Reporting

five seven then five
syllables mark our haikus
reporting to you

essential knowings
for our seventh grade students:
selected fab four

not Beatles but core
four guaranteed things to learn
to test, teach, retest

first term spent giving
mastery connect pretests
then instruction blitz

fact and opinion
students mostly knew it all
not much to do there

new, harder target
on coordinate commas
hint: use "and" instead

theme and evidence
brought mixed results, so lots of
practice to master

fourth goal: paragraphs
central idea, support,
transitions, conclude.

rubrics with mas-try
connect writing with testing
generate data

will successful kids
write odes to tests or to us?
that we've yet to see







new,

Kelly Gallagher

Building Deeper Readers in the Age of CCSS

Frugal and Gorbit –

retelling

start in the shallow end of the pool

Key Ideas and Details – what does it say

Word Summaries

Pick a number between 1 and 20   tell what you’ve read in ( ) words

Goofy headlines  --

Give them a chunk of newspaper have them produce the headline

Write a headline – fiction or nonfiction

CHUNK AND RETELL

HEADLINE

EXPLAIN YOUR HEADLINE

Window Quotes – a big idea in it – select   (like last word)

Move them beyond the printed page.

    listen, watch, retell – TED Talks

  Jimmy Wales – Wikipedia – note taking – teach them how to take notes

Group summaries

10 minutes – all in one paragraph

Sir Ken Robinson: Do Schools Kill Creativity?

Cornell notes

Taylor – stroke  

left side  what she said

right side  what was not said – inference

What she says  What she leaves out

Chevy truck – print ad Chevy trucks, the best headlights in its class

Craft and Structure

What does the text do

Read like a writer – noticing the moves, the techniques employed by the

All Quiet on the Western Front

The Yellow Birds – Kevin Powers – Afghanistan

f-bombs

entire passage one sentence

________________________

Integration of Knowledge and Ideas

What does it mean?

Deeper readers recognize claims – not thesis statement – write a claim

Harper’s Index

one page collection of statistics

ex.  Percentage change since 1996 in the number of U.S. childen living in proverty: +12

Claims:  one sentence

info-graphics

The Week

Website  infographics

make a list of all the things you learn by reading that chart

what claims can be made?

Visual imagery  Dorthea Lange’s Migrant Mother

Why did she write it?  Who did she hope would read it?  What claim is she making?

100 photographs that changed the world

paintings – Gassed Mark Singer Sargeant

Dulce et Decorum Est

encyclopedia entry

average life expectancy of WWI pilot 12 days

We Real Cool

Butch Cassidy --

Joseph Griffith’s The Surrender

example in Write Like This

Anchor Reading Standards

What does the text say?

What does the text  do?

What does the text mean?

Three Big Problems with the Anchor Reading Standards

1. Readers should go beyond the “four corners of the text.”

 David Coleman

So what?

more than stories

Reading provides students with “imaginative rehearsals” for the real world.  – Kenneth Burke

interpretations – defend, connect

1984 – Orwell

Problem #2 : Scaffolding (pre-reading) is undervalued.

Walk them into the wrestling match.

You have to know stuff to “encounter texts on your own terms”

You have to know stuff to read stuff.

Problem #3: Where are the recreational reading standards?

“word poverty”

What effect does word poverty have on reading?

If “word poverty” is not addressed, it doesn’t matter whether the bar is raised. . . .

Article of the Week

Not just common core, but core values of reading and writing for kids.

Narrative writing undervalued

Tom Newkirk –

[We tell our stories to get people to connect

Gallagher – forms of discourse

@KellyGToGo

Carol Jago

kellygallagher.org

November 7  Cris Tovanni

Theme/Main Idea

________________________________________________________________

Reading an Image:  Using Images for Rhetorical Analysis

Movies – cinematic elements

Sonja or Lyde – making a movie

conduct research, produce and consume media

old advertisements – text heavy

modern --  little text

Images for The Outsiders?  

brightest, lightest

suggestion of movement

angles

What is NOT there?

Somebody sat in an office and had a bunch of money. What sort of image can we create that will sell the most cars? 

constructed – staged

Even photographs –

toppling of BinLaden  -- framing   small group, or looks like a lot – taken from how far away

Tuesday Weisner  to teach inference – students create the story

Painting:  “I am half-sick of shadows, said the  Lady of Shalott” by John William Waterhouse (1916)

image in the mirror heart-shaped

her posture suggests

her facial expression

colors – symbolism

couples outside the window

can’t look out the window – sees the world as a reflection?

loom

with mirror cracked

in the boat

Loreena McKennit song

angels in black trench coats

______________________________________

Informational Text

Grammar of images

up, down, forward or back

framing  Citizen Kane – when lawyer comes to cottage he and mother are sitting at table, father standing   boy outside

Omayra Sanchez

“And of Clay We Are Created”  Allende

_______________________________________

Argumentative

inundated with ads

What do we buy for which we use logos?  computers, medicines?

