kataline

Newly updated - includes new design, notebook-size models, and directions for printing poster size. For students that struggle with written responses using text evidence - this file consists of a model constructed response for an imaginary story, a template for the constructed response completed for the model, and a blank template to guide students in writing their responses. Also available: Non-Fiction version: http://www.teacherspayteachers.com/Product/Constructed-Response-with-Text-Evidence

Non-Fiction version of the popular Constructed Response model: For students that struggle with written responses using text evidence - this file consists of a model constructed response for an imaginary passage, a template for the constructed response completed for the model, and a blank template to guide students in writing their responses. Find the Fiction version here: http://www.teacherspayteachers.com/Product/Constructed-Response-with-Text-Evidence-1015976

These pages were designed to help students record important information while learning about forces, motion, and gravity. Each page has two half-page-sized notes pages designed to be completed by the students and then glued into a notebook (if desired). The pages are designed to be learning tools for the students, so that they may refer back to them while studying or completing related assignments. Answer key provided!

***Newly updated as of August 2018! Now includes: - multiple designs - black and white versions for printing on colored paper - completed and blank charts to add into notebooks I created these to go along with my CUPS posters: http://www.teacherspayteachers.com/Product/CUPS-Capitalization-Usage-Punctuation-Spelling-Posters-153550 These are posters that remind students to use ARMS to revise their writing. Also included is a half-page sized paragraph that you can use to model or students can u

*Newly revised as of February 2015 I designed this product to be a TRULY interactive resource through which students can develop conceptual understanding necessary for multiplication. What it's NOT: - Cute foldables that students could easily make out of construction paper - Wasted copy points - A one-time activity that the students will never look at again - Pointless What is IS: - Guided note-taking and practice - Activities meant to develop concepts - Reference pages for students to refer

“But I DID include it!” - many of my students This method is the product of several frustrated attempts at trying to get my students to write a well-constructed, evidence-supported, complete reading response. Despite my attempts at teaching them what the response should include (with the Constructed Response with Text Evidence Model), many students would inevitably leave out something (usually the text evidence and/or the explanation). I created this to help them to differentiate between the d

This is a chart I use with every reading story to help the students to learn their vocabulary words. In the first column, they simply write the word. The second column requires them to write what they think each word means by reading it in context. Once they have used context clues to write what they think it means, then they fill out the third column, which is where they write the actual definition, and then compare it to what they thought it meant. In the fourth column, students use their thes

A planning sheet for opinion and argument writing to help students organize their opinions, reasons, and text evidence.