ELA Weekly:
September 14-September 18
Curriculum Manager Announcements
ELA Manager Observation Focus
- Unpacked Assessment Classroom Anchor Chart
- SpringBoard Consumables being used during classroom instruction
- Student responses in SpringBoard Consumables should be in complete sentences and follow all grammatical conventions
We are currently piloting an ELA Manager Observation form. A suggested form will be provided next Monday.
ELA Webinar
Bundle 3 is on The Hub!
Curriculum Managers have released Bundle 3, and it is posted to The Hub for all teachers and managers to view.
Bundle 3 includes:
- IA #2 (with schematic answer key)
- BWAs 4 & 5 (with schematic answer keys)
- Bundle 3 Unit Map (daily scope & sequence through BWA 5)
- SpringBoard TEs & SEs for the Unit in Bundle 3
You will notice some changes with the Unit Maps for Bundle 3, which will be discussed in detail at Course Collaboration on October 9th.
IDEA Authors: August
Course Specific
6th Grade ELA
SpringBoard: Students are making the transition from personal narratives to expository texts, in preparation for the Embedded Assessment 2--Writing an Expository Essay. Teachers will guide students through a lesson on Wednesday, September 15th that helps students differentiate between the two genres. SpringBoard Activity 1.14 (Changing Narrative Writing to Expository Writing) is the focus lesson for this week, and it begins on Friday and goes through Tuesday of next week. These two lessons are also the focus for the 6th Grade ELA Webinar on September 16th.
Revising & Editing Do-Nows: The focus for the week is Revision (6.17(A)). Students have moved into more complex Do-Nows with the focus changing from editing skills to revision skills. Teachers should begin each ELA class with a Revising & Editing Do-Now that prepares students to demonstrate mastery of these skills on the IA. The Do-Nows are developed using the backward design model, focusing on key TEKS that students will need to have mastered for success on IAs and the 7th Grade Writing STAAR. All Do-Nows for Quarter 1 are posted on the Hub, within the Quarter 1 folder.
7th Grade ELA
SpringBoard: Students will begin a new focus this week: Folklore! Teachers are preparing students for the Embedded Assessment 2: Creating an Illustrated Myth, which is a written assessment requiring students to write an original story. The key SpringBoard Activity for this week is 1.20, which begins on Friday. Students will study the elements of plot development, which are also directly assessed on the BWA 3 as well as IA 1. The webinar on September 16th focuses on the key lessons in this bundle, including 1.20, and effective strategies for teaching plot elements.
Revising & Editing Do-Nows: The focus for the week is Revision (7.17(A)). Students have moved into more complex Do-Nows with the focus changing from editing skills to revision skills. Teachers should begin each ELA class with a Revising & Editing Do-Now that prepares students to demonstrate mastery of these skills on the BWAs and the IA. The Do-Nows are developed using the backward design model, focusing on key TEKS that students will need to have mastered for success on BWAs, IAs, and the 7th Grade Writing STAAR. All Do-Nows for Quarter 1 are posted on the Hub, within the Quarter 1 folder.
Bi-Weekly Assessment: Students will take a Revising & Editing Bi-Weekly Assessment on Friday, September 18th.
Archived Webinars: Please visit the links below to view previous webinars.
September 2nd: https://bluejeans.com/s/8zrR/
August 19th: https://bluejeans.com/s/8zrU/
8th Grade ELA
- Gathering clear information that can be used in their summary. Summary recalls the key events within a work and usually focuses on a concept from the beginning, middle, and end. Push students to cover their entire section. Their summary should be error free and in complete sentences
- Look at data from BWA 1 and 2 and see where you could spiral in previous concepts. Every text can challenge the reader to think about diction, syntax, imagery, tone, mood, theme, main idea, etc. Spiraling previous material as a CFU will better ensure student exposure to the concepts.
The Giver: The suggested reading scope for The Giver is now available under the SpringBoard Resources tab on The Hub. This provides a suggested reading timeline; however, can be adjusted to meet the needs of the individual campus.
- Caution: There are specific SpringBoard lessons that correlate to specific chapters of the book. Please make sure that those outlined chapters are assigned to students in advance to maximize the lesson.
Bi-Weekly Assessment Data: Bi-Weekly Assessment 2 data showed student's performed the lowest on question 3.
- Skill: Inference and Textual Evidence
- The question challenged students to examine a specific lines from the poem and make an inference as to what the author was trying to convey.
- Next Steps: 1) Think about where this skill could be spiraled back into future lessons. 2) How will you assess this skill the second time (Multiple choice or Open-Ended Response).
- Possible Lessons to Reteach Skill: SB 1.13, 1.14, and 1.15
Revising and Editing Do-Nows: The focus for this week is sentence structure (8.19C) and punctuation (8.20B). Ensure that students can articulate two key items in their response: 1) What is the mistake and 2) Why should this change be made.
- Sentence: I cannot wait for October to come
- Non-Example: Put a little dot at the end of the sentence.
- Example: In the statement above, insert a period after the word come because it is a declarative sentence.
All Do-Now slides for Q1 are posted on The Hub and are aligned to the SpringBoard Grammar Handbook, IAs, and focus on key grammar TEKS that students must master in order to be successful.
