1. Including All Students

2. Where we start Remember we are creating access Presuming Competence Asking the question, What is everybody else doing? Also asking, What is everybody else learning?

3. Go to the Standards (pdesas.org) Writing example using vertical viewer

4. Big Ideas

5. Materials and Resources

6. Couldn’t we still work on this standard using different presentation and engagement activities?

7. What are the students’ strengths? Prior Knowledge Does student work well with other students? What are the students’ skills? Does the student know how to organize ideas? What is the student’s sight word bank? Do we know? Do we have to assess? What technology do you have and would benefit all students working with this standard?

8. Ideas Word Bank on a computer, file box etc.

9. Words in picture format that can be manipulated from computer.

10. Report Cards-has an microphone for input

11. Report Cards Help

12. Boardmaker

13. If teaching ed endings use visuals and written examples

14. Boardmaker Couldn’t you use this format to categorize nouns, adjectives, and verbs? Could the student use these manipulatives to create new sentences? Does it still allow the student to work on the Standard?

15. Use in a variety of ways

16. Other ideas to use with all students Step Up To Writing

17. Using Colors to Teach Organization Go Back! Stop! Slow Down Go! Write a topic sentence Give a reason, detail, or fact. Use a transition. Explain. Give an example. Remind the reader of your topic. 2.11

18. Topic Sentence: Green means “go.” Green asks the writer to decide— – “What am I going to prove?” (reason) – “What am I going to explain?” (detail) – “What information will I share?” (fact)

19. Reasons/Details/Facts: Yellow means “slow down.” Introduce key concepts to support the topic sentence. The main supporting ideas (reasons, details or facts) for the topic sentence. Look for common patterns or categories in the brainstorming. 2.11

20. Explain: Red means “stop and explain.” Present evidence. Provide explanation and examples. 2.11

21. Conclusion: Green means “go back to your topic.” Restate the topic and the position. Do not introduce new information. Use synonyms and leave your reader with something to remember. 2.11

22. Informal Outlines using visuals Sun Water Soil TOPIC: Plants

23. TOPIC REASON/DETAIL/FACT EXPLAIN

24. Write on colored strips Write each sentence from the outline on the corresponding colored strip. Green= topic and conclusion Yellow= main supporting ideas (R/D/F) Red= examples, explanations, evidence

25. Color Code the Boardmaker Sentences for this activity.

26. Outline to Paragraph If I had a million dollars, I would have a good time spending it. time spending it. First, I would go shopping. A new wardrobe from Nordstroms is a must. Next, I would travel.

27. Cut up sentence parts and sort

28. Other ideas –stand on the coordinating color TopicFact/Detail Explain

29. Fun Being Rich First, I would go shopping. Next, I would travel If I had a million dollars, I would have a good time spending it. First, I would go shopping. A new wardrobe from Nordstroms is a must. Next, I would travel. Visiting Paris has always been a dream. Being wealthy would clearly provide many interesting benefits.

30. Use a construction paper train Topic Sentence (Engine) Facts/Details (Follows Engine) Explain (Follows Fact Car) Use this idea to sort paragraph parts and talk about them as a class.

31. Reasons Outline Safety reasons Social reasons Help yourself Save others Parties Vacations Summertime Topic= Reasons for Learning to Swim 2.15

32. Differentiation Idea Example Same assignment: Give students who need it a frame outline asking for 1 yellow and 2 red Give students who need a challenge 3 yellow and 7 red To begin, tell students how many yellow and red you want. Or you could have a minimum number. Later, they may decide.

33. Details Outline Detail Topic= Description of _________school.

34. Guided Highlighting Creatures of all sizes find ways to keep themselves clean. Large animals like elephants head to rivers to cool off and clean up. After bathing in the cool water the elephant powders itself. Elephants use dust as powder to keep the bugs from biting. Smaller animals like rabbits also take time to clean. They often lick their ears and scrub them to keep them clean. Finally, little creatures like birds enjoy bathing in puddles. When they finish, they comb their feathers. This is called preening. Bath time, it seems, isn’t just for you and me.

35. Quick Sketch Organizer Title:_______________ Who: Where: Problem: Beginning MiddleEnd

36. Graphic Organizers

37. Peer tutoring http://www.kypeertutoring.org/homepage.asp

38. How are we doing? Can we support the identified student using these strategies? Are we targeting the Standard? Can other students in the class benefit from some or maybe all of these strategies? Can we easily access these computer supports? Can we easily use the color coding?

39. Let’s discuss What other ideas do you have?