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Archive for July, 2016

10 Reasons to Use Interactive Notebooks

Interactive notebooks (INBs) have become increasingly popular in all subject areas: reading, science, math, history/social studies, language arts, art, and foreign language study. Homeschooling advocates have long favored learning portfolios and have been particularly engaged in the INB movement. Additionally, the exponential influence and use of Pinterest in education has propelled publication of many INBs on sites such as Teachers Pay Teachers. Whether you are an INB inquirer or practitioner, it’s it’s useful to analyze the pros and cons as to whether INBs should be used in your home or classroom. To provide fodder for a balanced discussion, I have written 10 Reasons Not to Use Interactive Notebooks.

My own experience with INBs? I used INBs in middle school ELA for years before developing and using a more traditional grammar, usage, mechanics, spelling and vocabulary program (See product promotion at end of article). I also taught with the Teachers’ Curriculum Institute (TCI) Interactive Student Notebooks in their History Alive! series. Moreover, I just completed a Teaching Grammar and Mechanics Interactive Notebook series. Click HERE to check it out. If you do, I’m sure you will see why this classroom-tested INB is the best one available for your students.

Although teachers have valid reasons not to use INBs (1. Excessive class time 2. Too much prep 3. Too much correcting 4. Too messy 5. Not enough rigor and little critical thinking 6. Too teacher-centered and little focus on individual student needs 7. Not assessment-based instruction 8. Too supplemental and reductive (little focus on reading and writing) 9. Not real-world, career-based instruction  10. Some students dislike INBs), many teachers do see value in using interactive notebooks. To get past my own biases, I studied dozens of INBs and INB templates (most INBs use 3D graphic organizers such as pop-outs, flip pages, and foldables) in quite a few subject areas. I examined individual lessons found on Pinterest, teacher blogs, and Facebook. I also looked at partial and full-year published INB programs. In fact, I purchased the two best-selling INB programs: Erin Cobb’s Interactive Grammar Notebook for Common Core Grades 4-8 (over 30,000 sold with over 6,000 product reviews) and Nicole Shelby’s grades 2-5 Interactive Language Notebooks (14,531 product reviews at the time of this writing). Of course, it’s always good for writers to check out the best of the competition when developing their own alternative products 🙂 Both are great programs and certainly worth every penny.Product Review Quotes 1A

So, here’s the list of reasons to consider using INBs. But don’t take my word on it, check out the teacher comments as well.

10 Reasons to Use Interactive Notebooks

1. Interactive notebooks personalize learning. Teachers know that relevance matters. When students perceive content and skills as important to their “now and then” (immediate and future needs), they are more willing and capable of engaging in learning new content and skills. Education is a two-way process. Certainly students need input, but they also filter that input through prior knowledge and experiences and make personal meaning out of that input. INBs provide students with the connections they need between the outer world of ideas and their inner worlds of how they make sense of those ideas. When students own their interactive notebook lessons with learning goals, “I Can” statements, comments, opinions, and questions, they learn content and skills at a deeper level and retain more knowledge.

2. Interactive notebooks balance input, processing, and output. Teachers know the importance of direct instruction. Whether teachers initiate the learning as in a traditional classroom, or guide the learning as in a flipped classroom, we do serve as the “keepers of the keys” to learning. We know the Standards; we know what students know and don’t yet know; we know how students learn best. However, we don’t always provide the time or teach the process of learning. INBs provide the mechanisms teachers and students need to process new content and skills. To borrow Stephen Krashen’s expression: comprehensible input. After all, it’s all about learning, not teaching. When students add to or highlight key ideas in lecture notes, take marginal annotations on short INB articles, and summarize learning in 3D graphic organizers, they are processing information. We all know how much learning is lost when it is not immediately reinforced. Practice using the content and skills in the INB immediately after the lecture provides that reinforcement. The INBs stop the forgetting cycle and imprint learning into long-term memories.

3. Interactive notebooks help students learn and study at the same time. One real benefit of the INB is the focus on “killing two birds with one stone.” A key feature of INBs is test preparation. When a student cuts out a matchbook style foldable of M. A.I.N. (the main causes of World War I–Militarism, Alliances, Imperialism, and Nationalism), they are not only synthesizing information from lecture notes; they are also creating a study guide or essay pre-write for the upcoming unit test. Many teachers permit students to use their INBs on quizzes and tests to motivate proper notebook preparation and completion. Other teachers value the INB as a learning end in of itself as a performance-based assessment.

4. Interactive notebooks are a cross-curricular approach to instruction and learning. More and more schools have adopted INBs as the learning approach in all content-based and skill-based subject areas or classes: reading, science, math, history/social studies, language arts, art, and foreign language study. The authors of the Common Core emphasize the important of cross-curricular, interdependent instruction in the College and Career Readiness and Anchor Standards. Secondary schools in particular have embraced schoolwide AVID (Advancement Via Individual Determination) strategies such as Cornell Notes in their INB classrooms. INBs truly can serve the purpose of providing a similar user-friendly language of instruction, organization, and philosophy of learning. BTW, my recently completed INB provides both student and teacher lessons in Cornell Notes format.

Product Review Quotes 2A5. Interactive notebooks make sense of lecture and note-taking. The Common Core State Standards are indeed rigorous and require more, not less, input. The world knowledge base is compounding. Well-planned lectures still are viable and significant means of instructional delivery for both elementary and secondary classrooms. Rather than slowing the pace of instruction and causing day-dream boredom with elongated “interactive lectures,” INBs provide the interactivity within the notebooks themselves. Gone are the days of fifty minute didactic lecture-speeches with only a few question-answer interruptions. Teachers find that shorter 20 minute lectures with connected INB activities for the remaining 30 minutes get better results.

6. Interactive notebooks de-emphasize isolated practice. All too often in many classrooms, practice has been unrelated to instruction or student needs. INB teachers find that connected practice in the notebook serves students better than isolated drill and kill worksheets. Of course, targeted worksheets tied to an INB lecture or activity can certainly be added into the notebook itself. Glue is not for foldables alone.

7. Interactive notebooks provide “published” learning portfolios. In many respects, INBs have mimicked the writing process. Years ago, teachers began seeing the value of a step-by-step writing process in which the ultimate goal of publication for an authentic audience (not just the teacher-grader) was the end goal. Publication increases motivation and accountability, as well as the quality of work. In the case of the INB, the publication includes peer and parent review or presentation in class, parent-student-teacher-counselor conferences, and at Open House. Many teachers pass along INBs to the next grade level teacher as portfolios of student work for review or to continue the notebook. Publication provides concrete evidence of students’ learning. If they know it, they will show it becomes the mantra of an INB instructional approach.

