Zenobia Kellock Kellock

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 then use this organizer to write a paragraph.

Use this while you complete a unit of study on Triops. There are triops facts and a place to write record facts about them.

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.

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 them on track.

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. Students enjoy having others read their writing piece, so I added the bottom line to write the students name, again having students be accountable. I teach a lesson on being a writing coach and have the students practice finding errors in writing pi

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. Students love working on this project and makes a great walking gallery for others! Can be used as an individual project or in partners/pairs.

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 language arts into social studies!

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!

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.

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. Great group/partner activity. Print on legal size paper and copy back to front.

Students use this book to help learn more facts about the author Kevin Henkes. This is a word doc for can be changed to any author that you like. Use the author's web site to find information (research) and then have students compete as they learn more facts. A great way to collect information about an author. Students really enjoy learning about an author. It allows them to make connections and see that they can be an author too!

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.

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!

Students create an All About Me pennant to introduce themselves to the class. Helps to create a classroom community. Students love including pictures of their families, stickers and other meaningful icons/pictures of their hobbies. Great team building activity for a class. Teachers can then hang them to make a bulletin board "Let's Go Class!"

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 check-list after they have completed the poster as a self-monitoring tool. Students use the research form to take detailed notes. Students can work independently or make it a partner/group activity. These posters make a great, informational hallway displa

Using WBT rules, students sign an expectation sheet. It also shows students what to expect from the teacher.

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 over their piece of writing. This allows students to help one another with the editing process. Students really enjoy, helping their peers find mistakes and giving recommendations about their partners writing. Students should complete the check-list

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 story, Sheila Rae, The Brave or a character analysis graphic organizer.

Students use that they know about a vocabulary to show meaning of the word (L2.4) CCSS. This can be done independently or with a partner. Students can then pair and share.

Have students brainstorm the similarities and the differences of a reading and writing community. Students can they put the information in to the venn diagram on their own or with a partner. This is a great activity to do in the beginning of the year as you set up your reading and writing expectations. I hang a large venn diagram with their ideas all year long to remind them of what it should look like and sound like when they are reading and writing.