Inside the ELA Classroom

It is March! How exciting that spring is on the horizon and 4th quarter has just begun. This means that Georgia Milestones testing will be here before we know it. Teachers have worked extremely hard to get to this point in the school year with so many standards to cover. As we move forward with instruction, there is a need for students to pause, reflect, and review.

Use the excitement of March to make learning interactive and fun. Determine what skills to review and grab some energy off the court.

Vocabulary Lesson Plan: March Madness Bracket Battle (Grades 2-12)

Classroom Debate Lesson Plan: March Madness (Grades 5+)

AP Lit March Madness - a journey to determine the best work of literature read all year. Brackets are made, seeding committees are formed, and each day a section of the bracket is [revealed]. The works of literature are back in students’ hands so that they can vote on which is the superior work. It’s all subjective—and that’s what makes it so spectacular. Students are ready and willing to defend their cherished reads. The student who loved The Grapes of Wrath may be crestfallen when it is upset by Shelley’s “Ozymandias.” Some will argue that Dickinson’s “There Is No Frigate Like a Book” should go all the way, knocking out heavyweights like Tennyson’s “Ulysses” and Orwell’s 1984. Tally the votes and watch the students debate with impassioned voices. March Madness is a window through which you can see what your students learned, what they valued, and what they’re willing to argue for.

Copied from Edutopia

Annually, NCTE hosts a March Madness Poetry Tournament.

For teachers with Learning A-Z accounts, find units on March Madness in Reading A-Z.

Lesson Plans for Informational Reading - High School

March Madness: A Slew of March Resources (PreK-K, 1-2, 3-5, 6-8, 9-12)

Grade levels were encouraged to evaluate the ELa resources and share any thoughts, comments, and concerns. Please follow the appropriate link for your school and grade level. Complete the discussion no later than March 17th.

Kindergarten

Recipe for Reading

Ready Reading

- Grade 1

- Grade 2

- Grade 3

- Grade 4

- Grade 5

March Madness

Overview | How can the sports tournament bracket concept be applied to academic questions? How can competition enliven debate over perennial topics in your curriculum? In this lesson, students use the March Madness bracket structure to decide a question in their field of study, holding a research- and debate-based “tournament” to determine the “winners” of each round, until a final “winner” is declared. Along the way, they write essays about the last two topics standing, use the bracket to organize debates, and, perhaps, share their thoughts on N.C.A.A. tournament basketball.

By Shannon Doyne & Katherine Schulten (March, 2010)

The Learning Network

Modeling through think-alouds is the best way to teach all comprehension strategies. By thinking aloud, teachers show students what good readers do. Think-alouds can be used during read-alouds and shared reading. They can also be used during small-group reading to review or reteach a previously modeled strategy.

Wilhelm (2001) describes a think-aloud as a way to:

• Create a record of the strategic decision-making process of going through text
• Report everything the reader notices, does, sees, feels, asks, and understands as she reads
• Talk about the reading strategies being used within the content being read

There are many ways to conduct think-alouds:

• The teacher models the think-aloud while she reads aloud, and the students listen.
• The teacher thinks aloud during shared reading, and the students help out.
• Students think aloud during shared reading, and the teacher and other students monitor and help.
• The teacher or students think aloud during shared reading while writing on an overhead, on self-stick notes, or in a journal.
• Students think aloud in small-group reading, and the teacher monitors and helps.
• Students individually think aloud during independent reading using self-stick notes or a journal. Then students compare their thoughts with others.

(Wilhelm, 2001)

When you introduce a new comprehension strategy, model during read-aloud and shared reading:

1. Decide on a strategy to model.
2. Choose a short text or section of text.
3. Read the text ahead of time. Mark locations where you will stop and model the strategy.
4. State your purpose—name the strategy and explain the focus of your think-alouds.
5. Read the text aloud to students and think aloud at the designated points.
6. If you conduct a shared reading experience, have students highlight words and phrases that show evidence of your thinking by placing self-stick notes in the book.
7. Reinforce the think-alouds with follow-up lessons in the same text or with others.

