NEVER STOP LEARNING
118 Followers
Michigan, United States
About the store
YouTube Lessons: https://www.youtube.com/c/CarolMcNally
Mom of four;
Granny to six ;
Sunday school teacher 10+ years ;
Public school teacher (Title 1, middle school ELA regular education and support classes) 20+ years...retired ;
Literacy Coach ;
Instructional Coach ;
School improvement team member for nearly all of my teaching career;
Author of significant amounts of ELA curriculum for my district, most recently a revision of 6,7, and 8 regular and advanced/accelerated ELA curriculum and supporting documents/materials aligned with CCSS;
Currently ELA teacher in of our district's advanced/accelerated program;
Fellow: National Writing Project
Adjunct Professor: Western Michigan University
Read more
All resources
Filters
Grade
Subject
Resource type
Standard
Audience
Guided Reading of "The Sniper" by Liam O'Flaherty
I have re-typed the story and added in guided reading questions for students to ponder as they read. The questions lead students to think about : visualizing, background knowledge, point of view, imagery, vocabulary, idioms, personal connections, vocabulary connections, character analysis, and includes five critical thinking questions at the end. Vocabulary words are in italics so they can be easily identified for further study. Short Story Inquiry Form by Carol McNally is licensed under a C
6th - 8th
Short Stories
CCSS
CCRA.R.10
Autobiography VS. Biography - What's the Difference?
Two paired passages (one and excerpt taken directly from Ralph Fletcher's MARSHFIELD DREAMS and one and adaptation of that same passage written as biography rather than autobiography) are presented so that teachers and students may analyze the differences between autobiographical writing and biographical writing, aiding students in recognizing, interpreting, and writing both genres.
5th - 8th
Close Reading, Informational Text, Writing-Expository
CCSS
CCRA.W.7
, CCRA.W.10
, CCRA.SL.4
+1
Comparison of Common Core Secondary ELA Standards
This document lays out the 6,7,8, 9/10, and 11/12 ELA Common Core standards alongside the anchor standards and color codes the differences that occur at each level.
I created this document to help me really learn the differences in the common core from level to level in order to be able to better differentiate for my students.
Though I highly recommend that you do this for yourself (I internalized so much about the standards through this exercise), I am happy to share this with whomever is int
6th - 12th
English Language Arts
"Somebody Wanted But So" Summary Reading Strategy
This summary reading strategy (Beers) can be adapted for use with fiction (and biography) for students of all ages. Note: this is an AFTER reading strategy. (After the book, or after each chapter.) “Somebody Wanted But So” = SWBS By arranging specific plot elements, students learn to analyze and summarize stories. Younger students can use this strategy to summarize picture books. Older students can use this strategy to analyze and summarize specific characters in a book, specific chapters in
Not Specific
Reading Strategies
CCSS
CCRA.R.1
, CCRA.R.2
, CCRA.R.3
Descriptive Writing Power Point
This power point presentation is meant to accompany the teaching video on my YouTube channel available at this link: https://youtu.be/ZXk-jcP9L_Y Concrete examples from Robert Louis Stevenson's "The Strange Case of Dr. Jekyll and Mr. Hyde" are used to illustrate how writers can use these approaches to revise writing to be more descriptive: imagery simile metaphor allusion alliteration explanations definitions appositives
Not Specific
Creative Writing, English Language Arts, Writing
CCSS
CCRA.W.2
, CCRA.W.3
, CCRA.W.4
+1
Study Strategy: Elaboration - - A Handbook of Examples and Ideas
This handbook, which details the activities and approaches I detail in my YouTube video, Study Strategy: Elaboration Study Hacks for Learners Part 2, goes IN DEPTH to describe and show how elaboration can be used as an effective study strategy. ELABORATION is modeled with the concept of elaboration itself and numerous examples of classroom and student work are show explicitly in photos and annotation.
Not Specific
English Language Arts, For All Subjects, Reading Strategies
CCSS
CCRA.R.1
, CCRA.R.2
, CCRA.R.4
+7
Short Story Inquiry Form
After I have read several short stories WITH my students, I give them three copies of this graphic organizer and allow them to choose from a plethora of collections of short stories I have in my classroom. They are to read three short stories and fill in this graphic organizer as they read. The graphic organizer gives them definitions of plot, character, and writer's craft literary terms and give them space to fill in that information specific to the short stories they choose to read. At the
7th - 8th
English Language Arts, Short Stories
CCSS
RL.8.1
, RL.8.2
, RL.8.6
+1
Close Reading, Literary Analysis, Critical Literary Analysis Comparison Chart
These terms for approaches to text are often used interchangeably; however, these are different approaches as I show you on this chart. This chart is basically for teachers. It details what is the same and different about these three approaches.
