Name · 2016. 4. 4. · 5 Spelling Test Tester: Speller: #: 1 2 3 4 5 Procedure for Partner Tests Tester: Say the word, use it in a sentence, and say it again. Speller:Print the word

Letter-Essay Options Attainment Checksheet GOALS

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A. Thinking skill used: In a good Letter-‐Essay, a critic might comment on...B. Helpful starter(s) for this skill

1A. a book you loved (a rave), disliked (a pan), or have mixed feelings aboutB. "This book is in my top ten favorites/disappointments because…"

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A. the narrative voice the author chooses -‐ first? third? A rare second?-‐-‐and how it worked for you. And, if it is first-‐person, how well did the author take on a persona?B. "The narrative voice the author used worked well/didn't work well for this novel because..."

3A. the tone of the narrative or the overall feeling you got from itB. "The overall feeling I got from this novel was…because…"

4A. how the author develops the so what? or themeB. "I'd say the theme of this book…"

5A. the visual descriptions and sensory details: could you make the movie?B. "I notice how the author…"

6A. the plot and how it moves, makes sense, or transitions among situationsB. "The structure of this book…"

7A. the climax or high/turning point of the actionB. "The climax of the plot…"

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A. the dialogue: is it realistic? Does it reveal characters and their relationships? Did the author create a style or break rules?B. "The dialogue in this book…"

9A. the setting and how the author describes it, or doesn'tB. "The setting in this book is…" "The setting in this book helped…"

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A. the main character as an invented person: is he or she three-‐dimensional and believable?B. "The main character…"

Attempts Name:

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A. how the author developed the main character: -‐a change in him or her (this is often a source of so what? or theme in a story): -‐his or her problem -‐his or her name -‐ or lack of name -‐his or her actions and reactions -‐his or her relationships with others, including family and friends -‐his or her conversations with others -‐his or her possessions, habits, hobbies, interests, skills, and goals -‐the resolution to his or her problemB. "One thing the author did to develop the main character is..."

12A. Detail the ways you connected with the main character? B. "The main character is…"

13A. Discuss the importance of the supporting characters?B. "The importance of _______ to the story is…"


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A. Tell about who the main character reminds you of.B. "________ reminds me of (a character from another book, a person you know, etc.) because…"

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A. Tell about the title or cover design of the book and its relationship (or lack of one) to the storyB. "The title of this book was…." "The cover of this book…"

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A. Compare your first impressions of the book with your final impressions of it.B. "When I first began reading this book, I thought…"

17A. Compare this book to another by the same author.B. "This book is much like/much different than…"

18A. Compare this book to another in the same genre.B. "This book is much like/much different than…"

19A. Compare the book or author to another book or authorB. "This book is much like/much different than…"

Attempts

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A. Discuss how a book resembles another genre or can be categorized as multiple genresB. "This book is much like…" "This book falls under more than one genre because…"

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A. Reveal the "one thing" (that redeemed a book, made a negative impact on a good book, would have made the difference, etc.B. "The one thing that would have made a difference…" "The one thing that made this book good/bad was…"

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A. Discuss the lead: was it inviting? Gripping? Slow? Confusing? Something else?B. "The lead was…"

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A. Discuss the conclusion: was it resonant? Satisfying? Unsatisfying? Logical? A cliff-‐hanger, confusing? Ambiguous? Too fast? A surprise? Memorable? Something else?B. "The ending was …"

24A. Discuss the author's diction (language choices) and his or her writing style.B. "The language the author used was…"

25A. Discuss the cadence or rhythm of the language.B. "The rhythm of the writing…"

26A. Discuss the format of the book and its illustrations (if any).B. "The format of the book/chapters/sections is interesting because…"

27A. Discuss its role as a sequel, part of a trilogy or series.B. "The importance of this book in the series/trilogy…"

28A. Tell who you would recommend this book too, and give specific reasons.B. "This book would be great for…"


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29A. Give detail about the author's use of humor.B. "I noticed how the author…" "I liked how the author…"

