worksheets Archives - The Teachers' Library

Combing Sentences With Present Participles

Lauren Crowley — Thu, 02 Mar 2017 15:27:46 +0000

Always encouraging my students to write in more concise sentences, I find it helpful to show them various ways to combine sentences while maintaining clarity. One way to do this is by using participle phrases. Many of the pre-made worksheets I find combine present and past participles into one exercise, and my students, many of whom are ELL, find this confusing and overwhelming. I like to teach them about present participles first, as they are easy and regular. I show them how participles can not only be used in verb phrases, but also as modifiers, either as adjectives or participles phrases.

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Get the PowerPoint and accompanying participle foldable for interactive notebooks here!

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array(“https://www.theteacherslibrary.com/wp-content/uploads/2017/03/combining-sentences-present-participle.pdf”,”Download Combining Sentences with Present Participles Worksheet”,”pdf”,”843kb”)
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Because I Could Not Stop For Death Lined Poem and Handout

Lauren Crowley — Sat, 06 Aug 2016 10:41:11 +0000

This is a ready-made handout of one of Emily Dickinson’s most commonly studied poems. The poem is lined, has some vocabulary break-down, comprehension questions, symbolism chart, and a short paragraph response. Feel free to use as-is, or change it to fit your students or your own classroom.

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[insert_php]
// INSTRUCTIONS: array(“url”,”title”,”type”,”size”),
// AND only the last array() line does NOT have a comma at the end
$downloads = array(
array(“https://www.theteacherslibrary.com/wp-content/uploads/2016/08/becuase-i-could-not-stop-for-death-lined-poem.docx”,”Download handout”,”docx”,”227kb”),
array(“https://www.theteacherslibrary.com/wp-content/uploads/2016/08/becuase-i-could-not-stop-for-death-lined-poem-1.pdf”,”Download handout”,”pdf”,”219kb”)
);
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Poetry Graphic Organizer

Lauren Crowley — Sat, 06 Aug 2016 07:31:19 +0000

This is a very general graphic organizer that I use to encourage students to engage more deeply with a poem. Students tend to be more passive when they read poetry, for all kinds of reasons, and often need to be explicitly (and repeatedly) asked to use all the tools in their arsenal to access a poem.

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This graphic organizer is never used as a summative assessment, rather it’s a way for students to:

Engage with the language and analyze the effects of the language
Use existing knowledge to draw inferences
Break down the dense, moving parts of a poem in manageable pieces
Record textual evidence for written responses (which may be used as summative assessments)

This organizer requires a bit of explanation to the students:

DO NOT write in complete sentences. This is a brainstorming tool.
There’s no one perfect place to start. Start with the title, start with the rhyme, start with whatever jumps out at you and see where it takes you.
Yes, it’s small. I only ask students to give me the line of poetry as textual evidence for a literary device, not to copy out the entire quote. Accurately citing textual evidence is its own lesson.

For example, if a student identifies the use of imagery, they must only write imagery and l. 19 as textual evidence.

Because the organizer is quite small, I often project it and have students create larger, colorful, even illustrated versions on flip-chart paper in groups of 2-4.

Differentiation Idea: Assign different roles in the group

The beginner students identify literary title, author, rhyme, and literary devices.
Intermediate learners can begin to draw inferences and make hypothesis from title, author, historical context, etc.
More proficient poetry readers can begin to interpret and articulate the effects.

Extra: I have found Annabel Lee, by Edgar Allan Poe, to be a great first piece of poetry for middle and high school. It’s accessible and beautiful.

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// INSTRUCTIONS: array(“url”,”title”,”type”,”size”),
// AND only the last array() line does NOT have a comma at the end
$downloads = array(
array(“https://www.theteacherslibrary.com/wp-content/uploads/2016/08/poetry-graphic-organizer.docx”,”Download poetry graphic organizer”,”docx”,”435kb”),
array(“https://www.theteacherslibrary.com/wp-content/uploads/2016/08/poetry-graphic-organizer.pdf”,”Download poetry graphic organizer”,”pdf”,”629kb”)
);
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Plural vs Possessive Worksheet

Lauren Crowley — Wed, 27 Jul 2016 10:47:21 +0000

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// AND only the last array() line does NOT have a comma at the end
$downloads = array(
array(“https://www.theteacherslibrary.com/wp-content/uploads/2016/07/plural-vs-possessive.docx”,”Download the worksheet”,”docx”,”91kb”),
array(“https://www.theteacherslibrary.com/wp-content/uploads/2016/07/plural-vs-possessive.pdf”,”Download the worksheet”,”pdf”,”166kb”)
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What Does the Text Say?

Lauren Crowley — Tue, 26 Jul 2016 13:27:07 +0000

[insert_php]
// INSTRUCTIONS: array(“url”,”title”,”type”,”size”),
// AND only the last array() line does NOT have a comma at the end
$downloads = array(
array(“https://www.theteacherslibrary.com/wp-content/uploads/2016/07/What-does-the-text-say-1.docx”,”Download the handout”,”docx”,”45kb”),
array(“https://www.theteacherslibrary.com/wp-content/uploads/2016/07/What-does-the-text-say-1.pdf”,”Download the handout”,”pdf”,”112kb”)
);
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K-W-L Chart

Lauren Crowley — Wed, 20 Jul 2016 11:21:52 +0000

K-W-L’s are a great tool for students to access their prior knowledge on a particular topic, as well as an opportunity for the teacher to see what they may need to preteach or what extensions they can add to their unit or lesson. It’s also an important tool for students to reflect on what they learned throughout the lesson or unit and to revisit and self-assess the learning objectives.

Below is a general K-W-L graphic organizer that can be used with any topic.

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// INSTRUCTIONS: array(“url”,”title”,”type”,”size”),
// AND only the last array() line does NOT have a comma at the end
$downloads = array(
array(“https://www.theteacherslibrary.com/wp-content/uploads/2016/08/k-w-l.pdf”,”Download K-W-L Chart”,”pdf”,”305kb”),
array(“https://www.theteacherslibrary.com/wp-content/uploads/2016/08/k-w-l.docx”,”Download K-W-L Chart”,”docx”,”95kb”)
);
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Metacognition Reflection

Lauren Crowley — Tue, 19 Jul 2016 13:08:24 +0000

Metacognition simply means thinking about thinking. Without being explicitly asked to reflect on their own learning, many students can become passive or even discouraged by setbacks. Metacognition exercises are perfect ways to encourage and develop a growth mindset in the classroom.

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// INSTRUCTIONS: array(“url”,”title”,”type”,”size”),
// AND only the last array() line does NOT have a comma at the end
$downloads = array(
array(“https://www.theteacherslibrary.com/wp-content/uploads/2016/08/metacognition.docx”,”Download metacognition reflection handout”,”docx”,”853kb”),
array(“https://www.theteacherslibrary.com/wp-content/uploads/2016/08/metacognition.pdf”,”Download metacognition reflection handout”,”pdf”,”571kb”)
);
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