ELA Resources 5-8

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United States - Virginia - Newport News
ELA Resources 5-8
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"Text is just ink on a page until a reader comes along and gives it life."- Louise Rosenblatt
 
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In this activity, students will read an essay containing errors in pronoun and antecedent agreement. They will then correct the errors, either by choosing the corrected sentence from 4 choices, or by rewriting the sentence correctly.
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Students will read a sample student essay containing errors in subject verb agreement. They will either choose the appropriate correction for each sentence or compose a new sentence, correcting any errors.
Grades:
5th, 6th
CCSS:
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In this activity, the students will read a passage of expository text containing errors in tone and clarity. They will practice revising, resulting in more precise language.
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In this activity, students use common roots to decode the meaning of unfamiliar vocabulary words.
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In this activity, the students will read a nonfiction text comparing and contrasting dolphins and porpoises. They will use the context clues in the text to decode the article's vocabulary terms.
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The students will read short passages of text, all from different point of views: first person, third person limited omniscient, and third person omniscient. They will analyze the pieces of text and identify the point of view being used in each.
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This vocabulary game is played in the same manner of the classic card game, Go Fish. Students earn points by matching synonyms from their deck of cards. Most appropriate for 8th grade students, I have also used this game with gifted 6th and 7th
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This is a resource that is used as a foldable in order to teach common prefixes introduced at the middle school level. The foldable contains bright visual components to grab the students' attention while introduce common words containing their
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This packet contains 20 verb tense warmups with three questions per warmup.
Subjects:
Grades:
5th
CCSS:
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A narrative is provided, and there are 5 activities that pair with the text. The students will read the text and complete 1 vocabulary activity a day that relates back to what they have read. The questions provided in the activities all concern
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These booklets help students distinguish between vague and vivid verbs in written compositions. Students learn to substitute vague verbs with more precise language.
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Students will read an expository essay featuring comma errors. After reading, they will correct the errors.
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In this lesson, designed for middle school students, the students are asked to read a short fictional piece and analyze the main idea of the piece through the completion of a graphic organizer and a mini-assessment. For closure, the students are
Grades:
6th, 7th
CCSS:
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This brightly-colored resource can be used as a foldable to build vocabulary through the use of common affixes and roots. Students learn the meaning of the word part and then use it to develop example words and sentences.
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Students alter an advertisement to add more positive connotations.
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The students will work together, using a vocabulary list and magazines, to create a collage to display to the class. The vocabulary words used in this activity contain common roots and affixes.
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In this activity, the students will work together to create sentences, using their verb skills as a guide. They will combine sentence parts to create grammatically correct sentence structures and record them on their group's worksheet.
Subjects:
Grades:
5th, 6th, 7th
CCSS:
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This will be played like the classic game, "Truth or Dare." The students will choose to answer a literacy-based question, provided by the teacher, or complete a dare card.
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Students read comma rules from flashcard-sized task cards and complete tasks based on the rules.
Subjects:
Grades:
5th, 6th
CCSS:
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This is a set of notes that students can use to help them analyze point of view in fictional texts. The key that is included with the notes will allow the teacher to guide the students as they complete the notes. As an alternative, the teacher can
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TEACHING EXPERIENCE

I have taught three years in a middle school, inclusion classroom. I am now designated as a Title I Literacy Support Specialist for my school district. Previously, I served as an adjunct professor of English Composition in a local college for four years.

MY TEACHING STYLE

I like structured fun in my classroom with all activities serving a relevant, standards-based purpose. My classroom is rarely quiet because I prefer collaborative learning, emphasizing all individual learning styles. I try to create activities that allow my students to play to their strengths while filling in individual learning gaps.

HONORS/AWARDS/SHINING TEACHER MOMENT

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MY OWN EDUCATIONAL HISTORY

BSE- Delta State University (Secondary English Instruction) M.Ed.- Delta State University (Secondary English Instruction) Ed.D.- The George Washington University (In Progress)

ADDITIONAL BIOGRAPHICAL INFORMATION

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