Taken from http://www.benchmarkeducation.com/best-practices-library/comprehension-strategies.html#section_3

Types of Comprehension Strategies

There are six main types of comprehension strategies (Harvey and Goudvis; 2000):

1. Make Connections—Readers connect the topic or information to what they already know about themselves, about other texts, and about the world.
2. Ask Questions—Readers ask themselves questions about the text, their reactions to it, and the author's purpose for writing it.
3. Visualize—Readers make the printed word real and concrete by creating a “movie” of the text in their minds.
4. Determine Text Importance—Readers (a) distinguish between what's essential versus what's interesting, (b) distinguish between fact and opinion, (c) determine cause-and-effect relationships, (d) compare and contrast ideas or information, (e) discern themes, opinions, or perspectives, (f) pinpoint problems and solutions, (g) name steps in a process, (h) locate information that answers specific questions, or (i) summarize.
5. Make Inferences—Readers merge text clues with their prior knowledge and determine answers to questions that lead to conclusions about underlying themes or ideas.
6. Synthesize—Readers combine new information with existing knowledge to form original ideas, new lines of thinking, or new creations.

Students quickly grasp how to make connections, ask questions, and visualize. However, they often struggle with the way to identify what is most important in the text, identify clues and evidence to make inferences, and combine information into new thoughts. All these strategies should be modeled in isolation many times so that students get a firm grasp of what the strategy is and how it helps them comprehend text.

However, students must understand that good readers use a variety of these strategies every time they read. Simply knowing the individual strategies is not enough, nor is it enough to know them in isolation. Students must know when and how to collectively use these strategies.

Taken from http://www.benchmarkeducation.com/best-practices-library/comprehension-strategies.html

What leads to reading success? Some researches assert reading success follows from nurturing students into a love of reading. As students read a passage of text or a book, they typically have a reason for doing it. Likewise, when students avoid reading a passage of text or a book they are expected to read, there is usually a reason for that decision. Wigfield and Guthrie (1997) found that students who are intrinsically motivated spend 300% more time reading than students who have low intrinsic motivation in reading. Intrinsic motivation for reading was the most highly associated with whether or not students read widely and frequently on their own.

At the elementary level external motivations are usually not negatively correlated with reading competence; however, at the secondary level this correlation changes. By middle school, students more often than not read to avoid getting in trouble, to avoid failing, or keep from declining achievement (Otis, Frederick, & Pelletier, 2005).

What are some motivations to affirm positive reasons for reading? How can se encourage students to feel ownership of their reading? How do we increase students self-efficacy in reading? Continue below for a few ideas:

• Students bring in a favorite book to share with class (e.g., book talks, read-aloud, guess who brought which book)
• Silent reading where students are allowed to sit anywhere comfortable in the room
  
• Play Win Lose or Draw, or charades, using book titles
• Create a quote wall; students write favorite quote from their reading that day
• Students create word clouds with ideas from their book; others then guess the book title
  
• Whole class "IDEAL bookshelf": students write favorite book titles on different colored/sized strips of construction paper and display
• Students create new title/cover for book; others guess the real title
• Students write a marketing tweet for the book in 140 characters or less #hashtagswelcome!
• Students write a text conversation from one character to another
• Reading Rockets

On Friday, May 29, Coweta County School System will host a Classroom Innovation Summit. The summit is designed to showcase innovative classroom practices and resources that any teacher could use to enhance their classroom. Session range from Google Classroom hacks to becoming a GMail ninja to PBIS best practices to classroom data hacks and many more! If you have an idea for a presentation please submit a proposal here! Session are 50 minutes long. Presenters get free admission, lunch, and extra door prize tickets. Know someone who should present? Share this with them!

Click on the graphic above or HERE to access some step-by-step processes to help maneuver the new platform.

Don’t forget, we have the online support of Renaissance

• Live Chat: The link for the live chat is in the upper right-hand corner of your Renaissance home page when you are logged in.
• Email Support: Email us at answers@renaissance.com.
• Renaissance Refresher: Subscribe to the bi-weekly E-Newsletter and stay informed about key updates. The newsletter includes tips and resources.
  
