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What do Practicing Educators say about WebGrader®?
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May 2006
Featured Collaborator - Michelle Bavery
Print PDF article (PDF, 172 KB)
Collaborative Learning is committed to helping teachers help students. One of the ways we do this is by recognizing "best practices." We've started a recognition program - Featured Collaborator - and we'll use the program to showcase truly exceptional effort by a teacher, administrator, council or community. Winners will receive a special certificate and their work and story will be showcased on our site. We believe very strongly that excellence in education deserves to be celebrated!
Our first Featured Collaborator was chosen because of her exceptional curriculum maps, which we are happy to showcase for you. What follows is quick profile of her school, Carthage Middle School in Carthage, Illinois, and our Featured Collaborator, Michelle Bavery.
Carthage Middle School, located in west-central Illinois, is part of Community Unit School District 338. Total district enrollment is 736; middle school enrollment is 233. The average class size is 20. The elementary school and the middle school share an administrator, Mrs. Vicki Hardy.
The Mission of Carthage Middle School is to provide an academically challenging program which recognizes students' need for personal guidance, acceptance, security and social growth at a time of transition during adolescence.
Our Featured Collaborator is Mrs. Michelle Bavery, an eighth grade teacher. Her teaching responsibilities include English, Literature, Computer Apps/Yearbook, Speech and Team Quest.
Michelle has been teaching for eight years. She earned a master's degree in reading two years ago and has been a reading/Title I teacher for 3rd-5th grades and for the past five years has been teaching 8th grade language arts and computer applications. Over the course of a typical day, Michelle sees 60 students, segmented into three separate groups, each with Michelle for an 85 minute session.
Michelle is married and has two daughters, one of whom is in her class this year. When she has downtime she enjoys time with her family, reading and getting together with her book club friends, flower gardening, playing the piano and going for long walks.
Congratulations Michelle! And thank you for sharing your maps and providing such a wonderful example of best practices.
| August 2005 |
A. Personal Reading Survey
Ice Breaker to introduce selves
B. Vocabulary Workshop / Unit 1
C. Free Writing
D. Reading Workshop /
All year (student choice on genre and difficulty, includes 2 / 30-40 minutes
in-class reading each week, mini-lessons, teacher read-aloud, and journal
entries).
E. Greek Mythology background info. (notes)
Read from McDougal, Littell Literature: "The Beginning"
(myth), "The Palace of Olympus" (myth) |
A. Practice listening and speaking in informal and formal situations. 
B. Build vocabulary by way of definitions, context clues, antonyms and synonyms, and usage.
C. Encourage writing fluency.
D. Students learn to read and appreciate literature of their
own choosing, hear about new books, hear literature read fluently and with
expression, and respond to reading through writing.
E. Note taking; Reading and comprehending prose;
Understanding and applying literary terms; Understanding characters and how
they relate to each other; Distinguishing the difference between factual and
fictional writing and their purposes; Responding to reading through writing
answering questions both orally and in writing; Reading and comprehending
literature. |
A. Discussions
B. Vocabulary: acting out words, worksheets, creating
own crossword puzzles, and test.
C. Observations of continued writing.
D. Observations, discussions, and journal responses.
E. Discussions; Comprehension questions, and class
participation; quizzes and test, including lit. terms, application, analysis,
and synthesis; Observations |
| September 2005 |
A. Write Source (writing handbooks) Getting to know
your handbook (Scavenger Hunts -- Search for info.)
B. Vocabulary WorkshopUnits 2 and 3
C. Introduce and begin using Four
Square Writing approach (expository writing). (4 square + 3 + C)
D. Greek Mythology unit continues:
- Create a throne for one of the 13 Greek gods and goddess
- Read Greek Myths: 8 Short Plays for the Classroom by Scholastic
E. Reading Workshop / All year
(student choice on genre and difficulty, includes 2 / 30-40 minutes in-class
reading each week, mini-lessons, teacher read-aloud, and journal entries).
F. Archeological Discoveries / Comprehension Cliffhanger Stories by Scholastic
-- "El Pie Grande" - teacher read-aloud, student participation |
A. Locate, organize, and use information from the textbook in order to answer questions, and solve
problems.
B. Build vocabulary by way of definitions, context
clues, antonyms and synonyms, and usage.
C. Begin organizing the basics of an expository essay. (Thesis, 3 main ideas
for body paragraphs, and 3 supporting details for each main idea.
D. Create thrones, either on paper or three dimensionally, using the
information from notes, stories, and own interpretation.
Read and comprehending myths and their purpose.
E. Students learn to read and appreciate literature of their own
choosing, hear about new books, hear literature read fluently and with
expression, and respond to reading through writing.