8. Interactive notebooks teach the values of organization, neatness, and pride of work. “Since when did neatness and coloring become Standards?” complains one teacher. It’s true that some teachers go over the top in terms of time expended upon or concentration on neatness and appearance of the notebooks. Most INB teachers strike a workable balance between achievement and effort. Rafael will never produce the same level of artistic accomplishment as Janie. His lack of fine motor skills and her cool sets of high quality pastels and colored markers ensure their respective outcomes. However, it is certainly reasonable to expect Rafael to adhere to the organizational demands of the notebook and use the color coding to properly categorize the kingdoms and phyla for his science INB. Plus, his table of contents, numbered pages, and right-left orientation have to be accurate. Additionally, Janie’s INB has to have accurate content, insightful reflection, and properly annotated margin notes on her close readings and not just a Da Vinci quality INB. A little bit of peer pressure certainly does not hurt, nor does teacher affirmation of everyone showing pride of work and doing the best they can.Product Review Quotes 3A

9. Interactive notebooks provide a classroom management system for effective learning. One of the tenets of P.B.S. (Positive Behavior Support) is that an active and productive class setting with clear behavioral and academic expectations helps behaviorally challenged students stay engaged in the learning activities. Students are far less likely to cause class disruptions when they are invested in “hands-on” doing-style learning. Additionally, “idle hands are the devil’s workshop.” Bored students create problems. The INB keeps students focused on the learning task, even when a social environment is permitted.

10. Many students love interactive notebooks. Students prefer INB over tradition instruction because the notebooks are personalized and interactive. Students enjoy the social nature of the INB process. The learn by doing philosophy has been a particularly American approach to learning ever since John Dewey advocated this practice over a century ago. Students rarely describe INB classes as “boring.” And let’s face it; almost everyone loves to color:)

Interested in checking out the author’s Teaching Grammar and Mechanics Interactive Notebook? Check it out HERE.

Grammar, Mechanics, Spelling, and Vocabulary

Grammar, Mechanics, Spelling, and Vocabulary

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TPMOS

Grade 4 Language Standards Curriculum Map

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PresPerfect

PastPerfect

PastProg

CoAdjectives

Adjectives

Adverbs

ComNouns

CoordConj

CorConj

Prepositions

Pronouns

PropNouns

SubConj

Verbs

ObjectPro

SubjectPro

LinkHelpVerbs

IndPPro

DangMod

LgCompMod

FutProg

FutureVerbs

IntRefPro

LgSupMod

Modals

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ShSupMod

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CommaConj

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CommaGeog

CommaIntro

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CommaSpTag

ComComplexSent

ComplexSent

CompSent

ComSubj

Fragments

Run-ons

SimSent

SimSubj

ComPred

SimPred

Pronouns

ParenthDashes

Acronyms

Articles

Books

Chapters

Colons

Contractions

EventsCapitalization

Exclamations

HolidaysDatesCapitalization

LanguagesCapitalization

MoviesTV

OrgBusinessCapitalization

PeopleCapitalization

PlacesCapitalization

PlaysArt PluralPoss

Quotations

Semicolons

SingPoss

SongsPoems

StoriesDocs

ThingsCapitalization

fePlurals

IrregularPlurals

SoundPlurals

Vowel-o,yPlurals

ytoiPlurals

CoordinatingConjunctions

CorrelativeConjunctions

SubordinatingConjunctions

_cianion-Spelling-Worksheets

_sionion-Spelling-Worksheets

_tionion-Spelling-Worksheets

Simple Sentence Diagramming

Diagnostic Mechanics Assessment

Diagnostic Grammar and Usage Assessment with Recording Matrix

i before e Spelling Worksheets

Diagnostic Spelling Assessment

There, Their, They’re Poster

Grammar and Mechanics Instructional Scope and Sequence Grades 4-8

Test DriveTGM HighSchool

Review Unit Teaching Grammar and Mechanics Interactive Notebook Grades 4-8

Test DriveTGM HighSchool

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Test DriveLanguage Conventions Academic Literacy Center

Review Unit Teaching Grammar and Mechanics Interactive Notebook Grades 4-8

22 Capitalization Rules

22 MLA Citation

Track 16

Names, Sounds, Spelling Chant

Animal Sound-Spelling Cards and Consonant Blends

Editing Marks

Remedial Literacy Center Preview

Grade 8 Spelling and Syllabication Academic Literacy Center Preview

Rem GUM Preview

Grade 8 Vocabulary Academic Literacy Center Preview

Grade 7 Spelling and Syllabication Academic Literacy Center Preview

Grade 6 Spelling and Syllabication Academic Literacy Center Preview

Grade 5 Spelling and Syllabication Academic Literacy Center Preview

Grade 4 Spelling and Syllabication Academic Literacy Center Preview

Grade 8 Vocabulary Academic Literacy Center Preview

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Language Conventions Academic Literacy Center Preview

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Reading Academic Literacy Center Preview

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Grade 8 FREE UNIT Academic Literacy Centers BUNDLE

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Study Skills Academic Literacy Center Preview

ALC Grade 8 Preview

ALC Grade 7 Preview

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ALC Grade 5 Preview

ALC Grade 4 Preview

Grade 4 Vocabulary ALC Preview

ALC Preview

Remedial Literacy Centers BUNDLE Preview

Essential Study Skills

Sam and Friends Guided Reading Phonics Books

Remedial Spelling Center Sampler

Phonics Literacy Center Preview

Track 1

Academic Literacy Centers Grade 8

Academic Literacy Centers Grade 6

Academic Literacy Centers Grade 5

Academic Literacy Centers Grade 4

Outlaw Word List and Sample Activities

Tailwind Tribe

https://www.tailwindapp.com/tribe/join?d=eyJpdiI6IkU2XC8rWUhzY0Vxck54bDZ6YXlqaHBnPT0iLCJ2YWx1ZSI6Ik45clVWVmFnSTNYdXdLcmtSSkdhRHljUnFFM0ZlbURYdnQ1NGltM3BMMUFFVW5yTGJhU05hamdWS0pISjVla3h0TDlJUmlxUWVBdXBLcHMzWXA5ZllDTjJnbFRYVUU2NGNmV0NrUmJzTFljPSIsIm1hYyI6ImIxODJmNDM3ZWJiZmZlZTExMDY3ZDI0OTE0MDNjYzE1NzJjMDRkYmY4ODJlOWI0NDkyOWQ4Yjg1NTVjMTI3ZDEifQ%3D%3D

