multiple modes of writing. Students begin this module with a research-based unit on the Middle Ages. They read informational articles about various aspects of medieval life, learning and practicing the skills of summarizing an article, analyzing how ideas are developed across a text, and describing how a part of a text contributes to the whole. Students then break into expert groups to read closely about one demographic group. They practice the informational reading skills they have learned and explore the adversities faced by that group. In the second half of Unit 1, students write an informational essay based on their research as their end of unit assessment. In Unit 2, students use their background knowledge built during Unit 1, but move to reading literature: Good Masters! Sweet Ladies! Voices from a Medieval Village. This is a book of monologues told from the perspective of children living in the same village during the Middle Ages. Students have dual tasks: First, they identify the various adversities faced by this cast of characters; secondly, they examine the author’s craft, specifically by identifying and interpreting figurative language in the monologues as well as analyzing how word choices affect the tone of the text. In the second half of Unit 2, students write a literary argument to address the question “Do we struggle with the same adversities as the people of Good Masters! Sweet Ladies!?” In Unit 3, students move into modern voices of adversity by reading concrete poems in the books Blue Lipstick and Technically, It’s Not My Fault. These concrete poems highlight adversities faced by the speakers of the poems, an adolescent girl and her younger brother. Students apply the same reading skills they learned in the reading of Unit 2, but this unit is discussion-based, allowing teachers to assess students’ speaking and listening skills in small group discussions about the texts. For their performance task, students choose a writing format—narrative, like the monologues of Good Masters! Sweet Ladies!, or concrete poem—and write their own text about adversities faced by sixth-graders. Students then perform their writing for a group of their peers.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
In this module, students are involved in a study of how an …
In this module, students are involved in a study of how an author develops point of view and how an author’s perspective, based on his or her culture, is evident in his or her writing.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
In this module, students study how an author develops point of view …
In this module, students study how an author develops point of view and how an author’s perspective, based on his or her geographic location, is evident in his or her writing. Students consider point of view as they learn about ocean conservation and the impact of human activities on life in the oceans. Through close reading, students will learn multiple strategies for acquiring and using academic vocabulary.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
In this eight-week, research-based module, students explore the benefits and harmful consequences …
In this eight-week, research-based module, students explore the benefits and harmful consequences of the use of the controversial pesticide DDT. In Unit 1, students begin the novel Frightful’s Mountain (640L) by Jean Craighead George. Students will read closely to practice citing evidence and drawing inferences from this compelling text as they begin to think about the interactions between people and the natural world. They also will read informational texts and watch videos to gather evidence and trace arguments about the uses, benefits, and harmful consequences of DDT, its affects on the environment, and its use in the battle against malaria. At the end of this unit, students will participate in a Fishbowl discussion to begin to articulate their evidence-based opinions about the central question: “Do the benefits of DDT outweigh its harmful consequences?” In Unit 2, students will read the remainder of the novel, focusing on the how the main character, Frightful, is affected by the actions of other people and her own interactions with the natural world. Students also will engage in a research project, continuing to explore the central question of the module. Students will read several complex texts, both print and digital, in order to collect relevant information in a structured researcher’s notebook. To help them grapple with this issue, students learn a decision-making process called “Stakeholder Consequences Decision-Making” (see the end of this document for details). This process will help students understand the implications of various choices, and will scaffold their ability to determine—based on evidence and their own values—what they believe can and should happen. Unit 2 culminates with students synthesizing all their reading thus far in order to make and present their own evidence-based claim about the use of DDT. In Unit 3, students choose the most compelling evidence and write a position paper in which they support the claim they made (at the end of Unit 2). As a mid-unit assessment, students will submit their best draft of this position paper. As an end of unit assessment, students will submit a published copy, as well as a reflection on the writing process. As the final performance task, students share their findings by creating a scientific poster and presenting that poster to peers during a hosted gallery.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
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