Not Specific
Close Reading, For All Subjects
CCSS
CCRA.R.1
, CCRA.R.2
, CCRA.R.3
+6
Study Skills Handbook: Elaboration, Distinctiveness, and Making Connections
Companion to my Youtube video series on study strategies. This handbook in no way exhausts the different ways elaboration, distinctiveness, and making connections can be used to study and to learn. These are all examples of strategies in action from my own classroom. Elaboration strategies can take many forms, but is always involves going DEEPER and uncovering MORE information about facts, words, ideas, skills, concepts, or texts. Distinctiveness strategies help students strive to make clear co
Not Specific
For All Subjects
CCSS
CCRA.R.1
, CCRA.R.2
, CCRA.R.3
+10
SAT Essay Structure
FREE VIDEO LESSON FOR THIS LESSON HANDOUT: https://www.youtube.com/c/CarolMcNally This handout elaborates on the specifics of the SAT essay: *How the essay is scored *Developing and writing awesome thesis statements *Essay guidelines for development of each paragraph with regard to the three areas of evaluation: reading/analysis/writing *a list of transitions words and phrases *an essay checklist *explanation of quote vs. paraphrase *an analysis form that can be used to self-evaluate practice
8th - 11th
ELA Test Prep, English Language Arts, Writing-Essays
CCSS
CCRA.W.1
, CCRA.W.2
, CCRA.W.3
+5
How Parents Can Help Developing Readers At Home -
Watch the tutorial on you-tube for FREE: https://youtu.be/jXX-WgHODAw Parents often ask, “How can I help my young reader” or, “How can I help my struggling reader at home?” This is a strategy that any parent can implement at home to help developing readers of any level. The strategy supports growth in the following areas if implemented with consistency over time. How this activity supports CONFIDENCE: • Because we talk over what the story is that goes along with the picture, and the teacher ac
Not Specific
English Language Arts
CCSS
CCRA.R.10
How To Critically Analyze Literature Power Point
This teaching power point is meant to accompany my teaching video of the same name located at: https://youtu.be/VdsIgxHOaJw
8th - 10th
English Language Arts
Periods in American and English Literature Power Point Lesson
This is a resource I used with my 8th grade English Language Arts students to help them understand what influences authors and to help the students differentiate between the types of literature written during the different eras of English and American Literature.
8th - 10th
English Language Arts, Literature, Reading
CCSS
RL.9-10.4
, RL.9-10.6
, RL.9-10.10
Showing 1-13 of 13 results
About the store
Experience
YouTube Lessons: https://www.youtube.com/c/CarolMcNally
Mom of four;
Granny to six ;
Sunday school teacher 10+ years ;
Public school teacher (Title 1, middle school ELA regular education and support classes) 20+ years...retired ;
Literacy Coach ;
Instructional Coach ;
School improvement team member for nearly all of my teaching career;
Author of significant amounts of ELA curriculum for my district, most recently a revision of 6,7, and 8 regular and advanced/accelerated ELA curriculum and supporting documents/materials aligned with CCSS;
Currently ELA teacher in of our district's advanced/accelerated program;
Fellow: National Writing Project
Adjunct Professor: Western Michigan University
Teaching style
Constructivist: I believe that students learn best when they set their own learning goals and discover information for themselves. I use inquiry learning in my classroom as a structure for learning about the time periods from which literature emerges. My classroom is built around individual choice in reading and writing.
Awards & shining teacher moments
2004 Excellence Award for a Professional Development Program - Michigan Association of School Boards;
2008 Annual Recognition Award for Educational Equity - American Association of University Women
My own education history
Bachelor of Science: Business, WMU;
Teaching Certification k-8, English & Language Arts, WMU;
Master's degree: English, WMU;
Certification in Gifted Education, Purdue
Additional biographical information
My focus is on equipping students with strategies for learning. Learning is not remembering;, it is not doing; it is not completing. Learning is developing automaticity with skills and owning concepts to support their journey and success in higher level academics.
I want to support teachers as well with excellent literacy materials for teaching and learning.
TPT is the largest marketplace for PreK-12 resources, powered by a community of educators.
IXL family of brands