Teach your students the passé composé and practice conjugation with this resource. It includes detailed rule reference sheets and activities to practice conjugating the passé composé with avoir and être. This is a more detailed and focused resource to help students distinguish the rules and exceptions when conjugating the passé composé. INCLUDES: 4 reference sheets: How to conjugate with avoir How to find the "complément direct and indirect" DR MRS VANDERTRAMP verbs When to use avoir and être with the DR MRS VANDERTRAMP verbs 15 worksheets ANSWER KEY ⭐Follow me and get notified when I release new resources - they are always 25% off the first 48 hours! Don't miss out ! Click FRANCO RESOURCES Let's connect on INSTAGRAM ! ⭐Love this Product? Leave me a review, let other teachers know what you think and RECEIVE CREDITS towards future purchases.
Establishing consistent accountability when using the workshop approach to teaching and learning may seem daunting at first. After all, your students are producing, and consuming an immense amount of content during workshop on a daily basis…far more than you can (and want) to grade. The good news is, you don’t have to grade every activity. I know what you’re thinking…”If I stop grading every single thing…there won’t be enough accountability.” The reality is, there are other far more efficient ways to establish accountability and boost meaningful student growth. One of these ways is routine student self-reflection. If you’re ready to bring more student reflection to your classroom, these tips can help you establish routines that maintain consistent accountability in your workshop classroom. Creating Rubrics Together A foundational rubric will help you and your students create a common language that can make ongoing assessment more meaningful and fluid in your classroom. Begin by pulling the rubric your district requires you to use, or write a rubric that communicates your parameters for each level of understanding in your classroom. Rewrite this rubric in your own student-friendly language so you can share these parameters with your class. Making a slide or poster for each level on your rubric so it is easier for students to digest may be helpful. Set aside time in your schedule each day to create a one-week series of work sessions when you and your students can rewrite the rubric again as a class using language that is actually produced by your students. You may opt to: Have all slides/posters on display simultaneously while students rotate to stations where they work in groups to make meaning of each level of understanding. Students can then write their interpretations on the slides/posters, which can be aggregated on the final day. Display one slide/poster each day and host a class conversation that facilitates meaning-making for each level of understanding. Record student ideas as you work toward a common, and final definition for each level of understanding. At the end of these series of work sessions, you and your students will have a rubric that is unpacked by them, rewritten by them, and ready to be used by them. Working together as a class to write a final rubric that will be adopted as the foundation makes conversations about assessments more meaningful and productive. Rubric Drawers Once your class rubric is created, you can make it easy for students to consistently reflect on their work by submitting any assignments to “rubric drawers” that are marked with the definitions for each level of understanding. This built-in practice of self-reflection builds students’ intrinsic motivation to reach higher and produce quality work. If you notice your students have a tendency to submit work to the “wrong” drawer, this signals they need a follow up lesson on the type of work quality required to achieve each level of understanding. Using exemplars (examples of each level of understanding from a particular subject area or activity) can help students build a stronger definition for what work quality looks like. As students build their ability to accurately assess themselves, you can also have them attach a short note of justification for their self-scoring. This will provide insight about any misconceptions they may have about their work or the rubric levels your class has written. If you want to track the score students give themselves on an activity, provide a special pen or stamp that allows them to mark their score before placing it in the drawer. In addition, you can have students submit work with the help of a partner. Once an activity is complete, a student can briefly confer with their assigned partner to get feedback, and make a decision about which drawer a piece should be submitted. This provides an additional layer of motivation for students to reach higher, as they know a peer will be reviewing their work quality. Reflection Letters Another routine that can boost student growth through self-assessment is the writing of reflection letters on a routine basis. Students thrive when they know they have an important role in their assessment process, and will be eager to read your response. Begin by creating a prompt that asks students to reflect specifically on different areas of the assignment that will support their goal setting and goal progress. Also direct students to refer to their rubric to self-assess, and provide justification for their assessment as part of their reflection process. This routine will remind students the importance of keeping the rubric in mind as they complete their work each week, which will foster stronger performance. Set aside time to read these reflection letters and write brief responses which may include your own score using the same rubric, and comments that support your scoring. This written dialogue further emphasizes the value you place on student work and growth. If you find the need to differentiate this letter writing process to support the unique needs of students in your classroom. Here are some differentiation ideas: Have students dictate as you record their reflection. Have students circle their score on a rubric and mark evidence with color-coding or sticky notes. Provide sentence frames to scaffold independence. Self Assessment & Reflection In Your Classroom Ready to give self-reflection a try in your own classroom? Here are a few editable tools to help you get started. Once you’ve established student self-reflection routines in your classroom, stop by and share your experience. I look forward to hearing about the growth your students make, and the freedom you feel from teaching in a workshop classroom where accountability and engagement are off the charts.
