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Transitions

Rated 4.94 out of 5, based on 54 reviews

58 Followers

Lakeland, Florida, United States

About the store

Holly is a teaching veteran, with 22 years of teaching experience. She has spent the last 12 years teaching in a diverse school in Central Florida, with the task of completely revising, frame working and developing a differentiated, innovative curriculum. During this time, she developed a unique approach to teaching children how to become true writers and leading them to become top writing performers in the state (the top performing writing school in Florida in 2014). Holly's teaching experience spans the K-12 spectrum and includes experience in working with special education and English Language Learner students.

Writing: Paraphrasing

Writing Daily Mini-Reviews

Writing Interventions Class Organization Chart

Writing: Student's Use Their Own Vocabulary to Enhance Their Writing

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Writing Interventions Class Organization Chart

Created by

Transitions

This resource takes the confusion out of differentiating writing! After teaching writing for a while, students should be consistently writing to the expectations defined in the standards. Students that are not writing to the standards with 80% consistency will need interventions. This resource contains 13 desired writing skills and MANY interventions for each. It’s simple, locate the skill that each of your students need reinforcement in, record their name in the space next to the desired sk

3rd - 12th

English Language Arts, Writing, Writing-Essays

CCSS

W.3.4

, W.4.4

, W.5.4

Writing, Student Practice for Adding Meaningful Elaboration

Created by

Transitions

The attached activities are geared to walk students through the process of “adding details” or “elaboration” to their writing. As teachers, we often tell children to add more details, but we fail to give them the tools needed to be successful at this. This activity provides a beginning structure for adding sensory details to a story – creating a vivid image in the reader’s mind. This activity was developed by a team of teachers that have lead their 88 fourth graders to the highest-ranking wri

2nd - 7th

English Language Arts, Writing, Writing-Expository

CCSS

W.2.3

, W.3.3

, W.3.4

Writing: Student Practice for Adding Meaningful Elaboration #2

Created by

Transitions

The attached activities are intended to be a second step to the “Writing, Student Practice for Adding Meaningful Elaboration” packet. After the students have practiced adding sensory details with “Writing, Student Practice for Adding Meaningful Elaboration” packet, this packet will remove the support provided that listed the senses to include when elaborating. Now, the students will be provided the support of a story starter and expected to independently continue the story by adding sensory de

3rd - 5th

Creative Writing, ELA Test Prep, Writing

CCSS

W.3.4

, W.4.4

, W.5.4

Writing Daily Mini-Reviews

Created by

Transitions

This product was created to do quick-paced reviews of simple writing strategies. Consistent practice of these skills makes for perfect application. Six weeks of mini-reviews implemented in 5-10 minutes a day not only reviews writing skills, but provides opportunity to differentiate instruction for all levels of writers. They are constructed to allow for flexible instruction and remediation when needed. The mini-reviews are also structured with half of the weeks providing basic skills needed fo

3rd - 6th

ELA Test Prep, English Language Arts, Writing

CCSS

W.3.1

, W.3.2

, W.3.3

+20

Writing, How to Add Elaboration...Purposeful Engagement for Students

Created by

Transitions

This activity was developed to engage your students in writing that will focus their efforts – giving you time to provide differentiation to groups of students. “Writing, How to Add Elaboration…Purposeful Engagement for Students” will keep students focused on the specific skill of narrowing their focus, while creating a framework of accountability, by having the students record their starting and stopping time for each task. This activity was developed by a team of teachers that have lead thei

2nd - 5th

Balanced Literacy, English Language Arts, Writing

CCSS

W.2.3

, W.3.3

, W.3.4

Elementary Writing, How To Get Your Students To Elaborate

Created by

Transitions

This elementary writing lesson will teach your students how to add description and elaboration to their stories. It was developed by a team of teachers that have lead their 88 fourth graders to the highest ranking writers in the state of Florida for 3 years, as measured by the FCAT Writes Test. For the teacher this lesson includes background information for teaching the new skill of "stopping time" which is the ability of a writer to freeze a moment in time and record vivid details that connec

2nd - 5th

Creative Writing, Writing, Writing-Essays

CCSS

W.2.3

, W.3.3

, W.3.4

Writing: Paraphrasing

Created by

Transitions

The attached activity is geared to allow students practice with paraphrasing information they encounter when scouring articles to include in their writing. As teachers, we often tell children to "summarize" or "paraphrase" the information written by others, but we fail to give them the tools needed to be successful at this. This activity provides isolated opportunities for remediation or additional practice. Practicing paraphrasing in isolation helps students focus on this skill specifically b

3rd - 12th

Reading, Writing, Writing-Expository

CCSS

CCRA.W.1

, CCRA.W.2

, CCRA.W.7

Writing, Samples of Student Elaborated Writing

Created by

Transitions

Included in this package are four paragraphs that are excellent examples of elaboration and a perfect companion set for “Stopping Time”, also found on Teachers Pay Teachers. They are perfect for generating class discussion about including sensory details in a passage to help a reader create a vivid image of the story. “Stopping Time: Student written samples for modeling, sharing and critically analyzing” was developed by a team of teachers that have lead their 88 fourth graders to the highe

2nd - 5th

Writing, Writing-Essays

CCSS

W.2.3

, W.3.3

, W.3.4

Writing: Student's Use Their Own Vocabulary to Enhance Their Writing

Created by

Transitions

This activity is a must have for teachers struggling with adding maturity to students’ writing. Lead your students through an interactive art activity that turns into a strong, focused learning experience for both the teacher and the student. By allowing children to use their own simplistic vocabulary, as introduced in this lesson, authors Mijana Lockard and Holly Wallace have pulled their writers to the top performing students in the state of Florida – year after year. Allow yourself the fre

3rd - 6th

Writing, Writing-Essays

CCSS

W.3.3

, W.4.3

, W.5.3

Showing 1-9 of 9 results

About the store

Experience

Teaching style

Differentiated teaching with scaffolded opportunities for practice. All activities are based on researched-based practices yielding the highest student achievement results. Activities are often integrated across curriculum areas to maximize instructional time and help students transfer knowledge. These units include authentic performance tasks to increase motivation and reach diverse learners. Holly creates dynamic classrooms where students are engaged in differentiated activities and provided multiple pathways to achieve success.

Awards & shining teacher moments

2006 Florida Milken Educator of the Year, 1999 and 2001Disney Teacherrific Awards, NASA NEWEST Recipient, NSTA National Conference Presenter, NSTA STEM National Convention Presenter

My own education history

Holly's background includes a BS in Elementary Education from the University of South Florida and she holds a National Board Certification in the area of Middle Childhood Generalist. Certification areas include 1-6 grade general education, Kindergarden certification and ESOL Endorsement.