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2009 Distinguished Service Award

Congratulations to Anna J. Small Roseboro, the California Association of Teachers of English 2009 Distinguished Service Award winner. In our profession, so much is required in order to be everything our students deserve. The demands are great; this is no career for the uncommitted. Teaching well takes diligence, knowledge, passion, energy, flexibility, and skill. More »

Books written by Anna

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New Teacher Resources

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Recent Review of Reading Book

TeachingReading_PBKA “must have” for Middle School LA teachers!

By Jocko on August 21, 20141>

Format: Kindle Edition

Roseboro’s done it again. I thought her first book “Teaching Middle School Language Arts” should be on every teacher’s bookshelf. Well, this one should be right beside it. With every page I read, I find myself underlining and circling and adding tabs so I can share all of the practical ideas with teachers still in the classroom. Ms. Roseboro has activities that I am sure will bring classrooms to life and life to classrooms. Somehow, she has incorporated the latest technologies with the never-old fundamentals. Bravo! Jock Mackenzie, retired principal, Program Coordinator, Reading College, Red Deer, Alberta, Canada

Planning for First Month – 2

Thinking - MetacognitionGet ’em Thinking about Thinking

The first month of school is a great time to introduce or review with students ways to think about the way they learn.  One is to have them take one of the on-line evaluations that show them how they learn best.  See What’s Your Learning Style?”  Once students recognize that they process new information and demonstrate what they know in different ways, they are less likely to compare themselves to their peers.  Instead, each student can be encouraged to maximize their learning strengths.

The information from these kinds of quizzes can help you, the teacher, better design lessons that help more students learn more quickly and deeply.  When preparing to introduce new information, consider telling, showing, and doing.  Present a mini-lesson that includes visuals and demonstrations.  Then, before moving on to next new concept, allot time for students to practice what you’ve just taught.

This can be something as simple as retelling to a partner what they’ve now understand.  It could be writing a summary sentence or two, putting into words what you’ve just taught.  It could be writing an admit slip, acknowledging that there are portions of the mini-lesson the student does not yet comprehend.

REMEMBER, teaching is not complete until students learn.  Otherwise, it’s just telling.

Mini-Research Paper

Ralph Ellison

Living with a Name

After reading Ralph Ellison’s Essay
“Hidden Name and Complex Fate”
and “My Name” by Sandra Cisneros,
consider and write about what it’s like to live with your names.

                        Learning about Your Names

1. Use a dictionary and/or online resources to find out what each of your own names mean.

2. Interview a family member to learn the sources of your name(s). If you have equipment, audio or videotape the interview. Who named you and why? Are you named for a friend or family member?

3. Determine the kind of surname you have. Is it a place name, occupation, descriptive, etc.?

4. Describe problems you have experienced because of your name, including any mispronunciations, misspellings, and misunderstandings.

5. Describe nicknames and related embarrassing or humorous experiences.

6. Identify challenges you feel because of the name(s) you carry.

Additional readings for unit on “Living With a Name”

Choosing A Name – Rules in Different Countries

Cisneros’ photo

See complete assignment with  sample student responses in
Chapter 11 “Celebrating Names:  A Unit a Community and Identity”
in Teaching Writing in Middle School: Common Core and More (2013)

Planning for First Month – 1

Running RaceGet Off to a Good Start – 1

Consider thematic units that may be drawn from Essential Questions. Once you decide on themes or essential questions for the first quarter or semester, you could ask the students to choose the themes/questions for the subsequent ones.  Almost any piece of fiction/non-fiction can be adapted to address the general questions you’re likely to choose.

Next,, begin the year building on the skills you know the students generally are taught in the previous year paying special attention to the academic language they may have forgotten but will need to know very well be be successful this year and those to come as long as they are formal or informal students.

Decide on general grading guidelines and share them with students within the first week, not necessarily the first day.  Instead, post on your website or include in syllabus packet.  See ideas here.

Video clips to consider.  Non-Fiction Rap (Although done by younger students, the video is worth sharing  even with high school students.  When I show it, I just tease my older students with something like, “I imagine you know this already, but let’s take a moment to review the terms before moving on to applying this skill on the anthology/book/text you have in front of you. This way no one is embarrassed about not knowing or having forgotten terms.)

Another little clip is on evaluating websites in on this link.  These are British sites and American students may chuckle at the accents, but should the videos informative enough. Sometimes the chuckling is just enough to get to them pay attention when you show it the second time. These work well in a lesson that includes an assignment for students to conduct on-line research.

Check out other sample lessons on the RANGE OF RESOURCES: COMMON CORE AIDS. Feel free to adapt as needed to fit your teaching situation.

As your new students get to know you and understand that you know where they’ve been and where they’re going, they’ll learn to trust and cooperate with the range of assignments you’ll design to build on what they knowledge and skills learned last year and what they’ll need to know and be able to do next year.

Read closely take notes

Write Right Away

Computers - groupGet’ em Writing about Themselves

Looking for ways to get to know your students while having them
do authentic writing that build on works you’ve read?

 Here are three to consider that can serve as a beginning of the year formative assessments of reading and writing.  No need to grade for anything other than completing on time with required minimum contents.  You can determine which Common Core State Standards for ELA  this year’s students already meet and then immediately use that information design lessons based on what they already know and are able to do.

Guess Who’s Coming to Dinner?– After reading a couple of short stories, invite students to write about a character from one story, or one from each, as though they were guests for dinner.  Could be used as summer reading check-up with any grade 6-12.

What Award Will you Receive? – A great way to get students to think about the value of education, experience, and reputation is to invite them to write about an award they will receive in 25 years.  Works really well with 8th and 10th graders.

Living with a Name? – An engaging assignment that invites students to read a couple of literary works about names and then to write about their own.  If you have strong readers or time to read the essay with them, I recommend Ralph W. Ellison’s essay along with the very popular “My Name” from Sandra Cisneros’ memoir House on Mango Street.  One of my favorites for starting the year with Freshmen.  Can be an effective prep for writing college application personal statements,too. 

Create customized rubrics that address just one trait that you will have taught, then free the students to write on one of the topics you’ve adapted.  Keep the weight of the assignment low so students are not afraid to do their own work.

 

Look closely

 

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