F. Students learn basic research skills using the Internet, citing sources,
work in small groups, develop a PowerPoint presentation, and share finding
with the class. |
A. Worksheets
B. Vocabulary: acting out words, worksheets, creating own crossword puzzles, and test.
C. Group development of organizers presented to class,
practice organizing ideas with prompts and free choice topics, quizzes.
D. Questions answered both orally in class discussion, and written questions.
The thrones are assessed with a rubric.
E. Observations, discussions, and journal responses.
F. Observations, discussions, rubric.  |
| October 2005 |
A. Four Square Writing approach (expository writing). (4 square + 3 + C + V +
paragraphs)
B. Expository Writing: Intelligence /
personality / values paragraphs for "Me" expository essay.
C. Vocabulary Workshop Review
Units 1-3 and Unit 4.
D. Conclude Greek mythology unit:
Create Greek board games
E. Begin Suspense unit.
- Read the following from McDougal, Littell text: "The Adventure of the
Speckled Band," "The Tell-Tale Heart," "The Monkey's
Paw," and "The Lady or the Tiger."
- Video versions of "The Tell-Tale Heart" and "The Lady or the
Tiger."
- Audio version of "The Highwayman"
- Play version of "The Monkey's Paw"
F. Reading Workshop / All year (student choice
on genre and difficulty, includes 2 / 30-40 minutes in-class reading each
week, mini-lessons, teacher read-aloud, and journal entries). |
A. Continue organizing the basics of an expository essay. (Thesis, 3 main ideas for body paragraphs, 3
supporting details for each main idea, adding vivid details, and putting them
into paragraphs.)
B. Write an expository essay that compiles information about themselves using
the 4 square writing approach.
C. Build vocabulary by way of definitions, context clues, antonyms and
synonyms, and usage.
D. Creating a board game synthesizing aspects from many myths.
E. Responding to reading through writing, reading and comprehending prose,
understanding and applying literary terms, understanding how suspense is
built in literature, comparing written and video interpretations as well as
comparing original writing to play versions. Analyzing author's purpose for writing
a selection, and comparing and synthesizing information.
F. Students learn to read and appreciate literature of their own choosing,
hear about new books, hear literature read fluently and with expression, and
respond to reading through writing. |
A. Group development of organizers presented to class, practice organizing ideas with
prompts and free choice topics, quizzes.
B. Assessment of essay using a rubric.
C. Vocabulary: acting out words, worksheets, creating own
crossword puzzles, and test.
D. The games are assessed with a rubric and student evaluations while playing
each other's games. An essay test is given at the end of the unit.
E. Discussions, observations, comprehension questions, quizzes and test
including selections, literary terms, analysis and synthesis.
F. Observations, discussions, and journal responses.
|
| November 2005 |
A. Vocabulary Workshop unit 5.
B. "Me" brochure
C. Grammar --
McDougal, Littell English: Ch. 21 Understanding Sentences (lessons
1-5) and beginning parts of speech.
D. Short Stories Unit -- Read the following from McDougal, Littell text: "Zlateh the
Goat," "The Serial Garden," "Flight of the
Snowbird," "Southpaw," "The Necklace," and "The
Long Winter."
E. Reading Workshop /
All year (student choice on genre and difficulty, includes 2 / 30-40 minutes
in-class reading each week, mini-lessons, teacher read-aloud, and journal
entries). |
A. Build vocabulary by way of definitions, context clues, antonyms and synonyms, and
usage.
B. Produce a document on Word Publisher that conveys a
clear understanding of ideas and information, while displaying focus,
organization, elaboration, and coherence.
C. Identify complete sentences and fragments, subjects
and verbs.
D. Responding to reading through writing, reading and
comprehending prose, understanding and applying literary terms, understanding
how suspense is built in literature, comparing written and video
interpretations as well as comparing original writing to play versions.
Analyzing author's purpose for writing a selection, and comparing and
synthesizing information.
E. Students learn to read and appreciate literature of their own choosing,
hear about new books, hear literature read fluently and with expression, and
respond to reading through writing. |
A. Vocabulary: acting out words, worksheets, creating own crossword puzzles, and test.
B. Rubric used to assess product.
C. Worksheets, proofreading and correcting paragraphs, quizzes.
D. Discussions, observations, comprehension questions,
quizzes and test including selections, literary terms, analysis and
synthesis.
E. Observations, discussions, and journal responses. |
| December 2005 |
A. Vocabulary Workshop units 6 and review units
4-6.
B. Grammar --
McDougal, Littell English: Ch. 21 (lessons 6-10) - parts of speech
avoiding run-on sentences, compound sentences.