In a recent Reddit AITA post, a 33-year-old woman shared her dilemma about the ownership of a house she bought
Establishing consistent accountability when using the workshop approach to teaching and learning may seem daunting at first. After all, your students are producing, and consuming an immense amount of content during workshop on a daily basis…far more than you can (and want) to grade. The good news is, you don’t have to grade every activity. I know what you’re thinking…”If I stop grading every single thing…there won’t be enough accountability.” The reality is, there are other far more efficient ways to establish accountability and boost meaningful student growth. One of these ways is routine student self-reflection. If you’re ready to bring more student reflection to your classroom, these tips can help you establish routines that maintain consistent accountability in your workshop classroom. Creating Rubrics Together A foundational rubric will help you and your students create a common language that can make ongoing assessment more meaningful and fluid in your classroom. Begin by pulling the rubric your district requires you to use, or write a rubric that communicates your parameters for each level of understanding in your classroom. Rewrite this rubric in your own student-friendly language so you can share these parameters with your class. Making a slide or poster for each level on your rubric so it is easier for students to digest may be helpful. Set aside time in your schedule each day to create a one-week series of work sessions when you and your students can rewrite the rubric again as a class using language that is actually produced by your students. You may opt to: Have all slides/posters on display simultaneously while students rotate to stations where they work in groups to make meaning of each level of understanding. Students can then write their interpretations on the slides/posters, which can be aggregated on the final day. Display one slide/poster each day and host a class conversation that facilitates meaning-making for each level of understanding. Record student ideas as you work toward a common, and final definition for each level of understanding. At the end of these series of work sessions, you and your students will have a rubric that is unpacked by them, rewritten by them, and ready to be used by them. Working together as a class to write a final rubric that will be adopted as the foundation makes conversations about assessments more meaningful and productive. Rubric Drawers Once your class rubric is created, you can make it easy for students to consistently reflect on their work by submitting any assignments to “rubric drawers” that are marked with the definitions for each level of understanding. This built-in practice of self-reflection builds students’ intrinsic motivation to reach higher and produce quality work. If you notice your students have a tendency to submit work to the “wrong” drawer, this signals they need a follow up lesson on the type of work quality required to achieve each level of understanding. Using exemplars (examples of each level of understanding from a particular subject area or activity) can help students build a stronger definition for what work quality looks like. As students build their ability to accurately assess themselves, you can also have them attach a short note of justification for their self-scoring. This will provide insight about any misconceptions they may have about their work or the rubric levels your class has written. If you want to track the score students give themselves on an activity, provide a special pen or stamp that allows them to mark their score before placing it in the drawer. In addition, you can have students submit work with the help of a partner. Once an activity is complete, a student can briefly confer with their assigned partner to get feedback, and make a decision about which drawer a piece should be submitted. This provides an additional layer of motivation for students to reach higher, as they know a peer will be reviewing their work quality. Reflection Letters Another routine that can boost student growth through self-assessment is the writing of reflection letters on a routine basis. Students thrive when they know they have an important role in their assessment process, and will be eager to read your response. Begin by creating a prompt that asks students to reflect specifically on different areas of the assignment that will support their goal setting and goal progress. Also direct students to refer to their rubric to self-assess, and provide justification for their assessment as part of their reflection process. This routine will remind students the importance of keeping the rubric in mind as they complete their work each week, which will foster stronger performance. Set aside time to read these reflection letters and write brief responses which may include your own score using the same rubric, and comments that support your scoring. This written dialogue further emphasizes the value you place on student work and growth. If you find the need to differentiate this letter writing process to support the unique needs of students in your classroom. Here are some differentiation ideas: Have students dictate as you record their reflection. Have students circle their score on a rubric and mark evidence with color-coding or sticky notes. Provide sentence frames to scaffold independence. Self Assessment & Reflection In Your Classroom Ready to give self-reflection a try in your own classroom? Here are a few editable tools to help you get started. Once you’ve established student self-reflection routines in your classroom, stop by and share your experience. I look forward to hearing about the growth your students make, and the freedom you feel from teaching in a workshop classroom where accountability and engagement are off the charts.
