Common Core State Standards ELA Details

Reading Strategies	Predict (preview, set a purpose)			Connect (personal experiences, previous knowledge)		Visualize (events, details)
	Clarify (reread, any questions)			Questions (look for answers and reflect, ask 5 Ws-Answers who, what, when, where, why, how much, or how many)		Evaluate (opinion/judgment, summarize)
Multi-paragraph Composition	Introduction (background information/summary, thesis, introduce details)			Body #1 (introduce detail #1, textual evidence-page number, explanation and connection to thesis)		Body #2 (introduce detail #2, textual evidence-page number, explanation and connection to thesis)
	Body #3 (introduce detail #3, textual evidence-page number, explanation and connection to thesis)					Conclusion (Briefly restate details, explain connect to each other, state overall connection to thesis)
Elements of short Story	Setting		Characters (flat, round)			Plot (conflict=nature, self, society, man)		Theme
Poetic Forms	Haiku (3 lines, 5-7-9 syllables, image from nature, simile)	Sonnet (14  lines, ababcdcdefefgg rhyme scheme, 10 syllabus per line, 3 auqtrain-4 lines, 1 ccomples-2 lines)				Narrative (story, generally long)	Dramatic (dialogue, 1 speaker)	Free-Verse (no rules)
Figurative Language	Metaphor	Simile				Personification		Hyperbole
Themes of Love	Familia	Infatuation				Romantic		Platonic
Novel	Elements (Character, setting, plot, mood, theme)				Strategies for reading a novel (read expressively, connect with characters, monitor your reading)

The CCSS Requires Three Shifts in ELA/Literacy

1.       Building knowledge through content-rich nonfiction

2. Reading, writing and speaking grounded in evidence from text, both literary and informational
3. Regular practice with complex text and its academic language

Text Structures

Structure	Description	Signal Words
Sequence	Provides a series of steps	·    first ·    second ·    before ·    on (date)		·    not long after ·    after that ·    next		·    at the same time ·    finally ·    then
Description	Describes something	·   for example ·   characteristics are ·   for instance ·   to begin with ·   also		·   in addition ·   such as ·   to illustrate ·   most important ·   another		·   furthermore ·   in front ·   beside ·   near ·   about ·   in fact			·   is ·   are ·   has ·   have ·   does
Comparison and Contrast	Compares and contrasts the similarities and differences between two things	Contrast item1		Compare both			Contrast item 2
		·      different ·      from ·      in contrast ·      although ·      more than ·      less than ·      instead of ·      however ·      as well as		·    same as • alike • not only…but also • either…or • likewise • similarly • similar to • compared with			·  on the other hand • on the contrary • as opposed to • but not • while • unless • resemble
Cause and Effect	Presents cause and effect relationships	·  because ·  if…then ·  as a result ·  therefore ·  since ·  consequently		·  this leads to ·  so that ·  nevertheless ·  accordingly ·  because of			·  in order to ·  may be due to ·  effects of ·  thus ·  for this reason
Problem and Solution	Identifies a problem and a solution to the problem	· the problem is · the dilemma is · the puzzle is · the question is · solve			· a solution · question…answer · one answer is · one reason for the problem
Problem and Solution	Identifies a problem and a solution to the problem	Problem	Evidence		Possible Solutions			Results
		·    because ·    since ·    the problem is ·    the puzzle is ·    the dilemma is ·    the question is	·    as a consequence ·    this led to ·    so that ·    nevertheless ·    accordingly ·    one reason for the ·    problem		·  if ·  so ·  perhaps ·  possibly			·   a solution is ·   solutions are ·   this resulted in ·   one answer is ·   therefore