Essay Writing Rules and Style e-Comments

Body Paragraphs

GMSV Grades 4-8 Instructional Scope and Sequence

Grammar Openers Toolkit Preview

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TGM4-8INB

Nouns

Proper Nouns

Common Nouns Nouns

 

Verb Tents

Letter Greetings and Closings

Who, Whom, Whose, That, Which Worksheet

Verb Worksheet

Types of Sentences

Superlative Modifier Worksheets

Subjects and Predicates

Subject Case Pronoun Worksheet

Punctuation of Short Story and Document Titles Worksheet

Punctuation of Song and Poem Titles Worksheet

Semicolons Worksheet

Punctuation of Play and Work of Art Titles Worksheet

Punctuation of Movies and Television Show Titles Worksheet

Punctuation of Direct Quotations Worksheet

Punctuation of Book, Magazine, Newspaper, and Website Titles Worksheet

Punctuation of Book Chapter Titles Worksheet

Punctuation of Article Titles Worksheet

Punctuation of Apostrophes in Contractions Worksheet

Proper Noun Worksheet

Pronoun Worksheet

Pronoun Antecedent Worksheet

Progressive Verb Tense Worksheets

Present Participle Worksheet

Past Participle Worksheet

Perfect Verb Tense Worksheets

Preposition Worksheet

Parentheses and Dashes Worksheet

Object Case Pronoun Worksheet

Modifier Problems Worksheet

Linking and Helping Verbs Worksheet

Intensive and Reflexive Pronoun Worksheet

Indefinite Pronoun Worksheets

Fragments and Run-ons

Exclamation Points Worksheet

Conjunctions Worksheet

Conditional Modal Worksheet

Comparative Modifier Worksheets

Common Noun Worksheet

Commas with Speaker Tags Worksheet

Commas with Nouns of Direct Speech Worksheet

Commas with Introductory Words Worksheet

Commas with Geographical Places Worksheet

Commas with Coordinate Adjectives Worksheet

Commas with Conjunctions Worksheet

Commas with Appositives Worksheet

Commas in Letters Worksheet

Commas in a Series Worksheet

Colons Worksheet

Capitalization of Things Worksheet

Capitalization of Special Events and Historical Periods Worksheet (1)

Capitalization of Places Worksheet

Capitalization of People and Characters Worksheet

Capitalization of Organizations and Businesses Worksheet

Capitalization of Languages and People Groups Worksheet (1)

Capitalization of Holidays and Dates Worksheet

Apostrophes with Singular Possessives Worksheet

Apostrophes with Plural Possessives Worksheet

Adverb Worksheet

Adjective Worksheet

Abbreviations and Acronyms Worksheet

Final e Spelling Worksheets

Plurals Spelling Worksheets

ion Spelling Worksheets

ible Spelling Worksheet

Final y Spelling Worksheets

ent, ence, ency Spelling Worksheet

Double the Final Consonant Spelling Worksheets

ant, ance, ancy Spelling Worksheet

able Spelling Worksheet

Test

i before e Spelling Worksheets

Irregular Past Participles

Verbs

Vague Pronouns

Subject Verb Agreement

Sentence Fragments

Run-on Sentences

Pronouns

Prepositions

Parallelism

Misplaced Modifiers

Interjections

Conjunctions

Adverbs

Adjectives

Abstract and Concrete Nouns

Types of Sentences

Fragments and Run-ons

Diagram Sentences

How to Address Mail

Grammatical Sentence Openers

Subjects and Predicates

Spelling Pattern Worksheet

Spelling Sort

Mechanics Worksheet

Language Worksheets

Language Conventions Lesson Page 1

Language Conventions Lesson Page 2

Language Application Writing Opener

Grammar Worksheet

Grammar Matrix

Syllable Worksheet

Syllable Transformers

Syllable Rhyming Assessment

Syllable Awareness Assessment

Suffix Vocabulary Study Cards

Spelling Pattern Worksheet

Spelling Mastery Matrix

Sentence Revisions Writer Opener

SCRIP Reading Comprehension Worksheet

SCRIP Reading Comprehension Bookmarks

SCRIP Comprehension Strategies (Connect)

Reading Resource for EssayRhetorical Stance Quick Write

Reading Fluency Timing Chart

Phonics Workshop

Phonemic Segmenting Assessment

Phonemic Isolation Assessment

Phonemic Blending Assessment

Fairy Tales

Essay Writing Rules

Essay e-Comments Download

Dissecting a Writing Prompt

CTOTSample

Context Clues

Context Clues Worksheet

Animal Sound-Spelling Cards

Animal Fluency Passages

Analytical Rubric for Essay

Diagnostic Spelling Assessment

C

Conclusion Strategies Color

Introduction Strategies Color Posters

Writing Style Posters

ELA and Reading Assessments

Syllable Worksheets

Spelling Matrix

Spelling Pattern Worksheets

diagnostic-mechanics-assessment

mechanics-recording-matrix

mechanics-worksheets

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The Pennington Manual of Style TPMOS

parts of speech worksheets

context-clues-free-resource

g-and-m-worksheets

CTOTSampleWriting Style Posters

diagnostic-assessments-6-7-8

matrix-6-7-8

Writing Style Posters

Grade 4 Teaching Grammar and Mechanics Interactive Notebook: Parts of Speech and Conventional Spelling Rules Unit

Grade 5 Teaching Grammar and Mechanics Interactive Notebook: Parts of Speech and Conventional Spelling Rules Unit

Grade 6 Teaching Grammar and Mechanics Interactive Notebook: Parts of Speech and Conventional Spelling Rules Unit

Grade 7 Teaching Grammar and Mechanics Interactive Notebook: Parts of Speech and Conventional Spelling Rules Unit

Grade 8 Teaching Grammar and Mechanics Interactive Notebook: Parts of Speech and Conventional Spelling Rules Unit

file:///C:/Users/Administrator/Desktop/ELA%20and%20Reading%20Assessments.pdf

CCSS L.2 Grades 4-8 Spelling Scope and Sequence

writing-process-samplefifteen-power-words

Uncategorized

How to Teach Complex Sentences

Simply put: Learning to write complex sentences will improve your students’ writing. Perhaps no other revision tool produces a greater “bang for the buck.” However, even the best tools can be overused. A contractor may love her “go-to” nail gun, but sometimes a simple hammer may better fit the task.

Our job as writing teachers is to show developing writers how complex sentences help authors communicate efficiently, precisely, and coherently (three academic language words every student should learn). So often, with our justifiable focus on getting students to write in complete sentences during the primary grades, developing writers get caught in a pit trap of writing simple sentences only in the SUBJECT-PREDICATE-OBJECT pattern. Students need a sturdy ladder to climb out of this trap.

