NEVER STOP LEARNING
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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
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"The Flowers" Multiple Choice Quiz with Key
A six-question multiple choice quiz on Alice Walker's "The Flowers." Quiz covers symbolism, vocabulary, exposition/rising action, and theme. Short Story Inquiry Form by Carol McNally is licensed under a Creative Commons Attribution 3.0 United States License.
7th - 8th
English Language Arts, Short Stories
CCSS
CCRA.R.1
, CCRA.R.10
Short Story Guided Reading and Comprehension Quiz "The Open Window"
Guided reading text that includes during reading thinking activities based on Harvey/Goodvis STRATEGIES THAT WORK reading comprehension strategies and aligned to CCSS. AND: 10 question multiple choice comprehension quiz aligned to CCSS. *character trait *theme *plot (climax) *vocab in context *point of view (structure) *interpreting idiom *genre *interpretation of vocab in context *purpose for flashback Includes: teachers guide to the guided reading and quiz key
6th - 8th
Close Reading, Reading Strategies, Short Stories
CCSS
CCRA.R.1
, CCRA.R.2
, CCRA.R.4
+3
"The Lottery" Multiple Choice Quiz with Key
A multiple choice quiz (5 questions) over author's craft, mood, theme, and vocabulary. Includes key. Short Story Inquiry Form by Carol McNally is licensed under a Creative Commons Attribution 3.0 United States License.
7th - 8th
Short Stories
CCSS
CCRA.R.1
, CCRA.R.10
Close Reading Through Critical Analysis of Text
Examining texts through the lens of CRITICAL READING (http://www.enotes.com/topics/how-read-literature-critically) will teach your students to become independent “thinkers” about text. Sustained practice with this approach will mold your students’ “metacognition with text” so that they will eventually become pragmatic sages in considering all aspects of specific pieces of literature. I highly recommend that the teacher who decides to use this approach with his/her students actually read the ar
8th - 10th
Close Reading, English Language Arts, Literature
CCSS
RL.9-10.10
DEAR JOHN… A lesson in the pragmatics of reading
This activity gives students of any age authentic practice with implementing the tools that sophisticated readers use to interpret text. Lesson includes step by step lesson plan, visual aids, student activity sheet, reading definition stickers page, reflection and rubric. CCSS.ELA-LITERACY.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. CCSS.ELA
Not Specific
English Language Arts, Reading
CCSS
CCRA.W.7
HOLES by Louis Sachar Reading Assessment
This fill in the blank test, geared toward 6th graders, assess the following: setting, character, making personal connections to the text, plot, character analysis, and metacognitive strategies. Short Story Inquiry Form by Carol McNally is licensed under a Creative Commons Attribution 3.0 United States License.
6th
Literature, Reading
CCSS
CCRA.R.1
, CCRA.R.2
, CCRA.R.3
+4
Reading Assessment for THE WATSONS GO TO BIRMINGHAM
This short answer/essay assessment tests students' understandings about the book by asking them to respond to questions about: Character traits, theme, lessons learned by characters,setting, main character's problem, resolution, and change in main character over the course of the book. The essay at the end of the assessment asks students to briefly retell the story in terms of exposition, rising action, etc. and make a literary connection between this book and another they have read. This tes
6th - 8th
Literature
CCSS
RL.8.1
, RL.8.2
, RL.8.3
+2
First Days of School Name/Picture Activity
Get to know your students and help them get to know each other! This activity allows your students to present themselves as individuals. It includes choice and creative components and would be suitable for any grade level! Students name and meaning of name are displayed on activity sheet. Students respond to a choice of prompts (informational writing) and choose to add design elements to the sheet that individualize their short autobiography.
Not Specific
Visual Arts, Writing-Expository
CCSS
CCRA.W.10
, CCRA.SL.6
Stellaluna - What a Character!
The purpose of this reading experience with STELLALUNA, by Janell Cannon, is to practice identifying details in text that make characters different or similar to other characters. While determining traits that make characters alike or different, students will also learn ways that bats are like and different from birds.
2nd - 4th
Close Reading, English Language Arts, Reading
CCSS
RL.3.3
Rubric: Short Story Creative Writing Piece
At the culmination of a genre study of short stories, my students write their own original short stories. This rubric breaks down the short story into plot and author craft elements for assessment.
7th - 8th
Creative Writing, English Language Arts, Short Stories
CCSS
W.8.3
NaNoWriMo Novel Writing Assessment Reflections
Are your students participating in National Novel Writing Month? Here is a way you can assess and evaluate their work by having them provide examples of the application of each of the following skills as well as reflection on their own writing: Common Core: W.9-10.3 Use precise words and phrases…sensory details Common Core: W.9-10.3 Write narratives…character traits, protagonist Common Core: RL.9-10.2 Analyze how [to] advance the plot… Common Core: W.9-10.10. Write routinely over extended tim
6th - 12th
Creative Writing, English Language Arts, Writing
CCSS
CCRA.W.3
, CCRA.W.4
, CCRA.W.10
Appendix Project
This series of lessons and culminating project will: o Make fiction reading more meaningful and challenging for students by training their brains to think about inquiry and develop connections as they read on an on-going basis o Introduce students to and give them practice in skimming/scanning, quoting, summarizing, and citing sources. o Allow the students to leave a legacy of their own in the classroom library that will be of benefit to future students o Allow students practice/experience in c
6th - 8th
English Language Arts
CCSS
W.6.7
, W.6.8
, W.7.7
+3
Compare & Contrast Symbolism in "The Flowers" and "The Story of an Hour"
Compare and Contrast specific and student-choice symbols in these two short stories
8th
Literature
CCSS
L.8.5
, CCRA.R.1
, CCRA.R.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.
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