1. IF I WORK WITH A SMALL GROUP OF STUDENTS, WHAT ARE THE OTHER STUDENTS DOING?

2. RAPID ROBIN The “Dreaded Early Finisher”

3. “I’m Not Finished” Freddie “It takes him an hour-and-a-half to watch 60 Minutes.”

4. Meaningful, ongoing assignments that students can work on quietly & independently. ANCHOR ACTIVITIES “In this class we are never finished. Learning is a process that never ends.” Carol Ann Tomlinson

5. Criteria for an Effective Anchor Activity 1. Meaningful & Respectful Tasks – NOT BUSY WORK 2. Provide students with choices that appeal to different learning profiles & interests. 3. Design activities that are at the appropriate readiness level. 4. Students must be able to complete activity independently.

6. ANCHOR ACTIVITIES Can be: used in any subject whole class assignments small group or individual assignments tiered to meet the needs of different readiness levels Interdisciplinary for use across content areas or teams

7. Using Anchor Activities to Create Groups Other half works on another activity Flip Flop 1/3 works on a Different Activity 1/3 works with teacher—direct instruction Teach the whole class to work independently and quietly on the anchor activity 1. Half the Class works on an Anchor Activity 2. 1/3 works on an Anchor Activity 3.

8. Anchor Activity Suggestions Creating a brochure about the topic. Preparing and practicing for a presentation. Writing letters to get more information. Collecting pictures about the topic from magazines for a bulletin board. Finding amazing facts in the resource books or electronically and posting them. Rewriting a rough draft. Finishing up a check-list of miscellaneous work.

9. Effective Anchor Activity Methods Think-Tac-Toe Boards RAFT Boards Menus Classroom Library – SSR Student Contracts

10. Implementing an Anchor Activity Go over the entire anchor activity with the class. Model all of the games. If you are using contracts, go over the contract with everyone and make sure they all understand the expectations. Point out where materials will be kept. Be clear on expectations. Review management strategies with the class so they know what to do if they have a question and you’re busy. Let students know if any of the activities can be done at home or if they’re all meant to be done in class.

11. Grading Anchor Activities Determine if the activities are worth a grade or if the students will just receive credit. Hand out rubrics and review them with the students before hand, if applicable.

12. Reading: Think-Tac-Toe Board Draw illustrations for 3 key events in the novel with quotations (cited) from the text explaining each event’s importance to the story. Create a test which includes 10 multiple choice questions, 1 open- ended question, and 1 essay question Select 3 key events in the novel and create a series of graphic novel panels for each event chosen (with dialogue) Create a “book/movie trailer” for the book that makes other students want to read the book. FREE CHOICE (student may propose idea for teacher’s approval) Create a PowerPoint presentation of the theme, setting, and plot of the novel you just read Write an expository essay (which addresses one very important line from the novel Create a game (with board) which tells the story of your novel Create a visual collage that incorporates key quotations with images or graphics and portrays the theme of the novel.

13. Matter – must earn 40 points. 1. Create a collage of an element. Include the name of the element and its atomic number and uses in our daily lives. For example: Gold – include pictures of jewelry and other uses. 2. Make a set of 51 flash cards using all the bold vocabulary from Chapters 1, 2, and 3. Write or type word on one side and the definition on the other side. 3. Complete all Chapter Reviews for Chapters 1, 2, and 3. Write our questions and answers. Use p. 30, p. 54 and p. 80 – all items. 4. Create a poster explaining the difference between the 4 classes of matter. Give examples and use pictures for each class. 5. Your choice – must be approved before you begin. 6. Give a class demonstration on a physical and chemical change. Have all approved supplies ready. Have enough supplies so students in class can repeat demonstration. 7. Write and illustrate a children’s story of the journey of a water drop going through different phases. Read the book to the class. 8. Make up a song that you would perform for us. Use vocabulary from Chapter 1, 2, or 3, but your song should explain vocabulary or concepts. 9. Make a board game using at least 35 of the 51 vocabulary words in Chapters 1, 2 and 3. 15 25 40

14. Summarize the most important information about linear functions and put it to a beat. Draw the sequence of events to graph a linear equation on a timeline. Create a way to remember how to graph linear equations given in standard form. Reflect on the application of linear functions to something in your life in your journal. WILD CARD !!! Your choice after getting approval. Create a series of at least six cartoon frames to capture the most important information about linear functions. Condense the information about linear functions and create an advertisement, banner, or slogan. Act a short skit that conveys the life of a linear function. Write a poem that conveys the main ideas about linear functions. Algebra – Must Choose Three

15. Knowledge list, define, tell, describe, identify, show, label, collect, examine, quote, name, who, when, where Comprehension summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, discuss, extend Application apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, Analysis analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer Synthesis combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite Evaluation assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare Comprehension or Evaluation Application or Evaluation Knowledge or Analysis Using Bloom’s Taxonomy

16. PURPOSE: The R.A.F.T. strategy incorporates writing and encourages creativity, motivation, and active processing by students. R=Role of the writer (Who are you?) A=Audience for the writer (To whom are you writing?) F=Format of the writing (What form will your writing take?) T=Topic of the writing (What is your topic?) R.A.F.T. – Role-Audience-Format-Topic

17. Create a differentiated RAFT assignment based on the story ELEVEN ROLEAUDIENCEFORMATTOPIC Mrs. PriceHerselfJournal EntryWhat Happened in School Today

18. Dear Decimal, I have admired you for as long as I can remember. I envy your petite silhouette. Though I can mean the same thing as you when you appear at the Math Club as.72 and I need to be 72/100, everyone looks at you and I am left in your shadow. Affectionately, The Fuller-Figured Fraction R = Fraction A = Decimal F = Love Letter T = Number Comparison R.A.F.T. – Role-Audience-Format-Topic

19. R Role A Audience F Format T Topic Nazi soldierFriends and family A series of letters Nazism Jewish prisoner Future generations journal/diaryThe Holocaust Student Hate Classmates Performing Arts Center An oral presentation Dance Hitler’s role in WWII Fear and hate instilled by Hitler