Z Kellock

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United States - New York - Katonah
Z Kellock
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After reading the story, Chester's Way by Kevin Henkes, students will decide which character was a better friend. They will use a character trait to explain their answer and write evidence from the story to prove their character trait. They can
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3.9
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After researching details about an urban community, students complete the booklet to show their understanding. Copy back to front and fold in half. Great for group/partner work!
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7 ratings
3.7
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Students will use this check-list after they have completed their first draft of a paragraph. Using the colors holds the students responsible for each of the parts of a paragraph, as well as, help students prepare their writing for the final copy.
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4.0
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Have student complete the rural community book with a partner or in a group after the community study. Students helps students show their understanding of the features of a rural community. Copy back to front.
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6 ratings
4.0
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Great for a community unit. Have students show you what they know with completing the characteristics of a suburban community. Students can work on this independently or with a partner.
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4 ratings
4.0
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Students sort the words according to suffixes then record them onto the sheet. Use this as a center or with a partner to help reinforce these suffixes.
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4 ratings
3.9
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After completing a unit on the different types of communities, have students write a persuasive brochure. Students will show their understanding of the content by including important key features of the community they would like you to visit.
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2 ratings
3.5
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Use this while you complete a unit of study on Triops. There are triops facts and a place to write record facts about them.
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3 ratings
4.0
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Students research an animal for a nonfiction unit of study. They take notes onto a variety of organizers. Each organizer is a different type of nonfiction text feature. They then cut it out and design a poster for a hallway or classroom display.
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2 ratings
3.8
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Students create a tri-flap flip book after completing a unit on communities. Students can work with partners or in a group. This is a fun craftivity to show understanding of concepts. Makes a great display!
Grades:
1st, 2nd, 3rd
Types:
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2 ratings
4.0
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Students use Common Core based comprehension activities after reading Yeh-Shen. To help facilitate group/partner work, students use the tasks cards to help guide their discussions and then complete the activities.
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4 ratings
4.0
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Students write a paragraph detailing the type of community they would like to live in. They should write a topic sentence stating the community they would like to live in and then details to support their chose. This is a great way to incorporate
Grades:
1st, 2nd, 3rd
Types:
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4.0
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Students research author, Tomie dePoala, by using his web site. They complete the organizer with facts about his life. They can work independently or with a partner. Students share their thoughts about the author at the end of the author study.
Grades:
1st, 2nd, 3rd
Types:
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4.0
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Students write a basic paragraph using this organizer to help. The seed idea is the idea for their writing topic. Then they complete to help guide them with adding all the important components of a paragraph. Great for first and second grade. Can
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1 rating
4.0
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Students use this graphic organizer to help them write a paragraph. This organizer works well with Personal Narrative Writing pieces. Use this during Writer's Workshop or at a Writing Center. Students write their seed idea at the top to help keep
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4 ratings
4.0
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Student use the Four (tell me more) Square Graphic Organizer to write their initial draft of their personal narrative. Students then transfer their writing to the final copy paper. Use this at your writing center or during writer's workshop!
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4.0
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Have students create an informational poster incorporating nonfiction elements. Students research a topic using nonfiction texts or websites. Have students use elements of nonfiction to display their findings on a poster. Students use the
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1 rating
4.0
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After completing an Author Study unit on Kevin Henkes with the main objectives in the unit being naming character traits and text-self connections, students will complete this performance assessment. Can also be used as a writing response to the
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Students use this check list after they have finished a piece of writing as a self monitoring editing tool. Using the color system, holds students responsible for rereading their own writing. Students will also have another writing partner read
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Using WBT rules, students sign an expectation sheet. It also shows students what to expect from the teacher.
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4.0
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