The complex sentence is aptly named. Understanding, recognizing, and producing complex sentences require a substantial amount of prior knowledge and experience in reading, writing, listening, and speaking. We can (and should) use a few short-cuts to get to the end goal of getting students to use complex sentences in their own writing, but we do no service to them by ignoring, simplifying, or generalizing the requisite scaffolds of academic language and syntax. Kids gotta learn how their language works. Yes, that involves plenty of grammar instruction and practice.

To scaffold how to teach complex sentences, teach each rung of the ladder well. Tighten up each of the wobbly rungs and don’t skip any. Your learners are diverse. Who knows what they know and don’t know? (Although you could give my diagnostic grammar and usage assessment to find out).

How to Teach Complex Sentences Ladder

How to Teach Complex Sentences

Connect to and Build Prior Knowledge

RUNG 1

“First, let’s review the characteristics of a simple sentence.”

Write or display these definitions and examples, read them out loud, and tell students to copy them.

“A simple sentence has three characteristics: 1. It tells a complete thought. 2. It has both a subject and a predicate. The subject is a noun or pronoun and serves as the “do-er” of the sentence. A noun is a person, place, thing, or idea. A pronoun takes the place of a noun. The predicate is a verb or verbs and acts upon the subject or links the subject to something else in the sentence. 3. When read out loud, a simple sentence makes the voice drop down at the end of a statement or go up at the end of a question. Examples: Karen enjoys chocolate. Do you like chocolate?

Identify the Problem: Connect to Oral Language and Reading

RUNG 2 

Convince students that too many simple sentences strung together can be a problem, especially in essays. Reading out loud helps students identify the machine gun quality of repetitive simple sentences. Write or display this paragraph and read it out loud.

“Now listen to me as I read this paragraph of simple sentences. Afterwards, let’s read the paragraph out loud together as a class.”

     Thomas Alva Edison was born into a well-educated family. He had a lot of challenges to overcome. Tom was the youngest of seven children. Tom did not receive undivided attention from his parents. His parent had so many children. Thomas did not learn to talk as a young boy. His parents did not interact much with him. His siblings did not interact much with him. He finally learned to talk. He began talking at age four. Then he would not stop. He asked why and how questions about everything.

Debrief with your students: “What did you think about how this paragraph is written? How did it sound? Each sentence in the paragraph is a simple sentence. We can combine simple sentences with a conjunction to form another type of sentence: the compound sentences. A conjunction is a joining word. When we combine simple sentences, we change the name of a simple sentence to an independent clause. Let’s copy these definitions and example: A simple sentence is an independent clause. Two or more joined independent clauses form a compound sentence. Example: Then he would not stop, and he asked why and how questions about everything.

Another type of sentence is the complex sentence. Let’s listen to me as I read the same paragraph, revised with some revised complex sentences. Afterwards, we will read the paragraph out loud together as a class.”

Identify the Solution: Connect to Oral Language and Reading

RUNG 3

Convince students that adding sentence variety by including complex sentences makes writing more efficient, precise, and coherent. “Now listen to me as I read this paragraph of simple sentences. Afterwards, let’s read the paragraph out loud together as a class.”

     Although Thomas Alva Edison was born into a well-educated family, he had a lot of challenges to overcome. Tom was the youngest of seven children. Because his parents had so many children, Tom did not receive their undivided attention. Thomas did not learn to talk as a young boy since his parents and siblings rarely interacted with him. When he finally learned to talk at age four, he would not stop. He asked why and how questions about everything.

Debrief with your students: “Does this revised paragraph  provide the same information as the first? What did you think about how this revised paragraph is written? How did it sound? Many of the sentences in this revised paragraph are complex sentences. Let’s copy this down: A complex sentence has one independent clause and at least one dependent clause. A dependent clause has three characteristics: 1. It begins with a subordinate conjunction.  Subordinate means less important than or under the control of someone or something else. 2. It has at least one noun or a pronoun and at least one connected verb. 3. When read out loud, a dependent clause does not makes the voice drop down at the end of a statement. Example: Although (subordinate conjunction) Mike (noun) and I (pronoun) listen (verb), (When read out loud the voice does not drop down.)

Now let’s figure out how the author formed complex sentences to make the our own writing efficient, precise, and coherent. Efficient means to be well-organized and not wasteful. Precise means to be specific and exact. Coherent means to be logical, orderly, and consistent.”

Common Subordinating Conjunctions

Bud is wise, but hot! AAA WWW Subordinating Conjunctions

Teach How to Write Dependent Clauses

RUNG 4 

“Write down this formula for writing dependent clauses: dependent clause = subordinate conjunction (Bud is wise, but hot! AAA WWW) + at least noun or pronoun + at least one connected verb + any other words. 

Bud is wise, but hot! AAA WWW is a memory trick to help you remember the common subordinate conjunctions. Copy down this list, underlining the first letter of each subordinate conjunction:”

before, unless, despite (in spite of), in order that, so, while, if, since, even though (if), because, until, that, how, once, than, after, although (though), as (as if, as long as, as though), whether, when (whenever), where (wherever)

Have students write and share five dependent clauses in their notebooks and pair share as you monitor this guided practice.

Teach How to Connect Dependent Clauses to Independent Clauses

RUNG 5 

“A dependent clause added onto an independent clause (a simple sentence) forms a complex sentence. The dependent clause may be placed at the beginning, in the middle, or at the end of a sentence. Copy these sentences with their examples.

Place a comma after a dependent clause that begins a sentence. Example: After I sneeze, I always blow my nose.

Place commas before and after a dependent clause in the middle of the sentence. Example: I use a handkerchief, when I sneeze, to be polite.

Don’t place a comma before a dependent clause that ends a sentence. Example: I stop sneezing when it’s not allergy season.”

Assign a Formative Assessment to Determine Mastery

RUNG 6 

Write a short paragraph in which you use three complex sentences: one at the beginning of a sentence; one in the middle of a sentence; and one at the end of a sentence.

Extend the Learning: Writing Style

RUNG 7 

A little knowledge can be a dangerous thing. Teach students to avoid using more than two complex sentences in a row in any given paragraph. Overuse of simple sentences is problematic, but the same is true with complex sentences. Review the revised paragraph above and analyze the different types of sentences, their placements within the paragraph, and the placement of the dependent clause within the complex sentences themselves. Analyze the types of sentences in both narrative and expository text.

