It's coming in September!! Our book about collaborative assessment is now on the Corwin website!

I'm trying something new:
- putting subordinating conjunction words Ss have already learned together
- Then let them pick which one to use and finish the intentionally sparse paragraph frame

IT WORKED!

- I taught Ss transition words to make their sentences complex
- Now I'm using the same words to teach sentence-sentence transitions

This photo is of the writing task to process the chapter. The second one is the unedited paragraph an ML produced.

Trying to teach sentence-sentence transitions, a complex sentence, & appositives with this structure.

- We'll read 1 chapter
- Ss work together to complete the paragraph stem.

This will be the most complex series of sentences they have written this year.

We've been practicing complex sentence structures all year.

Now we work on writing sentence-sentence transitions..

When MLs interact w/ each other to learn, they shift from just learning the rules of a language to USING the language to communicate.

While Beth Skelton (she/her) created this example, we can create the “yellow box” for our own content!

A fabulous example of engineering a science-based text!

Doing this makes learning content more accessible, which then makes schools more equitable.

So cool! Proceeds go to supporting MLs in SC!

#CorwinTalks Corwin Press
Goal: teach transition words

a. Write sentence 1 w/ a transition
b. Write sent 2 w/ a different trans but connected to Sent 1
c. Provide Ss w/ an opportunity to practice

Instead of teaching trans @ the paragraph level, 1st teach sent-sent transition

#LiteracyStrategy #CorwinTalks Corwin Press

Goal: To understand a sentence w/ a percentage

1. Take the original sentence
2. Have Ss write out 10 dashes
3. Round the %
4. Have Ss color this %

This gives them practice in reading sentences w/ complex structures

#LiteracyStrategy #CorwinTalks Corwin Press

Goal: To understand complex sentence

1. Take the original sentence
2. Invite Ss to rearrange the sentence WITHOUT changing the words

This gives them practice in reading sentences w/ complex structures

#LiteracyStrategy #CorwinTalks Corwin Press

Goal: teach transferable vocab

1. Identify 7-8 of the MOST essential vocab for the unit
2. Show the word in Ss’ languages
3. Write a Ss-friendly definition
4. Write a prompt to play w/ the word
5. Add an image connected to the pr

#LiteracyStrategy #CorwinTalks Corwin Press

Goal: engineer a word problem (assignment)

1. Segment into separate steps
2. Write complex sentences into simple sentences
3. Add labeled images

#LiteracyStrategy #CorwinTalks Corwin Press

Goal: Structuring a summary

1. Teach content
2. Have Ss apply the ABBS strategy to write a structured summary (must have been taught previously)

Each sentence is designed to communicate specific ideas.

#LiteracyStrategy #CorwinTalks Corwin Press

Goal: Applying “While” to content

1.We already played with “While” without applying it to content
2.After Ss read the text for content, we apply While to content
3.Created 3 sentences (1st two are scaffolded, 3rd one Ss pick the noun

#LiteracyStrategy #CorwinTalks Corwin Press

Goal: teaching complex sentence structure (Although)

1. Share a model sentence
2. Ss compare Although to their heritage languages
3. Ss create their own sentences NOT related to content

After reading The Writing Revolution, I added the ' because, but, so' to make a structure that scaffolds summary writing. It's called ABBS Summary:

When you go to art class to support MLs and you didn't have time to plan, you can:
- read the instructions
- add guiding questions that are accessible

I did this in a G8 class, and everyone was able to use the prompts to guide their writing.

What I do when I offer in-class support (co-teaching w/o co-planning):

- focus on comprehensible input & output
- In this ex, I wrote down the steps for Ss to follow as my colleague explained the steps.

T-collaboration IS serving the needs that arise in the moment.