C. Long Short Stories Unit -- Read the following from McDougal, Littell Literature text:
"Flowers for Algernon." (if time - "The Snow Goose")
Video version of "Flowers for Algernon"
D. Reading Workshop /
All year (student choice on genre and difficulty, includes 2 / 30-40 minutes
in-class reading each week, mini-lessons, teacher read-aloud, and journal
entries).
E. PowerPoint Book Reports |
A. Build
vocabulary by way of definitions, context clues, antonyms and synonyms, and
usage.
B. Identify complete sentences and fragments,
subjects, verbs, direct objects, and indirect objects.
C. Responding to reading through writing, reading and
comprehending prose, understanding and applying literary terms, understanding
how suspense is built in literature, comparing written and video
interpretations as well as comparing original writing to play versions.
Analyzing author's purpose for writing a selection, and comparing and
synthesizing information.
D. Students learn to read and appreciate literature of their own choosing,
hear about new books, hear literature read fluently and with expression, and
respond to reading through writing.
E. Students read and share what he or she has learned through an oral /
PowerPoint book report. |
A. Vocabulary:
acting out words, worksheets, creating own crossword puzzles, and test.
B. Worksheets, proofreading and correcting paragraphs,
quizzes.
C. Discussions, observations, comprehension questions,
quizzes and test including selections, literary terms, analysis and
synthesis.
D. Observations, discussions, and journal responses.
E. Observations, presentations, rubric. |
| January 2006 |
A. Vocabulary Workshop units 7 and 8.
B. Grammar -- McDougal, Littell English:
Ch. 22 - Using Nouns (plurals, singulars and possessives)
Ch. ??? - Pronouns (personal, indefinite)
C. Nonfiction -- Read
the following from McDougal, Littell Literature text: "Diary of a
Young Girl," p. 256.
- Use this story to introduce literature circles.
- Go to computer lab to research the Holocaust.
D. Reading Workshop /
All year (student choice on genre and difficulty, includes 2 / 30-40 minutes
in-class reading each week, mini-lessons, teacher read-aloud, and journal
entries).
E. Literature Circles - students will choose from several books sets, and based
on his or her choice of book, small groups will be formed. These groups will
meet to discuss the story at least twice a week and do group activities (art,
readers theater, summaries).
F. Interview Project -
interview an older individual, use answers to form an expository essay (may
be helpful with family tree projects in social studies) |
A. Build vocabulary by way of definitions, context clues, antonyms and synonyms, and
usage.
B. Identify and use correctly different types of
pronouns.
C. Responding to reading through writing, reading,
comprehending prose, and discussions with peers. Analyzing author's purpose
for writing a selection, and comparing and synthesizing information.
Reading excerpts from a diary that are biographical; understanding their historical
significance. Researching on the Internet various aspects of the Holocaust,
sitting sources, working with a group to produce and deliver a Power Point
presentation on information found.
D. Students learn to read and appreciate literature of their own choosing,
hear about new books, hear literature read fluently and with expression, and
respond to reading through writing.
E. Students will learn to read and appreciate
literature, express and share ideas about literature (questions, connections,
vocabulary, interesting excerpts, character analysis). Students will work
both independently and with a small group.
F. Students will do an interview, compile information
into a well-written expository essay, and write thank you notes to
interviewee. |
A. Vocabulary:
acting out words, worksheets, creating own crossword puzzles, using
vocabulary words in sentences and/or stories, and test.
B. Worksheets, proofreading and correcting paragraphs,
quizzes, test.
C. Discussions, observations, comprehension questions,
quizzes and test including selections, analysis and synthesis.
D. Observations, discussions, and journal responses.
E. Role sheets, summaries, journal entries, reflective
essays, observations, and rubrics for readers theater and art murals.
F. Students will be graded for process (bring
questions and answers on time), rough draft (done on time), revising (peer
revising with at least 4 people - 2 may be friends), and final copy of essay
(rubric). Appropriate thank you notes will also be assessed with a rubric. |
| February 2006 |
A. Vocabulary Workshop units 9 and units review
7-9.
B. Grammar --
McDougal, Littell English: Ch. 23 - Pronouns continued
C. Reading Workshop /
All year (student choice on genre and difficulty, includes 2 / 30-40 minutes
in-class reading each week, mini-lessons, teacher read-aloud, and journal
entries).
D. Literature Circles
continued: students will choose from several
books sets, and based on his or her choice of book, small groups will be
formed. These groups will meet to discuss the story at least twice a week and
do group activities (art, readers theater, summaries).
E. Newspapers - with a
partner, students will study the contents of real newspaper, and then design
and write their own.
F. Travel Brochures -
students will choose a travel destination, research the area, and create a
brochure based on the info. found.
G. Novel Unit - That Was Then, This is Now |
A. Build
vocabulary by way of definitions, context clues, antonyms and synonyms, and
usage.