*****

Syntax Programs

Pennington Publishing Grammar Programs

Teaching Grammar, Usage, and Mechanics (Grades 4, 5, 6, 7, 8, and High School) are full-year, traditional, grade-level grammar, usage, and mechanics programs with plenty of remedial practice to help students catch up while they keep up with grade-level standards. Twice-per-week, 30-minute, no prep lessons in print or interactive Google slides with a fun secret agent theme. Simple sentence diagrams, mentor texts, video lessons, sentence dictations. Plenty of practice in the writing context. Includes biweekly tests and a final exam.

Grammar, Usage, and Mechanics Interactive Notebook (Grades 4‒8) is a full-year, no prep interactive notebook without all the mess. Twice-per-week, 30-minute, no prep grammar, usage, and mechanics lessons, formatted in Cornell Notes with cartoon response, writing application, 3D graphic organizers (easy cut and paste foldables), and great resource links. No need to create a teacher INB for student make-up work—it’s done for you! Plus, get remedial worksheets, biweekly tests, and a final exam.

Syntax in Reading and Writing is a function-based, sentence level syntax program, designed to build reading comprehension and increase writing sophistication. The 18 parts of speech, phrases, and clauses lessons are each leveled from basic (elementary) to advanced (middle and high school) and feature 5 lesson components (10–15 minutes each): 1. Learn It!  2. Identify It!  3. Explain It! (analysis of challenging sentences) 4. Revise It! (kernel sentences, sentence expansion, syntactic manipulation) 5. Create It! (Short writing application with the syntactic focus in different genre).

Get the Diagnostic Grammar, Usage, and Mechanics Assessments, Matrix, and Final Exam FREE Resource:

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How to Save Time Grading Essays

Canned e-Comments

Insertable e-Comments

Good teachers learn to work smarter not harder. We also learn how to prioritize our time, especially in terms of managing the paper load. Most of us would agree that we need to focus more of our time on planning and teaching, rather than on correcting. Here’s one resource to help you save time grading essays, while providing better essay response: the e-Comments Chrome Extension. Automatically insert hundreds of canned comments into Google docs and slides from your choice of grades 3-6, 6-9, 9-12, and AP/College comment banks. Switch back-and-forth if you like. And you can edit these as you please or even add your own, including audio, video, and speech-to-text comments. Perfect for the non-techie teacher. Only one click inserts the comments from the movable e-Comments menu.

No, this is not an automatic grading program. If you’ve tried a few of these, you already have learned that while computers may do a nice job driving our cars, they don’t do as well grading student essays. Instead, the essay e-comments app is simply a “canned” comment bank which teachers use “as is” or choose to modify to stop wasting time writing the same comments over and over again. Plus, instead of just identifying the writing issue, each Essay e-Comment teaches students how to revise the problem.

No, this is not a grammar or spell checker. These are wonderful tools; however, they don’t teach your students how to avoid repeating the same mistakes over and over again. The comments are aligned to the Common Core Anchor Standards for Writing and Language. They are comprehensive and identify, explain, and show how to revise writing issues for stories, essays, and reports.

If you’re committed to providing detailed comments to help your students improve their writing, but find yourself spending more than five minutes per essay, this easy to use Chrome extension’s for you!

Let’s See Examples

Revise In-Text Citation Format:

In-text citations identify any outside source of information you use in your writing and must be included on a separate Works Cited page. After the direct quotation (using the author’s words) or an indirect quotation (using your own words, but the author’s idea), include the following within parentheses: the author’s last name (or title if none listed), followed by a space and the page number (numeral only). If the name of the author or title is used within the quotation, only the page number is included in parentheses. Place a period after the closing parenthesis.

Examples:

As the author explains, “Direct quotation” (Smith 22).

According to Amy Smith, “Direct quotation” (22).

Inconsistent Point of View:

The point of view has changed. The point of view refers to how the story is told. Most authors use one of these points of view to tell the story:

One of the characters tells the story using I. The reader only knows what the character knows and feels.

Example: I walked into the hallway, not knowing where it would lead.

The narrator, who is not involved in the story, tells the reader what one main character knows and feels.

Example: Marsha and Brad left the house together. Marta wondered if they would return.

The narrator or character telling the story knows everything about the characters’ past, present, and future.

Example: The children did not know that their parents were waiting for them at the end of the tunnel.

Revise Sentence Run-on:

This run-on incorrectly connects two independent clauses (a noun and connected verb which tells a complete thought). If connected with a comma, the run-on is known as a comma splice. To fix a sentence run-on, try these revision strategies:

Separate the run-on into two sentences.

Run-on Example: Lou told his mom he told his sister.

Revision: Lou told his mom. He told his sister.

Add a comma followed by a conjunction (for, and, nor, but, or, yet, so) between the two complete thoughts.

Run-on Example: Lou told his mom he told his sister.

Revision: Lou told his mom, and he told his sister.

Needs Commentary:

Provide your own comments about the concrete detail. In an opinion essay, include your opinion, share your own ideas about the evidence, analyze (say what it means about the issue or topic), or evaluate (say if it’s right or wrong; good or bad). In an informative/explanatory essay, explain, analyze (say what it means), or provide a definition of a key word. Commentary does not add additional details or information. Use a transition word to begin commentary sentences.

Example: As a result, gamers learn how to optimize their games with modifications.

*****

Here’s a resource that just might make life a bit easier for teachers committed to providing quality writing feedback for their students… You can both save time and improve the quality of your writing feedback with the e-Comments Chrome Extension. Insert hundreds of customizable Common Core-aligned instructional comments, which identify, explain, and show how to revise writing issues with just one click from the e-Comments menu. Add your own comments to the menu, including audio, video, and speech-to-text. Record the screen and develop your own comment sets. Works in Google Classroom, Canvas, Blackboard, etc. Check out the introductory video and add this extension to your Chrome toolbar: e-Comments Chrome Extension. Includes separate comment banks for grades 3-6, 6-9, 9-12, and AP/College. Cheers!

e-Comments

The e-Comments Chrome Extension

Grammar/Mechanics, Literacy Centers, Spelling/Vocabulary, Study Skills, Writing , , , , , , , , , , , , , , , , , , ,

Verbing: Making Nouns into Verbs

Donald Trump does it all the time. Twitter has taught the more verbose of us how to keep it short. In fact, all social media has made us more concise. Of course, verbing (changing nouns into verbs) didn’t start with the Internet. It’s been done for years. However, since Facebook changed friend (the noun) into friend (the verb), verbing has becoming more and more accepted. For more details on verbing, check out Richard Nordquist article on Verbing.