30

A. Reflect on how you read the book: in one sitting? Slowly to savor it? A combination? Some other way?B. "The way I read this book was…"

31

A. If it is a reread, tell how many times you have read it, and reflect on what continues to draw you to it.B. "The reason I am rereading this book is…"

Attempts

32

A. Discuss how realistic the people and situations are.B. "I think the author did a good/mediocre/poor job of making the characters believable because…"

33

A. Discuss what you noticed, learned, or appreciated, from your perspective as a writer.B. "An interesting thing this author did that I would like to try in my writing is…" "I noticed that the author used…"

34A. Explain the use of an allusion you noticed to another work.B. "I noticed the author alluded to…"

35A. Detail your overall response to the book.B. "My overall response to this book is…"

36

A. Detail how your reaction compares with another reader's reaction to the same book.B. "When ________ and I were discussing this book…"

37

A. Discuss your judgment of the book: Is its lexile misleading (content is too high or low for the lexile)? Is the content more appropriate for another age group? Some other insight?B. "I think the topics in this book match/don't match the reading level because...

38A. Discuss the passage that shows something essential about the book.B. "This passage is essential to the book because…"

Write at least one rule for each spelling list.

Example WordsRules

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Spelling Test Record

Spelling Test Record

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Procedure for Partner TestsTester: Say the word, use it in a sentence, and say it again.Speller:Print the word.Do the whole list. Then:Tester: Spell each word out loud slowly, so the speller may proofread.Speller: Proofread by touching each letter of each word with your pencil. Circle any errors: just the part you missed. Then, spell the word correctly 15 times on the bottom of your weekly word study sheet.



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Michelle Doman

WSRA convention

RTI Embedded within Reader's Workshop

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RtI Embedded Within Reader’s Workshop Michelle Doman• Graduate Student of the Reading Program, University of Wisconsin Oshkosh Student Advisor: Dr. Michelina Manzi

Ra$onale When it comes to middle school implementa0on of RTI, it is an intriguing concept when combined with the Readers’/Writers’ method. Not only does it build student confidence and mo0va0on through choice, but it zeroes in on each and every student, giCed, challenged, and all other students.

“I think that Reader's Workshop is helping and encouraging people to read more. It also makes reading fun.” – E.F., 7th grade student

Central Ques$on/Issue As projected ini0a0ves of RTI are becoming a statewide educa0onal structure for 2012, Barbara Ehren (2010) of IRA’s RTI Commission states that, “implemen0ng RTI at the middle and high school levels presents more challenges than at the elementary level. This is due in part to the size of secondary schools and the number of people involved, as well as the complexi0es of working around credits and course schedules.”

Developed Method/Thesis RTI paired with the educa$onal philosophies of Readers’ and Writers’ workshop has a heightened poten$al to meet the Wisconsin State Common Core ini$a$ves and the ability to encourage every student’s academic needs, confidence, and desire to want to improve reading comprehension skills.

“I think reader's workshop is really fun. I like it better than last year, and I’m happy that we get to read in class! I feel more excited to read good books, and I can’t wait until my next book.” – N.S., 7th grade student

Data Collected:

"I love the 40 book challenge! When I thought we had to read 1000 pages a quarter, and you said we now have the 40 book challenge, I was overjoyed. I like reading the 20 minutes a day in class because sometimes at home I don't get to read." -C.Z. 8th grade student

Tier 2 Small Group Interven$ons

Nooks and Kindles mo$vate and encourage students to read and closely interact with their text.

Student Incen$ves:

*Read a book with Mom or Dad to get double book. *Pocket-‐Book Frenzy-‐ As a bulle$n board, back pocket of jeans represent genres where students can record recommenda$ons. *40 Book Challenge (inspired by The Book Whisperer) * Mystery Readers over the P.A.

Documents

Name · 2016. 4. 4. · 5 Spelling Test Tester: Speller: #: 1 2 3 4 5 Procedure for Partner Tests Tester: Say the word, use it in a sentence, and say it again. Speller:Print the word