Sentence Variety

Type	Definition	Conjunctions
Simple Sentence	A simple sentence is a sentence that has one independent clause (a group of words that makes a complete statement and has a subject and a verb). (FORMULA: SV, SSV, SVV, SSVV) Subject verb
Compound Sentences (used to coordinate two complete thoughts)	A compound sentence has two or more independent clauses (ICs). That means, it has two or more complete sentences. The sentence is “compound” because it puts two sentences together with a coordinating conjunction (CC), conjunctive adverb (CA), or semicolon. (FORMULA: I, CI or I;I)	*Coordinating Conjunctions for and nor but or yet so (FANBOYS)		Conjunctive Adverbs therefore additionally similarly however consequently likewise besides because furthermore meanwhile otherwise then
*Except for very short sentences these conjunctions are always preceded by a comma.
Complex Sentences (used to add details to their verbs)	A complex sentence has one independent clause (IC) and one or more dependent clauses. A dependent clause is a group of words with a subject and verb that cannot stand alone. In a complex sentence, the dependent clause is called an adverbial clause (AC). These types of clauses begin with subordinating conjunctions (SC). (FORMULA: D, I or ID)	Subordinating Conjunctions
		if since when while although because before during as long as even if even though than though unless until when	after as as if as soon as as though whenever even if even though in order that just as like once provided rather than so that while
Compound-Complex Sentences (used to explain a variety of ideas)	A compound-complex sentence has one or more coordinated independent clauses and one dependent clause or adverbial clause. Put a comma after the dependent clause if it begins the sentence. Put a comma before the and, but, or or that connects the two independent clauses. (FORMULA: D, I, c I or D, I; I or ID, c I or ID; I or I, c ID or I; ID)

Sentence Formulas at-a-Glance

Simple Sentence: One Independent Clause Four Sentence Formulas 1)   SV (one subject, one verb) 2)   SVV (one subject, two verbs) 3)   SSV (two subjects, one verb) 4)   SSVV (two subjects, two verbs)

Compound Sentence: Two Sentence Formulas 1) I,cI (Independent Clause - comma - coordinating Conjunction - Independent Clause) 2) I;I (Independent Clause - semicolon - Independent Clause)

Complex Sentence: Two Sentence Formulas 1) D,I (Dependent Clause-comma-Independent Clause) 2) I dc D (Independent Clause-dependent conjunction- Dependent Clause)

Compound-Complex Sentence: Six Sentence Formulas 1) D,I,cI (Dependent Clause-comma-Independent Clause-comma- coordinating Conjunction – Independent Clause) 2) D,I;I (Dependent Clause-comma-Independent Clause-semicolon- Independent Clause) 3) IdcD,cI (Independent Clause-dependent conjunction- Dependent Clause-comma- coordinating Conjunction - Independent Clause) 4) IdcD;I  (Independent Clause-dependent conjunction- Dependent Clause -semicolon- Independent Clause) 5) I,cIdcD (Independent Clause-comma- coordinating Conjunction - Independent Clause- dependent conjunction- Dependent Clause) (6) I;IdcD (Independent Clause-semicolon- Independent Clause-dependent conjunction- Dependent Clause)

A clause is a word group used as a complete sentence (Independent clause) or as an incomplete sentence/fragment = Subordinate clause - aka: Dependent clause.

An independent clause is a group of words that contains at least one subject and one verb and can stand alone. (It makes a complete thought.)

Be Generous with Praise

Many students have low self-esteem and limited self-confidence. As a result they are often afraid to take risks. I see this every day. Do you???

For example, they may be hesitant to try to complete a type of assignment they have never done before or fail to initiate an interaction with peers on the playground.

You must provide specific praise often so that your students can see themselves as valued students. Find times throughout the day to tell the students what they did right.

PRAISE YOUR STUDENTS OFTEN.