By the way, the converse process in which verbs (or other parts of speech) are turned into nouns is called nominalization. Ah! Facebook strikes again by changing the verb like into the noun a like. Check out the Purdue Online Writing Lab (OWL) article on Nominalizations.

I started thinking about how many things label our physical appearance and how many have suffered the casualities of verbing. Check out David Rickert’s cartoon with my own verbing captions. Wow! We do love verbing.

Verbing changes nouns into verbs

Verbing: Changing Nouns into Verbs

*****

Syntax Programs

Pennington Publishing Grammar Programs

Teaching Grammar, Usage, and Mechanics (Grades 4, 5, 6, 7, 8, and High School) are full-year, traditional, grade-level grammar, usage, and mechanics programs with plenty of remedial practice to help students catch up while they keep up with grade-level standards. Twice-per-week, 30-minute, no prep lessons in print or interactive Google slides with a fun secret agent theme. Simple sentence diagrams, mentor texts, video lessons, sentence dictations. Plenty of practice in the writing context. Includes biweekly tests and a final exam.

Grammar, Usage, and Mechanics Interactive Notebook (Grades 4‒8) is a full-year, no prep interactive notebook without all the mess. Twice-per-week, 30-minute, no prep grammar, usage, and mechanics lessons, formatted in Cornell Notes with cartoon response, writing application, 3D graphic organizers (easy cut and paste foldables), and great resource links. No need to create a teacher INB for student make-up work—it’s done for you! Plus, get remedial worksheets, biweekly tests, and a final exam.

Syntax in Reading and Writing is a function-based, sentence level syntax program, designed to build reading comprehension and increase writing sophistication. The 18 parts of speech, phrases, and clauses lessons are each leveled from basic (elementary) to advanced (middle and high school) and feature 5 lesson components (10–15 minutes each): 1. Learn It!  2. Identify It!  3. Explain It! (analysis of challenging sentences) 4. Revise It! (kernel sentences, sentence expansion, syntactic manipulation) 5. Create It! (Short writing application with the syntactic focus in different genre).

Get the Diagnostic Grammar, Usage, and Mechanics Assessments, Matrix, and Final Exam FREE Resource:

Grammar/Mechanics, Spelling/Vocabulary, Writing , , , , , , ,

Verbals

No wonder grammar and usage befuddles both teachers and students. Just when students think they finally have mastered the definitions and identifications of the basic parts of speech, their teacher (perhaps you) tells them, “Now that you think you get it… there’s a bit more…”

Students cringe when teachers tell them that some parts of speech can serve as other parts of speech. Wait until you tell them that prepositional phrases can also act as adverbial phrases e.g., I waited down at the station. I tell them it’s like dressing up in costumes at Halloween.

But let’s narrow things down to one part of speech: the verb. When is a verb not really a verb?

The verbals (gerunds, participles, infinitives) are notorious masqueraders.

Gerunds

Although “_ing words” look like verbs (actually present participles), as in running, they can also serve as nouns. Example: Running is a great form of cardiovascular exercise.

Of course gerunds can function as parts of noun phrases. Example: Running around the track is a great form of cardiovascular exercise.

Participles

Present participles (“_ing words”) and past participles (“_d,” “_ed,” “_en,” and “_t” words) can serve as verbs, but also do double-duty as adjectives. Examples: Stunning, the beauty queen turned every head. Surprised, the judges found her talented and accomplished as well.

Check out these adjective phrases using participles. Examples: The whirring blades of the helicopter began to slow. Defeated by the green army, the blue army retreated beyond the river.

Infinitives

Infinitives are the base forms (unconjugated) of the verb. They are often preceded by “to” as in “to run.” Infinitives can stand on their own or as parts of phrases. They can masquerade as nouns, adjectives, and adverbs.

Noun Examples: To love is to truly live. “To love” serves as a thing and the subject of the sentence. To live sacrificially remains my goal. “To live sacrificially” is a noun phrase and the complete subject of the sentence.

Adjective Examples: Their goal to win was ambitious. The infinitive “to win” modifies the noun “goal.” James was the first to ask about her. The infinitive “to ask about her” modifies the predicate adjective “first.”

Adverb Examples: To help my father lent him the start-up money.  “To help” modifies the verb “lent.” To see the joy on her face, her father gave her the portrait. “To see the joy on her face” modifies the verb “gave.”

Verbals can serve many different functions in sentences:

SUBJECT

Example: Skiing is a challenging sport.

DIRECT OBJECT

Example: She misses racing her boat.

OBJECT OF THE PREPOSITION

Example: Their grandparents get more than they give from babysitting.

APPOSITIVE

Example: The athlete, beaten and bruised, vowed to try again.

Warning: Students experimenting with the use of verbals frequently write fragments. Stress the fact that the three criteria of a complete sentence still apply when using verbals:

1. Is there a subject (the “doer”) and the predicate (the action or state of being)? To teach subjects and predicates, check out this helpful Subjects and Predicates article:

2. Does the “sentence” state a complete thought? To teach recognition of sentence fragments, check out this article on Sentence Fragments. To teach recognition of run-on sentences, check out Run-on Sentences.

3. When reading the “sentence” out loud, does the voice drop down at the end of a declarative, imperative, or exclamatory or go up for an interrogative? This last one connects with students’ oral language abilities and is especially powerful for your grammatically-challenged kids. Of course, students can force their voices down or up and inaccurately apply this strategy, so encourage natural reading-the out loud part is crucial.

*****

Syntax Programs

Pennington Publishing Grammar Programs

Teaching Grammar, Usage, and Mechanics (Grades 4, 5, 6, 7, 8, and High School) are full-year, traditional, grade-level grammar, usage, and mechanics programs with plenty of remedial practice to help students catch up while they keep up with grade-level standards. Twice-per-week, 30-minute, no prep lessons in print or interactive Google slides with a fun secret agent theme. Simple sentence diagrams, mentor texts, video lessons, sentence dictations. Plenty of practice in the writing context. Includes biweekly tests and a final exam.

Grammar, Usage, and Mechanics Interactive Notebook (Grades 4‒8) is a full-year, no prep interactive notebook without all the mess. Twice-per-week, 30-minute, no prep grammar, usage, and mechanics lessons, formatted in Cornell Notes with cartoon response, writing application, 3D graphic organizers (easy cut and paste foldables), and great resource links. No need to create a teacher INB for student make-up work—it’s done for you! Plus, get remedial worksheets, biweekly tests, and a final exam.

