A Typical Class
Learning Target/Success Criteria
I review the LT/SC for each lesson at the beginning of the hour.
Bell Work
Each week, students work closely with a new grammatical topic. Students lead themselves through the brief mini-lesson on Monday and try their first set of questions before we review the grammar mini-lesson as a class. Each day after that, students complete 5 short grammar questions to begin class and get them in the mindset of the subject. It is at this time that the Student Dojo checks students in and I am able to conference with students.
Every other week, I alternate vocabulary and grammar quizzes. Click on the image to view an example of grammar bell work.
I review the LT/SC for each lesson at the beginning of the hour.
Bell Work
Each week, students work closely with a new grammatical topic. Students lead themselves through the brief mini-lesson on Monday and try their first set of questions before we review the grammar mini-lesson as a class. Each day after that, students complete 5 short grammar questions to begin class and get them in the mindset of the subject. It is at this time that the Student Dojo checks students in and I am able to conference with students.
Every other week, I alternate vocabulary and grammar quizzes. Click on the image to view an example of grammar bell work.
Gradual Release Mini-Lesson
To help students be successful, the Language Arts Committee adapted the Language Arts curriculum to include aligned modeled mini-lessons, guided mini-lessons and student workshop. I model the lesson and slowly draw student input after formatively assessing their understanding before releasing responsibility entirely to them. Below is an example of a lesson on argument writing in which I reviewed important terms and modeled the entire lesson during one class period, allowing students to gain insight into my thoughts while working with this topic. The next day, students and I worked together to fill out a new, blank chart of the same format. Click on the image below to view the teacher-lead and guided mini-lesson.
Student Workshop
After the teacher-lead mini-lesson and guided mini-lesson, students work on the same chart with their own ideas. I conference with students individually and in groups and show exceptional student work with student explanation at the end of the hour. Click on the image below to view the blank chart used during student workshop.
To help students be successful, the Language Arts Committee adapted the Language Arts curriculum to include aligned modeled mini-lessons, guided mini-lessons and student workshop. I model the lesson and slowly draw student input after formatively assessing their understanding before releasing responsibility entirely to them. Below is an example of a lesson on argument writing in which I reviewed important terms and modeled the entire lesson during one class period, allowing students to gain insight into my thoughts while working with this topic. The next day, students and I worked together to fill out a new, blank chart of the same format. Click on the image below to view the teacher-lead and guided mini-lesson.
Student Workshop
After the teacher-lead mini-lesson and guided mini-lesson, students work on the same chart with their own ideas. I conference with students individually and in groups and show exceptional student work with student explanation at the end of the hour. Click on the image below to view the blank chart used during student workshop.