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.

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

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!

Great for a community unit. Have students show you what they know with completing the characteristics of a suburban community. Students can work on this independently or with a partner.

Students write a basic paragraph using this organizer to help. The seed idea is the idea for their writing topic. Then they complete to help guide them with adding all the important components of a paragraph. Great for first and second grade. Can be used for any topic.

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

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

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.

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!

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.

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.

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.

Great for a community unit. Have students show you what they know with completing the characteristics of a suburban community. Students can work on this independently or with a partner.