Syntax in Reading and Writing is a function-based, sentence level syntax program, designed to build reading comprehension and increase writing sophistication. The 18 parts of speech, phrases, and clauses lessons are each leveled from basic (elementary) to advanced (middle and high school) and feature 5 lesson components (10–15 minutes each): 1. Learn It!  2. Identify It!  3. Explain It! (analysis of challenging sentences) 4. Revise It! (kernel sentences, sentence expansion, syntactic manipulation) 5. Create It! (Short writing application with the syntactic focus in different genre).

Get the Diagnostic Grammar, Usage, and Mechanics Assessments, Matrix, and Final Exam FREE Resource:

Grammar/Mechanics, Writing , , , , , , , , , , , , ,

How to Individualize Instruction

Chances are that you are the type of ELA or reading teacher who wants to get better at what you do.

Good teachers refine their units and lesson plans to provide quality direct instruction to the whole class. Great teachers, and frankly some never take this step, figure out how to address the individual learning needs of their students. Let’s look at how to individualize instruction according to the information gained from reliable informal assessments.

Now I’m not talking about revamping your class(es) into some crazy differentiated instruction-learning centers-reading writing workshop-personalized learning circus in which you create individual lessons for every student every day. Some teachers try that… for a year or two. What I am talking about is a sensible, few minutes each day plan to help your students catch up, while they keep up with grade-level instruction. I call this Assessment-Based Instruction (ABI).  Simply defined, Assessment-Based Instruction (ABI) is a commitment to students to help them catch up, while they keep up with grade-level instruction.

Here’s how to implement ABI: In the first two weeks of school, administer  some of these free whole class diagnostic assessments: Grammar, Usage, Mechanics, Syllable Awareness, Syllable Rhyming, Phonemic Isolation, Phonemic Blending, Phonemic Segmenting, Alphabetic Upper and Lower Case Letter Match and Alphabetic Sequencing, Vowel Sounds Phonics Assessment, Consonant Sounds Phonics Assessment, Outlaw Words Assessment, Rimes Assessment, Sight Syllables Assessment, Diagnostic Spelling Assessment, and an Individual Fluency Assessment. Each assessment includes recording matrices for progress monitoring. Plus, most include audio files for easy administration and make-ups.

Next, find targeted worksheets and activities which perfectly correspond to each item in the diagnostic assessments you choose to administer. You could create these resources, but why reinvent the wheel?

For a few minutes each day (as classwork or homework), students complete the worksheets and activities for each item missed on their diagnostic assessments. After completing an assignment, students self-correct and edit from answer booklets to learn from their own mistakes. Print up several booklets so that more than one student can correct at the same time. Finally, students complete a short formative assessment and mini-conference with the teacher to determine if mastery has been achieved. No extra prep, no extra correcting, no classroom circus. You may wish to check out my related articles: 8 Keys to Classroom Management with Assessment-Based Instruction and Using Student Data to Inform Instruction for detailed instructions.

That’s assessment-based learning which targets the individual needs of your students. That’s what great teachers do.

The author of this article includes targeted worksheets and activities with formative assessments in each of his ELA and reading intervention programs to help students “catch up” to grade-level instruction. Each Pennington Publishing program provides Standards-based whole class and individualized instruction.

Mark Pennington, has written the assessment-based Grammar, Mechanics, Spelling, and Vocabulary  Grades 4-8 programs to teach the Common Core Language Standards. Each full-year program provides 56 interactive grammar, usage, and mechanics and include sentence diagrams, error analysis, mentor texts, writing applications, and sentence dictation formative assessments with accompanying worksheets (L.1, 2). Plus, each grade-level program has weekly spelling pattern tests and accompanying spelling sort worksheets (L.2), 56 language application opener worksheets (L.3), and 56 vocabulary worksheets with multiple-meaning words, Greek and Latin word parts, figures of speech, word relationships with context clue practice, connotations, and four square academic language practice (L.4, 5, and 6). Comprehensive biweekly unit tests measure recognition, understanding, and application of all language components.

Intervention Program Science of Reading

The Science of Reading Intervention Program

The Science of Reading Intervention Program: Word Recognition includes explicit, scripted instruction and practice with the 5 Daily Google Slide Activities every reading intervention student needs: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spellings (including handwriting) 4. Heart Words Practice 5. Sam and Friends Phonics Books (decodables). Plus, digital and printable sound wall cards and speech articulation songs. Print versions are available for all activities. First Half of the Year Program (55 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Language Comprehension resources are designed for students who have completed the word recognition program or have demonstrated basic mastery of the alphabetic code and can read with some degree of fluency. The program features the 5 Weekly Language Comprehension Activities: 1. Background Knowledge Mentor Texts 2. Academic Language, Greek and Latin Morphology, Figures of Speech, Connotations, Multiple Meaning Words 3. Syntax in Reading 4. Reading Comprehension Strategies 5. Literacy Knowledge (Narrative and Expository). Second Half of the Year Program (30 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Assessment-based Instruction provides diagnostically-based “second chance” instructional resources. The program includes 13 comprehensive assessments and matching instructional resources to fill in the yet-to-be-mastered gaps in phonemic awareness, alphabetic awareness, phonics, fluency (with YouTube modeled readings), Heart Words and Phonics Games, spelling patterns, grammar, usage, and mechanics, syllabication and morphology, executive function shills. Second Half of the Year Program (25 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program BUNDLE  includes all 3 program components for the comprehensive, state-of-the-art (and science) grades 4-adult full-year program. Scripted, easy-to-teach, no prep, no need for time-consuming (albeit valuable) LETRS training or O-G certification… Learn as you teach and get results NOW for your students. Print to speech with plenty of speech to print instructional components.

Grammar/Mechanics, Reading, Spelling/Vocabulary, Study Skills, Writing , , , , , , ,

Using Student Data to Inform Instruction

In my last article, Assessment-Based Instruction, I discussed the importance of whole class diagnostic assessments for ELA and reading intervention teachers. I also provided a link to free diagnostic assessments (including answers and recording matrices).

ABI is a commitment to students to help them catch up, while they keep up with grade-level instruction. The dual focus is important. Direct whole class instruction is an essential means of delivering Standards-based grade-level instruction; however, the diversity of our learners demands that we concurrently teach to the needs of individual students.

In this article I will provide the research base (from the federal government What Works Clearinghouse) and practical tips regarding the use of formative assessments for ELA and reading intervention teachers. Specifically, we will discuss how quick formative assessments can be used on targeted worksheets and activities to address diagnostically assess determined ELA and reading skill deficits to help students “catch up” to grade level instruction. In other words, this article will not discuss how the teacher can use formative assessments, such as “thumbs up, show me your answer” techniques or embedded assessments, in whole class direct instruction to help students “keep up” with grade level Standards.