  

March 1 - Share a Smile Day

March 2 - Dr. Seuss (born in 1904)

March 2 - Read Across America Day

March 3 - National Anthem Day

March 6 - Oreo Cookies (sold for the first time in 1912)

March 8 - Daylight Savings Time Begins

March 9 - Barbie's Birthday (1959)

March 10 - Abolitionist Harriet Tubman Day

March 11 - Rev. Ralph David Abernathy (born 1926)

March 11 - Johnny Appleseed Day

Lorraine Hansberry's 'A Raisin in the Sun' opened at the Ethel Barrymore Theatre in NYC

March 12 - Girl Scout Day

March 12 - Anniversary of death of Anne Frank (1945)

March 17 - Rubber Band Invented

March 20 - First Day of Spring

March 20 - Lois Lowry (born 1937)

March 20th - Big Bird's birthday (Sesame Street character)

March 21 - First ever Tweet made on Twitter (2006)

March 21 - World Poetry Day

March 23 - Garrett Morgan (born 1877) - stellar inventor

March 30 - Pencil with Eraser patented (1858)

From https://womenshistorymonth.gov/
The Library of Congress, National Archives and Records Administration, National Endowment for the Humanities, National Gallery of Art, National Park Service, Smithsonian Institution and United States Holocaust Memorial Museum join in commemorating and encouraging the study, observance and celebration of the vital role of women in American history.

The theme for 2019 is “Visionary Women: Champions of Peace & Nonviolence.” Examine the changing cultural perceptions of women in society and honor their contributions to all aspects of life.

National Women's History Museum

32 Inspiring Books for Women's History Month

Famous women Poets and Poetry

10 Writing Prompts for Women's History Month

Women's History Month Writing Prompts: 50 Ideas

Join me in saluting the CCSS Scoring Team for participating in the process to select the District Winners for the 2019-2020 Young Georgia Authors Writing Competition.

Ms. Kim Robertson, Moreland Elementary

Ms. Kiesha Carroll, Morland Elementary

Ms. Faith Wheeler, Poplar Road Elementary

Dr. Tracy Doyal, Willis Road

Ms. Deborah Mack, Arnall Middle

Ms. Adriana Cantwell, Lee Middle

Ms.Jennifer Doonan, Lee Middle

Ms. Angela Rembert, Madras Middle

Ms. Sheila Chaves, Madras Middle

Ms. Jamie Rambo, Newnan

Mr. Joshua Johnson, Newnan High

Ms. Hilary Perry, Northgate High

The district winners will be announced later this month.

Although writing can be scary, it is important for students to write about their learning. The learning process isn't complete until the learners share their thinking with others. Writing is a way for students to review their own learning, organize their thinking, and evaluate how well they understand what has been taught

There are many reasons for asking students to write:

• To clarify their thinking about what they've learned.
• To think deeply and clearly about the subject.
• To communicate what they have learned.
• To explore, extend, and cement ideas.
• To record learning.
• To evaluate the learning process.
• To explain ideas.
• To apply what's been learned to new situations and problems.
• to evaluate what they have learned.
• To organize new information.
• To make connections between what they know and what they are learning.
• To build confidence about their knowledge of the subject.

1. How would you describe a smile for someone who has never seen one?

2. What is your favorite Dr. Seuss book? Why?

3. The Oreo cookie was first sold in March? Describe a new cookie that you will release during March 2020.

4. Write a story where Harriet Tubman and Anne Frank were the main characters.

5. Create a conversation between Harriet Tubman and Anne Frank.

6. What would happen if you wake up and your brother/sister is stretchy like a rubber band?

7. Pick a character from a book or story you read. What is your character's favorite type of music? Why?

8. If your best friend is a book character - who is it? Why is this character your friend? What are your adventures for today.

9. When was the last time you were sick? What happened that day?

10. Would you rather be a bird or a turtle? Why?

11. Write a story about the day that EVERYTHING you touched turned green.

12. What would happen if you could pick one day to do-over. What would be the day? Why?

13. What are the sights, sounds, and smells of spring?

14.If you could live in any state, which one would you choose and why?

15. You are the creator of a new zoo. What animals would you like to have in your zoo? Why?

16. This can be done in THREE different days. Write a story with three different endings.

Georgia students in kindergarten through third grade to create a great story, illustrate it, and enter it in our PBS KIDS Writers Contest. The deadline for submissions is March 20, 2020.

Stories can be fact or fiction, poetry or prose, and will be judged on originality, creative expression, storytelling, and integration of illustrations. A first, second, and third place will be chosen from each grade level. Additionally, four stories (one from each grade level) will be selected for the STEAM Award if their story effectively incorporates science, technology, engineering, arts, and/or mathematics.

Entries are judged by an independent panel of judges. Once the winning stories are chosen, the winners and their families will be invited to attend the awards ceremony at GPB headquarters, where each child will be honored at a special reception. Winners will also get to narrate their story in the GPB radio studio, reading their winning entry. Winning entries will appear on gpb.org website.