B. Identify and use correctly different types of
pronouns.
C. Students learn to read and appreciate literature of their own choosing,
hear about new books, hear literature read fluently and with expression, and
respond to reading through writing.
D. Students will learn to read and appreciate
literature, express and share ideas about literature (questions, connections,
vocabulary, interesting excerpts, character analysis). Students will work
both independently and with a small group.
E. Students will understand the different aspects of
newspapers, be able to write articles, and collect other information and
photos for their own newspapers. Students will use this information in a
Publisher newsletter document.
F. Students will understand the importance of layout, accurate information,
photos, etc. in creating an attractive and useful travel brochure.
G. Students will read this novel, focusing mainly on character development
and other literary elements. |
A. Vocabulary:
acting out words, worksheets, creating own crossword puzzles, using
vocabulary words in sentences and/or stories, and test.
B. Worksheets, proofreading and correcting paragraphs,
quizzes, test.
C. Observations, discussions, and journal responses.
D. Role sheets, summaries, journal entries, reflective
essays, observations, and rubrics for readers theater and art murals.
E. Observations, rubric for finished product.
F. A rubric will be used to evaluate the finished
product.
G. A variety of writing assignments, class discussions, quizzes and tests. |
| March 2006 |
A. Vocabulary Workshop units 10 and 11.
B. Grammar -- Public Speaking
C. Grammar:Fractured Fairytales
D. Reading Workshop /
All year (student choice on genre and difficulty, includes 2 / 30-40 minutes
in-class reading each week, mini-lessons, teacher read-aloud, and journal
entries).
E. Novel Unit - The Outsiders |
A. Build
vocabulary by way of definitions, context clues, antonyms and synonyms, and
usage.
B. Students will learn the basics of public speaking
(finding a topic, planning, outlines, body language, eye contact, use of
voice, etc.)
C. Students will read examples of fractured fairy
tales and practice writing their own -- will learn story structure and creative
writing skills.
D. Students learn to read and appreciate literature of their own choosing,
hear about new books, hear literature read fluently and with expression, and
respond to reading through writing.
E. Students will read this novel, focusing mainly on character development
and other literary elements. Students will also compare and contrast the
novel to the video version. |
A. Vocabulary:
acting out words, worksheets, creating own crossword puzzles, using
vocabulary words in sentences and/or stories, and test.
B. Observations, rubric for finished product.
C. Rubric for finished product.
D. Observations, discussions, and journal responses.
E. A variety of writing assignments, class discussions, quizzes and tests. |
| April 2006 |
A. Vocabulary Workshop units 12 and review 10-12.
B. Grammar -- Public Speaking / Impromptu Speaking
C. Reading Workshop /
All year (student choice on genre and difficulty, includes 2 / 30-40 minutes
in-class reading each week, mini-lessons, teacher read-aloud, and journal
entries).
E. Literature - Nonfiction Unit -- McDougal Littell -
"Abraham Lincoln," "Journey," "Survival" |
A. Build
vocabulary by way of definitions, context clues, antonyms and synonyms, and
usage.
B. Students will continue to learn the basics of
public speaking (finding a topic, planning, outlines, body language, eye
contact, use of voice, etc.). Students will also learn how to speak and
organize thoughts quickly for impromptu speaking.
C. Students learn to read and appreciate literature of their own choosing,
hear about new books, hear literature read fluently and with expression, and
respond to reading through writing.
E. Students will read selections of nonfiction. |
A. Vocabulary:
acting out words, worksheets, creating own crossword puzzles, using
vocabulary words in sentences and/or stories, and test.
B. Observations, rubric for finished product.
C. Observations, discussions, and journal responses.
E. A variety of writing assignments, class discussions, quizzes and tests. |
| May 2006 |
A. Vocabulary Workshop - Vocabulary & Word
Study Games (Scholastic)
B. Grammar -- Poetry appreciation & writing
C. Reading Workshop /
All year (student choice on genre and difficulty, includes 2 / 30-40 minutes
in-class reading each week, mini-lessons, teacher read-aloud, and journal
entries).
E. Literature - Drama: "The Miracle Worker" |
A. Exploring
word patterns and origins, using context clues, and encouraging repetition
and practice.
B. Students will learn about a variety of different
types of poetry and authors. Students will also write poetry, some with a
specific format, some of their own.
C. Students learn to read and appreciate literature of their own choosing,
hear about new books, hear literature read fluently and with expression, and
respond to reading through writing.
E. Students will read and learn the basics of drama. Compare and contrast
play to video. |
A. Vocabulary: participation, worksheets, games.
B. Observations, participation, rubric for finished
product.
C. Observations, discussions, and journal responses.
E. A variety of writing assignments, class
discussions, quizzes and tests. |
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