Bi-Weekly Assessment 3: Students will have 30 minutes to take a timed multiple choice exam on Thursday, September 17. The scanning deadline is Friday, September 18. Teachers are responsible for printing their assessments and scanning their data.
English I Pre-AP
This skill is necessary for success on the STAAR Open-Ended Single Story and Crossover as incorporation of textual evidence is a non-negotiable and must be placed in the OER in order for a student to receive credit from the state.
Focus on how the quotation is introduced:
- Non-Example: "I graduated high school and attended UT Austin in the fall" - Jose Gonzalez said in his interview, two actions that changed his life.
- Example: During the interview, Gonzalez stated how "graduating from high school and attending UT Austin changed my life."
Bi-Weekly Assessment Data: BWA 2 showed student struggle on the Open-Ended Response Single Story.
- Skill: Open-Ended Response Single Story (Creating an answer, providing textual evidence, and creating an explanation and/or additional commentary).
- An OER SS is work 9 out of 92 points on the overall English I STAAR EOC. Student success on this question is critical in order to meet the Phase II passing score.
- Next Steps: 1) Think about possible times to review the OER Single Story and/or reteaching the skill, if necessary. 2) Use the APE strategy provided on the Unit Road Map which breakdowns all the necessary components and gives students a step by step process for completing the OER SS. 3) Break apart the sections of the OER and have students provide you each section as a way to check their responses in sections.
- Possible Lessons to Reteach Skill: SB 1.13 and/or any additional lessons in which an OER question can be crafted.
Revising and Editing Do-Nows: The focus for this week is sentence structure (9.19C) and punctuation (9.20B). Ensure that students can articulate two key items in their response: 1) What is the mistake and 2) Why should this change be made.
- Sentence: I cannot wait for October to come
- Non-Example: Put a little dot at the end of the sentence.
- Example: In the statement above, insert a period after the word come because it is a declarative sentence.
All Do-Now slides for Q1 are posted on The Hub and are aligned to the SpringBoard Grammar Handbook, IAs, and focus on key grammar TEKS that students must master in order to be successful.
English II Pre-AP
The following are non-negotiable MLA Requirements:
- Font: Times New Roman
- Font Size: 12
- Spacing: Double
- Margins: 1 inch
Please review the tab on The Hub entitled MLA Resources as a guide.
Bi-Weekly Assessment Data: BWA 2 showed student struggle on the Open-Ended Response Single Story.
- Skill: Open-Ended Response Single Story (Creating an answer, providing textual evidence, and creating an explanation and/or additional commentary).
- An OER SS is work 9 out of 92 points on the overall English I STAAR EOC. Student success on this question is critical in order to meet the Phase II passing score.
- Next Steps: 1) Think about possible times to review the OER Single Story and/or reteaching the skill, if necessary. 2) Use the APE strategy provided on the Unit Road Map which breakdowns all the necessary components and gives students a step by step process for completing the OER SS. 3) Break apart the sections of the OER and have students provide you each section as a way to check their responses in sections.
- Possible Lessons to Reteach Skill: SB 2.14, 2.15, and 2.16
Revising and Editing Do-Nows: The focus for this week is sentence structure (10.19C) and punctuation (10.20B). Ensure that students can articulate two key items in their response: 1) What is the mistake and 2) Why should this change be made.
- Sentence: I cannot wait for October to come
- Non-Example: Put a little dot at the end of the sentence.
- Example: In the statement above, insert a period after the word come because it is a declarative sentence.
All Do-Now slides for Q1 are posted on The Hub and are aligned to the SpringBoard Grammar Handbook, IAs, and focus on key grammar TEKS that students must master in order to be successful.
Bi-Weekly Assessment 3: Students will have 30 minutes to take a timed multiple choice exam on Tuesday, September 15. The scanning deadline is Friday, September 18. Teachers are responsible for printing their assessments and scanning their data.
AP Language
SpringBoard: The focus for Unit 1 is preparation for the Synthesis Essay. Students will spend the majority of this week practicing synthesizing various resources and presenting ideas. This series of lessons (Activity 1.14) prepares students for a deep-dive into the Synthesis essay construction, which is the focus for next week.
AP Exam Preparation: Teachers discussed multiple choice questions during the September 2nd webinar. During this webinar, they shared strategies for incorporating multiple choice questions in their daily lessons and categorized the question types to aid in targeted instruction surrounding the multiple choice portion of the AP exam.
Archived Webinars: Please use the links below to view previous webinars:
September 2nd: https://bluejeans.com/s/8zsh/
August 19th: https://bluejeans.com/s/8zsi/
AP Literature
SpringBoard: Students will continue working in SpringBoard Unit 1 to analyze poetry in preparation for the poetry analysis essay on IA 1. Students will interpret several poems' meanings, as well as address the cultural perspectives in the poems. Over the course of the next few weeks, SpringBoard lessons will focus on prose analysis. During the webinar on September 16th, teachers will discuss how to integrate poetry analysis in the prose lessons.
AP Exam Preparation: During this week's webinar, teachers will discuss how to integrate timed writings in their daily instruction in order to prepare students for the IAs and AP exams.
Archived Webinars: Please use the links below to view previous webinars:
September 2nd: https://bluejeans.com/s/8zsn/
August 19th: https://bluejeans.com/s/8zsm/