The deadline for submissions is March 20, 2020.

2020 GPB Writers Contest Rules

2020 GPB Writers Contest Entry Form

Leslie Walker - Writers of Promise Contest

Teachers are invited to submit up to 20 of their students’ most interesting pieces to our contest.

• Open to All Content Areas
• Entries are judged in three groups GRADES 3-5 GRADES 6-8 GRADES 9-12
• Submission Dates February 10 to April 14
• Entries may be submitted digitally via kmwp.org or e-mail

The American Foreign Service Association’s national high school essay contest completed its twenty-first year with nearly 700 submissions from 41 states and five countries.

Age Group: 9th–12th grades

Deadline for submission: April 6, 2020

How to Enter: Each year a new prompt is published in September. Stay tuned to the contest web page so you can find it when school begins. Winners receive full tuition to the Semester at Sea program as well as a trip to Washington, DC, to meet with a leader at the Department of State.

This competition invites students to use their creativity to make a difference for our planet. As the creators share on their website, “Our contest is a call for young artists, thinkers, and activists who are concerned about the future of our human and natural communities to use their creative voices to explore, express, and advocate for issues related to climate change and our oceans.” Students are eligible for a wide range of monetary prizes.

Age Groups: Ages 11–14 (Jr. Division); Ages 15–18 (Sr. Division)

Contest deadline: June 15, 2020

How to Enter: Students may submit work in the categories of art, poetry, prose, film, or music which must always be accompanied by a reflection. Check out the contest details for a set of educator resources as well as the new contest prompt coming out in September.

ELEMENTARY

Wednesday, March 4th, 3:00 - 4:00pm

Webinar

Effective Vocabulary Instruction in Four Easy Steps

In this professional learning opportunity gain insight and knowledge that supports vocabulary instruction. Learn how to use Vocabulary A-Z to create customized vocabulary lessons with resources and ideas that build your students’ listening, speaking, reading, and writing skills. Use this link to register.

Wednesday, March 4th, 8:30 -3:30pm

Griffin RESA

Your Writing Recipe: Finding Your Secret Sauce

This professional learning opportunity is designed to simplify and clarify writing instruction and help participants develop their own "secret sauce" for success. The workshop will explore the practice of establishing a mentorship environment complete with mini lessons, and writing conferences. Complete the RESA registration process. Use this link to register.

Wednesday, March 11th, 8:30 - 3:30pm

Griffin RESA

Great Guided Reading: Making it Fabulous!

In the professional learning experience teachers will gain confidence and clarity on how to empower even the most struggling readers to succeed through guided reading best practices. The session is based in the research of Gay Su Pinnell and Irene C. Fountas.. Complete the RESA registration process. Use this link to register.

Wednesday, March 18th, 3:00 - 4:00pm

Webinar

Raz-Plus and Content Area Connections

This webinar explores how to align Raz-Plus resources with instruction in social studies, science, art, and math to ensure that students gain necessary practice with creativity, communication, critical thinking, and collaboration. Use this link to register.

Tuesday, March 24th, 8:30 - 3:30pm

Griffin RESA

Interactive Comprehension Strategies for Pre-K through Grade 2

In the professional learning experience teachers will explore activities that extend texts through social engagement, vocabulary usage, and writing about learning. Participants will participate in hands-on activities and receive resources that are implementation ready. Complete the RESA registration process. Use this link to register.

Wednesday, March 25th, 3:00 - 4:00pm

Webinar

Raz-Plus and Text Complexity

Explore how the Raz-Plus Text Leveling System ensures that students at every level have a variety of books to read and interact with. This custom class demonstrates how the Raz-Plus library of resources can help all students as they acquire the skills and strategies necessary to interact with texts of increasing complexity. Use this link to register.

*SAVE THE DATE - Curriculum Planning

Kindergarten Ambassadors - April 21st, 1:00 - 4:00pm (select teachers 8:30 - 4:00)

1st Grade Ambassadors - April 28th, 1:00 - 4:00pm (select teachers 8:30 - 4:00)

2nd Grade Ambassadors - April 29th, 12:30 - 4:00pm

4th grade Ambassadors - April 30th, 12:30 - 4:00pm

3rd Grade Ambassadors - May 5th, 12:30 - 4:00

5th Grade Ambassadors - May 7th, 12:30 - 4:00

MIDDLE

Wednesday, March 4th, 8:30 -3:30pm

Griffin RESA

Your Writing Recipe: Finding Your Secret Sauce

This professional learning opportunity is designed to simplify and clarify writing instruction and help participants develop their own "secret sauce" for success. The workshop will explore the practice of establishing a mentorship environment complete with mini lessons, and writing conferences. Complete the RESA registration process. Use this link to register.