Daily Dose of Core Skills   -- Mike Handy

Strategies to teach an abundance of standards

Too many standards – 42

Rather than teach a standard, assess, mastery of that standard, reteach, remediate, differentiate. . . .

1.     Choose core skills most important

2.     design brief warm up activities

3.     evaluate the effectiveness of the activities and redesign as necessary

mihandy@dsdmail.net

mr.mike.handy@gmail.com

mightyprettydad on Twitter

longest 12 minutes  most 6 minutes

Vocab instruction

solving mini-mysteries

sentence combining

mini-debates

analyzing videos

analyzing editorial cartoons

3 for vocab instruction:

word-attack from parts

context

usage

Fugacious from Holt lit book

Fugacious come from a similar root to the word fugitive.  Using what you know about fugieve as well as context form the story, write a definition fugacious

“fugacious as time itself “ O’Henry

fugue one running away, one chasing

context  Anna Quindlen 

“America is an improbable idea.  A mongrel nation build of everchanging ans disparate parts, , it is held toether by a notion, the notion that all men are created equal, thouh everyone knows that most men consider themselves better than someone. “

Collaboration September 16, 2013

Fact vrs. Opinion
Theme
   music and theme activity   -- lyrics for four songs   multiple choice options 2 to come up with their own   -- took about 30 minutes
     enrichment and remediation
coordinate adjectives/commas 
     
    CSI:  American Fork  -- Hayley 

October 28-- 
Hayley reported on close reading
Reminders of protocols 
Save the Last Word for Me 

Collaboration

September 9, 2013
Mastery Connect
DWA

My Access -- 40 minutes

It's, Its
Too, To
Your, You're
Here, Hear
There, Their, They're

Battle of the Books
district level march 20  competition
Silent to the Bone -- off the list

about a week for Stephanie

7, 8, and 9

Media Center enrichment -- through English class
15-20 minutes

In lab 143  chromebooks
google calendar
log-on
school email
skywardlogin@alpinesd.org
password student number needs to be 8 digits -- add zeros to end

batteries will not last all day
powerstrip turned on
push in straight cords
has --
google  -- drive, etc.  doc, email
can't save
can't download programs
or plugins
have speakers and a webcam
USB ports
headphone jacks

headphones, music

Poems for The Outsiders

25 copies of “I’m Nobody!  Who Are You?” – Emily Dickinson
2 copies of “I am an Italian American” – Angelo Bianchi  http://handymanwire.com/ubbthreads/ubbthreads.php/topics/290249/I_am_an_Italian_American

2 copies of “My Wheelchair Had Wings” – Michele Sutphin
http://www.voicesnet.org/poetrydisplay.aspx?poemid=177569

2 copies of “Alienation” – Ronald W. Hull
http://ronhullauthor.com/poems/alienation.htm   --Tacky

2 copies of “Sheep in Fog” – Sylvia Plath  
http://www.poemhunter.com/best-poems/sylvia-plath/sheep-in-fog/

2 copies of “Outsiders” – James Grengs
http://www.poemhunter.com/poem/outsiders/

2 copies of “Please Hear What I’m Not Saying” – Charles C. Finn
http://www.poetrybycharlescfinn.com/pleasehear.html

2 copies of “Mending Wall” – Robert Frost
http://www.poemhunter.com/poem/mending-wall/

2 copies of “Psalm 55”
http://www.biblegateway.com/passage/?search=Psalm+55&version=KJV

2 copies of the lyrics of “Heartbreak Hotel” – Elvis Presley
http://www.azlyrics.com/lyrics/elvispresley/heartbreakhotel.html

2 copies of the lyrics of “Lonely” – Akon
http://www.azlyrics.com/lyrics/akon/lonely.html


2 copies of the lyrics of “Fool on the Hill” – the Beatles
http://www.azlyrics.com/lyrics/beatles/thefoolonthehill.html

2 copies of the lyrics of “Iris” – the Goo Goo Dolls
http://www.azlyrics.com/lyrics/googoodolls/iris.html

• I will read “I’m Nobody!  Who Are You?” aloud, and, on an overhead projector, model note taking on the poem.  (3 minutes) 
• I will ask a student to read another poem aloud, and, as a class, the students will practice reflecting on the poem’s theme of alienation or individuality by taking notes.  A student will write the class’s notes on the board.  (3-4 minutes)
• Copies of the poems/songs will be set on 12 desks around the room.  Students will circulate throughout the room, taking and reading as many poems as they reasonably and efficiently can, silently taking notes in their notebooks on the poems.  (25 minutes) 
• The class will regroup and students will share some of the notes they took on some of the poems they read. (10 minutes)  To guide the discussion, I will ask the students questions such as:

“Briefly summarize the poem you read.”
 “How does this poem deal with being an outsider?”
“What was unique or different about the character/s in this poem?”
“Does this poem display being an outsider as a positive thing?”

from Maria Macioce
http://www.d.umn.edu/~lmillerc/TeachingEnglishHomePage/TeachingUnits/TheOutsiders-MariaMacioce.htm

Keys to Reading

"Frequent voluminous reading is the key to becoming a skilled reader."
http://teacher.scholastic.com/products/scholasticprofessional/authors/ta_atwell_readingzone.htm?eml=Teachers%2Fsmd%2F2013072013%2FFacebook%2F%2F%2FTeachersPage%2FTeachers%2F1800%2FAtwell-reading-zone%2F

Author Nancie Atwell discusses getting and keeping students in the 'reading zone' in this video:

• Time to read 
• Great selection of books
• "Commercials"  = book talks  -- from students and teachers 
• Students keep a someday list  (planning) 

Points of View

From Gail Carson Levine's Writing Magic page 65 +    3rd person omniscient (Princess Sonora and the Long Sleep)   Notice her name in the context of her book!

page 67 - Ben tells us what his parents are apparently thinking.
           Trustworthy vs. untrustworthy?  compare with Ponyboy's reporting of Darry
  Take notes on the types of POV
      Quiz question -- What does POV stand for?
          matching types

Smith and Wilhelm  Fresh Takes on Literary Elements

First Semester

First Semester

Second Semester

Tests:  Fact and opinion Theme  -- explicit or implied  ( inference)   imply/infer Evidence for Theme  -- textual Evidence Coordinate Adjectives Point of view summarizing how particular elements of a story or drama interact  setting influence plot and character  compare and contrast written story to video, etc.       Outsiders (Novel:  The Outsiders  Short Stories     Priscilla and the Wimps   elements of literature, finding theme   Drama?  What about book of the month?  Style:  formal, informal Write argument  Write narrative Short research projects       citing sources Collaborative discussion building on others’ ideas and expressing their own clearly. evaluating speakers presenting     research, multi-media, etc.   phrases and clauses simple, compound, complex, and compound-complex misplaced and dangling modifiers. capitalization, punctuation, and spelling vocabulary a word’s position or function in a sentence) grade-appropriate Greek or Latin affixes and roots     belli general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Counselor's Assignments

Whiteley - A - CL

Rick Sannar (new counselor) - CO - Hao

Bartlett - Hap - MC

May - Me - Se

Elzey - Sh - Z

Newspapers

David Gillis  --  class set a week
Hayley -- 20 for fact and opinion
Kelly orders about 20 a day
Kaylee Herrick -- yes, but not sure how often

Paige wants to read it, like me!
Courtney V. 7 once a week


Daily Herald
Deseret News?
Salt Lake Tribune

Language Arts 7

Language Arts 7: Reading Literature

Language Arts 7: Reading Informational Text

Language Arts 7: Writing

Language Arts 7: Speaking and Listening

Language Arts 7: Language

Close Reading:  Blog post about close reading  http://frizzleblog.scholastic.com/post/quote-pay-attention-details

http://www.reading.org/general/Publications/Books/bk497/supplementary-material.aspx
text-based comprehension strategy learning

Originally published:  Jul 27, 2013

Roots and Affixes

History of the English Language PowerPoint 

Cloze Notes for History of the English Language PowerPoint

http://learni.st/users/421/boards/2043-7th-grade-greek-and-latin-affixes-and-roots-reference-material-for-pronunciation-meaning-and-part-of-speech-common-core-standards-7-l-4-b-c

Rap:

"Prefixes, Suffixes, & Roots" (7.L.4.b)\

http://www.youtube.com/watch?v=ZOJrjNR7ZZM

http://www.youtube.com/watch?v=ZOJrjNR7ZZM&feature=related

http://teacher.scholastic.com/activities/athens_games/gameGreekToMe.htm

common word parts
hypo and hyper 

Vocabulary Ideas

from Jen Krause   on English Companion Ning 

Hi Julee!  I, too, am trying this for the first time this year in an attempt to assess 3 of the CCSS for Language Arts: 

• L. 9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases...choosing flexibly from a range of strategies.

• Use context... as a clue to the meaning of a word or phrase.
• Consult general and specialized reference materials..., both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

• R.L.9-10.4. Determine the meaning of words and phrases as they are used in the text...

To do so, I came up with the idea of having students identify words/phrases they do not understand when they read any text  -- one that I assign, an independent reading title for my class, something for another class, or even (*gasp*) something they read for fun outside of school.