100 Ways to Praise Kids

That’s incredible!  How extraordinary!  Far out!  Outstanding Performance!  I can’t get over it!  Great!  Amazing effort!  Unbelievable work!  Wonderful!  Marvelous!  Phenomenal!  You’ve got it!  Superb!  Cool!  Excellent!  You’re special!  Your work is out of sight!  Your project is first-rate!  You’ve outdone yourself!  Way to go!  Thumbs up!  You’re a good friend!  You came through!  Terrific!  You tried hard!  Your help counts!  You made it happen!  It couldn’t be better!  Fantastic work!  You’re a real trooper!  Fabulous!  Bravo!  Exceptional!  You’re unique!  Awesome!  Breathtaking!  The time you put in really shows!  You’re a great example for others!  Keep up the good work!  I knew you had it in you!  Dynamite!  It’s everything I hoped for!  You should be proud of yourself!  What an imagination!  You made the difference!  Well done!  You’re sensational!  Very good!  A+ work!  Super job!  Good for you!  Take a bow!  You figured it out!  Great answer!  You’re doing a lot better!  Thanks for being honest!  How artistic!  Hooray for you!  You’re a joy!  How thoughtful of you!  You’re amazing!  You’re getting there!  What a great idea!  You deserve a hug!  Thanks for trying!  You’re getting better!  You’re a big help!  You’re tops!  You’ve made progress!  You’re neat!  You’ve got what it takes!  You’re #1!  You’re a shining star!  You can be trusted!  Wow!  Remarkable!  Beautiful!  I’m proud of you!  Very impressive!  You’re sharp!  You’re a winner!  Hot dog!  Spectacular work!  You’re so kind!  You’ve really grown up!  What a great listener!  Thanks for helping!  Great discovery!  You’ve earned my respect!  Thanks for caring!  You’re a-okay!  You’re a great kid!  How original!  You’re a champ!  You’re a pleasure to know!  Very brave!  What a genius!  You’re very talented!  You’re the greatest!   You’re super! 

 

Check it out!!! Why didn't I think of this...

 Education Bulletin Board Ideas

Click on image for a collection of great bulletin boards.  

St. Patrick’s Day Puzzle

Help your “little leprechauns” recognize facts about St. Patrick’s Day with the following activity. Use a puzzle with 10-15 different interlocking pairs. On each pair write one question and its answer from the list below, write the question on one piece and the answer on the matching piece. Separate and mix up the pieces; then place them in a bag. Have each student draw a puzzle piece from the bag and find the classmate with the matching question or answer. Instruct student pairs to double check that the question and answer match by interlocking the pieces. After all matches have been found, have each pair share its answer and question for a fun-filled trivia session about St. Patrick's Day.

Who was St. Patrick? He was a priest who brought Christianity to Ireland.

Why is St. Patrick honored by the Irish? He performed many brave and kind deeds for the people.

In Irish lore, what happened if you catch a leprechaun? He is supposed to lead you to a pot of gold.

What is special about a four-leaf clover? It is supposed to bring good luck to its finder.

By the end of the 1850s, how was St. Patrick often celebrated? With parades being held each year in cities across the country.

What does the Irish flag look like? It is divided into three equal sections of orange, white, and green.

What is Ireland often called? The Emerald Isle.

What are some of the many symbols associated with St. Patrick’s Day? Shamrocks, leprechauns, harps, gold coins, and the color green.

What does one legend about St. Patrick state? He drove out all the snakes in Ireland.

What is a shamrock? A trifolium or clover.

 

Daylight Saving Time

Geeeeee, did you know that American farmers did not lobby for daylight saving to have more time to work in the fields??? Daylight Saving Time was first implemented on March 31, 1918, as a wartime measure. 

 

As I prepare my parents, students, and staff for the End of the Year tests (PARCC, iLEAP, LEAP, IOWA, DIBELS, ec.), I thought about this cartoon...

I hope this does not apply to your students or children!!!

If so, contact me.

UK Center Announces Grant Recipients

BY KATIE PRATT

Several U.S. communities will enhance local efforts to address child poverty and hunger with the help of funding from the Rural Child Poverty Nutrition Center at the University of Kentucky.

Located in the UK College of Agriculture, Food and Environment’s School of Human Environmental Sciences, the center uses cutting-edge solutions in child nutrition to reduce food insecurity for children in the some of the nation’s most persistently poor rural counties. It is a partnership between the university and the U.S Department of Agriculture and is led by Ann Vail, the school’s director.