Wednesday, March 25th, 4:00 - 5:00pm

Werz

Middle Grades District ELA Meeting

All secondary ELA teachers are invited to participate in the monthly ELA department meeting. Discussion topics will include strategies to support instruction and inform pedagogy based on district trends found through the Assesslet Data Digs. Participants are asked to bring a Chromebook and writing strategies to share.

*SAVE THE DATE - Curriculum Planning

Middle Grades Ambassadors - May 6th, 8:30 - 4:00pm

HIGH

Wednesday, March 4th, 8:30 -3:30pm

Griffin RESA

Your Writing Recipe: Finding Your Secret Sauce

This professional learning opportunity is designed to simplify and clarify writing instruction and help participants develop their own "secret sauce" for success. The workshop will explore the practice of establishing a mentorship environment complete with mini lessons, and writing conferences. Complete the RESA registration process. Use this link to register.

Friday, March 20th, 8:30 - 3:45pm

Werz, SD-1

World Language District meeting

All World Language teachers are invited to participate in this district department meeting. Participants are asked to bring a Chromebook, pacing guides, and exemplar lessons.

*SAVE THE DATE - Curriculum Planning

Grades 9 & 11 - April 12th, 8:30 - 11:30am

Grades 10 & 12 -April 12th, 12:30 - 3:30pm

Have you heard of "blank page syndrome?" This happens when students stare at a blank screen or paper. The cursor blinks, the pencil swings, or the pen twiddles without any words appearing on the page. Some research says that writing with fluency and volume is unnatural. Through the use of writing strategies, our objective will be to ease the stress of writing for our students.

Research based instructional strategies positively impact student learning. Each month check back for different writing strategies. When using any strategy, teachers should (1) ensure students understand why the strategy is useful, and (2) describe explicitly how the strategy could be used. Demonstrate, model , and follow-up with independent practice opportunities. Remember to share these writing strategies with your colleagues in other content areas. We are in this together!

Think about who you are writing for. Imagine that person (or those people). Keep them in mind as you write. What types of questions would they ask.

Serravallo, J. (2017)

Strategy 2.17

The Writing Strategies Book

Look at your draft, underline the nouns. Can you be more specific with some of the nouns selected. Replace the broad nouns with more concrete, precise words.

Instead of dog you could write Siberian Husky, Bulldog, or Golden Retriever.

Instead of drink consider water, coffee, tea, or orange juice.

Instead of snack what about cheese popcorn, pretzels drizzled with chocolate, or crispy apples.

Serravallo, J. (2017)

Strategy 7.3

The Writing Strategies Book

As you begin to revise a draft, are there thoughts that could use more explanation? Underline them. Question yourself as to what kind of follow-up would be helpful to further explain the facts. Should you use an example, or a story?

What part of the fact needs more detail? Underline the sentence and think about how to add information.

Serravallo, J. (2017)

Strategy 6.22

The Writing Strategies Book

FEBRUARY

Bring in the Periphery

Writing Through a Mask

Name Your Characters and Places

JANUARY

Speech Bubbles Let Your Characters Talk

Use Imagery to Make Facts Come Alive

Talk to Yourself

DECEMBER

Review previously introduced writing Strategies

NOVEMBER

Quick Writes

TAPE

What's the Writing Rule

OCTOBER

Show, Don't Tell: Using Senses

Show, Don't Tell: Emotions

SEPTEMBER STRATEGIES

Transition Words

Word Mapping

Color Coding

AUGUST STRATEGIES

Making a List

Quick Writes

Contact Dr. Paula Baker, ELA/Literacy Content Specialist with any questions, comments, or concerns.

Education is the most powerful weapon which you can use to change the world.

~Nelson Mandela

Nine-tenths of education is encouragement.

~Anatole France

The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education.

~Dr. Martin Luther King, Jr.

Email: paula.baker@cowetaschools.net
Website: http://curriculum.cowetaschools.org/
Phone: 770-254-2810
Twitter: @PBakerEducates