The What Works Clearinghouse report, “Using Student Data to Inform Instruction,” applies the most relevant educational research on both uses of formative assessments. Regarding the use of formative assessments to cater instruction to the demonstrated needs of individual students, the report concludes:

“Armed with data and the means to harness the information data can provide, educators can make instructional changes aimed at improving student achievement, such as: prioritizing instructional time; targeting additional individual instruction for students who are struggling with particular topics; more easily identifying individual students’ strengths and instructional interventions that can help students continue to progress…”

The report has recommendations for both teachers and students:

  1. “Make data part of an ongoing cycle of instructional improvement. Collect and prepare a variety of data about student learning. Interpret data and develop hypotheses about how to improve student learning.
  2. Teach students to examine their own data and set learning goals. Teachers should provide students with explicit instruction on using achievement data regularly to monitor their own performance and establish their own goals for learning. This data analysis process—similar to the data use cycle for teachers described in recommendation 1—can motivate both elementary and secondary students by mapping out accomplishments that are attainable, revealing actual achievement gains and providing students with a sense of control over their own outcomes. Teachers can then use these goals to better understand factors that may motivate student performance and adjust their instructional practices accordingly. Students are best prepared to learn from their own achievement data when they understand the learning objectives and when they receive data in a user-friendly format.”

Here’s how to follow these What Works Clearinghouse recommendations:

1. After administering content and skill-based ELA and reading assessments, teachers chart the student results data as relative strengths and weaknesses on progress monitoring matrices.

2. Teachers share this data with students and explain how to interpret the information on the matrices. I suggest a simple system of a numbered list of boxes, corresponding to the diagnostic assessments, in which a blank box indicates mastery of the skill or content and a slash (“/”) indicates a skill or content that needs to be mastered.

3. The teacher helps students and their parents set individual goals to “catch up” to grade level instruction by mastering each deficit.

4. Teachers purchase or create diagnostically-based ELA and reading worksheets and activities to address each numbered skill or content focus.

In a 2016 article titled “Practice for Knowledge Acquisition (Not Drill and Kill)” for the American Psychological Association, researchers recommend the following guidelines for deliberate practice (re-ordered and edited). My comments follow. These are necessary components for well-designed targeted worksheets or activities:

  • “Provide clear instructions on performance expectations and criteria. Directions must facilitate independent practice and be consistent across all worksheets and activities. If a teacher is assigning different learning activities to different students, students must be able to work on their own to free teachers up to monitor the class as a whole.
  • Provide students with fully completed sample problems as well as partially completed sample problems before asking them to apply new problem-solving strategies on their own. Students need both clear definitions and specific examples to learn unmastered content and skills.
  • Guide students through sample practice problems by using prompts that help them reflect on problem-solving strategies. Students need just enough, but not too much practice on any content or skill. Additionally, students need immediate feedback on their practice. Rather than having students turn work for teacher grading, I suggest providing answer booklets to permit students to grade and self-edit their own work. Students learn best when correcting their own errors. The teacher requires student to use different color pens or pencils for corrections and assures student that they will not be penalized for wrong answers to discourage cheating. This process affords the students with immediate feedback and re-teaching.
  • Provide plenty of opportunities for students to practice applying problem-solving skills before you test them on their ability to use those skills. After self-correcting their practice, students complete a quick formative assessment to master the content or skill. I recommend a writing application.

Following are examples of quick writing application formative assessments for remedial ELA and reading worksheets:

  • Spelling−Write an original sentence including each example of the i before e spelling rule, not using any examples found on this worksheet.
  • Grammar−Write an original sentence including the past progressive verb tense, not using any examples found on this worksheet.
  • Mechanics−Write an original sentence including proper use of commas with three items in a list, not using any examples found on this worksheet.
  • Writing−Write an original paragraph without using any “to be” verbs. Don’t use any examples found on this worksheet.
  • Reading−Write an original sentence in which you infer what the author means in this sentence.
  • Vocabulary−Write an original sentence, using context clues to show the meaning of hyperbole.

5. After completing the formative assessment, a student brings the self-graded worksheet or activity up to the teacher for review in a mini-conference. The teacher discusses the writing application with the student and determines whether mastery has or has not been achieved. If mastered, the student is instructed to change the slash (/) into an “X” on the recording matrix. I recommend posting the class matrices on the wall with either student names or i.d. numbers; however, other teachers have students keep their own writing folders with individual matrices. If the formative assessment has not been mastered, the teacher may elect to have students re-do the sentence or complete additional remedial work on the content or skill with formative assessment.

The author of this article includes targeted worksheets and formative assessments in each of his ELA and reading intervention programs to help students “catch up” to grade-level instruction. Mark Pennington’s programs also provide Standards-based instruction, which use formative assessments to inform teacher instruction of the grade-level Standards.

Intervention Program Science of Reading

The Science of Reading Intervention Program

The Science of Reading Intervention Program: Word Recognition includes explicit, scripted instruction and practice with the 5 Daily Google Slide Activities every reading intervention student needs: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spellings (including handwriting) 4. Heart Words Practice 5. Sam and Friends Phonics Books (decodables). Plus, digital and printable sound wall cards and speech articulation songs. Print versions are available for all activities. First Half of the Year Program (55 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Language Comprehension resources are designed for students who have completed the word recognition program or have demonstrated basic mastery of the alphabetic code and can read with some degree of fluency. The program features the 5 Weekly Language Comprehension Activities: 1. Background Knowledge Mentor Texts 2. Academic Language, Greek and Latin Morphology, Figures of Speech, Connotations, Multiple Meaning Words 3. Syntax in Reading 4. Reading Comprehension Strategies 5. Literacy Knowledge (Narrative and Expository). Second Half of the Year Program (30 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Assessment-based Instruction provides diagnostically-based “second chance” instructional resources. The program includes 13 comprehensive assessments and matching instructional resources to fill in the yet-to-be-mastered gaps in phonemic awareness, alphabetic awareness, phonics, fluency (with YouTube modeled readings), Heart Words and Phonics Games, spelling patterns, grammar, usage, and mechanics, syllabication and morphology, executive function shills. Second Half of the Year Program (25 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program BUNDLE  includes all 3 program components for the comprehensive, state-of-the-art (and science) grades 4-adult full-year program. Scripted, easy-to-teach, no prep, no need for time-consuming (albeit valuable) LETRS training or O-G certification… Learn as you teach and get results NOW for your students. Print to speech with plenty of speech to print instructional components.

Grammar/Mechanics, Reading, Spelling/Vocabulary, Study Skills, Writing , , , , , , ,