I created a Google form available online that they should complete when they come across an unknown word/phrase, with the emphasis on completing the form in "real time" rather than afterward (which is why I added a time stamp to the form to tell me whether they're honoring this request).  The Google form requires them to fill in information for the following prompts:

• What is the word you do not know/are uncertain of?
• PREDICT what you think the word means, either based on context clues given in the text or on your background knowledge.
• Identify the source you used to find the definition (e.g., iBooks dictionary, dictionary.com).
• Copy the definition here.
• If your prediction was CORRECT (or close), please write a sentence or two to explain why you feel your prediction was successful.
• If your prediction was INCORRECT, write a sentence or two explaining how you developed your prediction and why it was off-base.
• Carefully copy the sentence from the text in which you found this word.
• Write your own sentence using the word you just learned.

To start small, I'm asking for only 15 of these entries due the week before the end of each quarter. Not sure how it will go, but I'm excited to try!

Yes - in my Google drive, I click on the CREATE button, then choose FORM from the drop down list underneath it.  Google lets you choose from dozens of pre-loaded templates for your online form and also lets you choose what question type you want:  multiple choice, free response (both short and long), etc.  Any data entered gets stored in a spreadsheet that you can access through your Google drive. Like Excel, you can filter the spreadsheet in any column. It was really easy to create and, I'm hoping, easy to go to to assess student work.

Fact Vs. Opinion

Fact vs. Opinion:  http://sportsillustrated.cnn.com/vault/article/magazine/MAG1017375/index.htm

http://www.nbcnews.com/video/nightly-news/52464271#52464271   Malala

Video of strange facts: http://www.buzzfeed.com/video/jerrysoda/true-or-false-quiz-random-facts-you-never-really-thought-abo   (one reference to "butt")

Planning 2013-2014

http://www.donorschoose.org/teachers

Set up Scholastic

set up Edmodo
    other?

disclosure on blog

rotations calendar for Reading classes
fluency passages -- print extras?   divide up?


intern -- mini-lessons
bulletin boards
grading
individual help
enter from hard copy

Samples from Sage Test
http://demo.tds.airast.org/AIRAssessment/default.aspx?disableJava=true&client=AIR&messages=AIR&acc=Content\\acc_default.json&config=Content\\default.json


Reading:
fluency

Central Idea
centers with articles --
cookies   chips ahoy

palm topic
fingers supporting details
fist central idea
   
graphic organizers
  design a graphic organizer  differentiate
color coding


http://list.ly/list/8O-best-secondary-english-teacher-sites


http://learni.st/users/terry.heick/boards/31300-5-simplistic-elearning-strategies-for-your-classroom?utm_source=digest_trending_board&utm_medium=member_email&utm_campaign=trending_boards&utm_content=board_text&tb=07cc7c5cc3b003d4df629300a8753c29

computer lab favorites
http://teacher.scholastic.com/activities/CLF/tguidesitemap.htm

classroom management:
http://www.edutopia.org/groups/classroom-management/8278?page=14#comments?utm_source

10 things worth doing in your classroom

http://frizzleblog.scholastic.com/post/10-things-worth-doing-your-classroom?eml=Teachers%2Fsmd%2F20130822%2FFacebook%2F%2F%2FTeachersPage%2F%2F%2FCORP%2F1200%2FELA-classroom-wonder%2F

Interesting points that apply to more than healthy eating:
http://nctesecondary.blogspot.com/2013/08/what-can-we-teach.html

English Department Schedule

Teacher	A1	A2	A3	A4	B5	B6	B7	B8
Dorsey, Claudia	CWR7/ CWR7	Prep	Read7/ Read7	Read7/ Read7	7	7	7	7
Eddington, Eve	7	Acad Eng 8	Acad Eng 7	Prep	Debate/ Debate	Debate/ Lit 7	7	7
Fugal, Hayley	R180	R180	Read7/ Read7	Read7/ Read7	Eng 7/ CWR7	7	Prep	CWR7/ Eng 7
Gillis, David	8	Prep	8	8	9	RdDyn/ RdDyn	Lit 7/ RdDyn	9
Herrick, Kaylee I	7	7	Prep	7	8	Prep	8	8
Jensen, Heidi	9H	9H	9H	8	8	8	Prep	8
Karjala, Maria	8	8	8	8	Prep	9	9	Lit 7/ Lit 7
McNeil, Ashley	9	Prep	9	9	Co 8	Co 8	ELD	Lit 8-9/Lit 8-9
Mizukawa, Clair	7	7	Prep	7	x	x	x	x
Packer, Tawni	x	x	x	x	Co9	9H	Co9	9H
Tall, Katie	9	9	Read7/ Read7	Read7/ Read7	9	Co7	Co7	Prep