About 85 percent of all persistently poor counties in the United States are in rural areas and children are one of the most vulnerable groups.

The center awarded 17 grants, ranging from more than $50,000 to almost $100,000, to implement creative strategies for improving collaboration among the USDA’s Child Nutrition Programs and other nutrition assistance programs. State and local governments and nonprofit organizations in 324 counties were eligible to apply for the grants.

Grant recipients and their targeted counties are:

·         Auburn University- Alabama Cooperative Extension System in Marengo, Alabama

·         West Alabama Area Health Education Center in Sumter, Alabama

·         The Family Center Food Bank of the Delta in Phillips, Arkansas

·         East Arkansas Enterprise Community in St. Francis, Arkansas

·         Crisp County Community Council in Crisp, Georgia

·         Clinton County Community Foundation in Clinton, Kentucky

·         Fulton County Schools in Fulton, Kentucky

·         Prek-12 and Beyond in Madison, Louisiana

·         Mississippi Roadmap to Health Equity Inc. in Sharkey, Issaquena, Humphreys and Yazoo, Mississippi

·         Whiteville City Schools in Columbus, North Carolina

·         Action Pathways (Second Harvest Food Bank of Southeast North Carolina) in Robeson, North Carolina

·         The Chickasaw Nation in Johnson, Oklahoma

·         Center for Community and Economic Development Inc. in Allendale, Colleton, Jasper, Bamberg, Orangeburg and Hampton, South Carolina

·         Summit School District No. 54-6 in Roberts, South Dakota

·         The University of Tennessee in Johnson, Tennessee

·         The University of Tennessee in Lake, Tennessee

·         Texas Hunger Initiative; Baylor University in Starr, Cameron and Hildago, Texas

March Educator’s Calendar

March - National Reading Awareness Month

Ways to celebrate National Reading Awareness Month

       Donate gently used books to your local public or school library

       Post a list of your favorite books to social media 

           Start a Book Club 

    Send in your suggestions on how to celebrate National Reading Awareness Month (comment section).

March - Music in Our Schools Month
March - Youth Art Month
March - National Craft Month

March 2 - Dr. Seuss’ Birthday

March 3 - National Anthem Day

Mar. 6 -12 - Teen Tech Week
Mar. 6 -12 - National Groundwater Awareness Week
March 7 –11 - International Women's Day
March 10 - Harriet Tubman Day
March 12 - Girl Scout Day

March 13 - Spring Ahead — Daylight Saving Time Begins

Mar. 14 - Pi Day

March 16 - Everything You Do Is Right Day

March 25 – Good Friday

March 27 - Easter Sunday

Classroom Supply Shower

Here’s a great way to stock your classroom with supplies early in the year. Invite your students and their parents to a “Classroom Shower.” A few weeks before the event, send home an invitation explaining the purpose of the shower. Then post a Wish List in the classroom so students can sign up for what they’d like to bring as a classroom gift.

Be sure to balance your list with inexpensive items as well as the more costly items needed for classroom activities. Recruit parent volunteers to help decorate the classroom, plan games for the students, and provide refreshments. During the shower, open your classroom gifts and take time to enjoy the refreshments.

Have you ever seen anyone subtract like this? It is called "trouble-coming method".

http://marilynburnsmathblog.com/wordpress/yet-another-way-to-subtract/

Super Sentence Grab Bag

Add an element of surprise to your next review of combining sentences. Write different sentences on separate slips of paper, repeating subjects and predicates on more than one slip. Make two slips for each student. Place the slips in a paper bag. Then have each “student pull two slips from the bag. Have each student, in turn, read his/her slip from the bag, then combine the two sentences into one. For example, if the student pulls the sentences “John ate a piece of apple pie at the carnival” and “John rode the roller coaster at the carnival three time”, he/she might say “At the carnival, John ate a piece of apple pie and rode the roller coaster three times.”. If necessary, help students correct any problems with subject-verb agreement. With this quick review, combining sentences will be in the bag for students.