Establishing consistent accountability when using the workshop approach to teaching and learning may seem daunting at first. After all, your students are producing, and consuming an immense amount of content during workshop on a daily basis…far more than you can (and want) to grade. The good news is, you don’t have to grade every activity. I know what you’re thinking…”If I stop grading every single thing…there won’t be enough accountability.” The reality is, there are other far more efficient ways to establish accountability and boost meaningful student growth. One of these ways is routine student self-reflection. If you’re ready to bring more student reflection to your classroom, these tips can help you establish routines that maintain consistent accountability in your workshop classroom. Creating Rubrics Together A foundational rubric will help you and your students create a common language that can make ongoing assessment more meaningful and fluid in your classroom. Begin by pulling the rubric your district requires you to use, or write a rubric that communicates your parameters for each level of understanding in your classroom. Rewrite this rubric in your own student-friendly language so you can share these parameters with your class. Making a slide or poster for each level on your rubric so it is easier for students to digest may be helpful. Set aside time in your schedule each day to create a one-week series of work sessions when you and your students can rewrite the rubric again as a class using language that is actually produced by your students. You may opt to: Have all slides/posters on display simultaneously while students rotate to stations where they work in groups to make meaning of each level of understanding. Students can then write their interpretations on the slides/posters, which can be aggregated on the final day. Display one slide/poster each day and host a class conversation that facilitates meaning-making for each level of understanding. Record student ideas as you work toward a common, and final definition for each level of understanding. At the end of these series of work sessions, you and your students will have a rubric that is unpacked by them, rewritten by them, and ready to be used by them. Working together as a class to write a final rubric that will be adopted as the foundation makes conversations about assessments more meaningful and productive. Rubric Drawers Once your class rubric is created, you can make it easy for students to consistently reflect on their work by submitting any assignments to “rubric drawers” that are marked with the definitions for each level of understanding. This built-in practice of self-reflection builds students’ intrinsic motivation to reach higher and produce quality work. If you notice your students have a tendency to submit work to the “wrong” drawer, this signals they need a follow up lesson on the type of work quality required to achieve each level of understanding. Using exemplars (examples of each level of understanding from a particular subject area or activity) can help students build a stronger definition for what work quality looks like. As students build their ability to accurately assess themselves, you can also have them attach a short note of justification for their self-scoring. This will provide insight about any misconceptions they may have about their work or the rubric levels your class has written. If you want to track the score students give themselves on an activity, provide a special pen or stamp that allows them to mark their score before placing it in the drawer. In addition, you can have students submit work with the help of a partner. Once an activity is complete, a student can briefly confer with their assigned partner to get feedback, and make a decision about which drawer a piece should be submitted. This provides an additional layer of motivation for students to reach higher, as they know a peer will be reviewing their work quality. Reflection Letters Another routine that can boost student growth through self-assessment is the writing of reflection letters on a routine basis. Students thrive when they know they have an important role in their assessment process, and will be eager to read your response. Begin by creating a prompt that asks students to reflect specifically on different areas of the assignment that will support their goal setting and goal progress. Also direct students to refer to their rubric to self-assess, and provide justification for their assessment as part of their reflection process. This routine will remind students the importance of keeping the rubric in mind as they complete their work each week, which will foster stronger performance. Set aside time to read these reflection letters and write brief responses which may include your own score using the same rubric, and comments that support your scoring. This written dialogue further emphasizes the value you place on student work and growth. If you find the need to differentiate this letter writing process to support the unique needs of students in your classroom. Here are some differentiation ideas: Have students dictate as you record their reflection. Have students circle their score on a rubric and mark evidence with color-coding or sticky notes. Provide sentence frames to scaffold independence. Self Assessment & Reflection In Your Classroom Ready to give self-reflection a try in your own classroom? Here are a few editable tools to help you get started. Once you’ve established student self-reflection routines in your classroom, stop by and share your experience. I look forward to hearing about the growth your students make, and the freedom you feel from teaching in a workshop classroom where accountability and engagement are off the charts.
In a recent Reddit AITA post, a 33-year-old woman shared her dilemma about the ownership of a house she bought
This is a fun game to play with a pair of dice. Read a story and help recall the various features of the story with this creative activity.
Students can hit the hall in style!
Just this year, I started to create anchor charts in a different way. This new way allows me to make an anchor chart partly ahead of time, with student-teacher collaborated content, and I can RE-USE it, year after year. Be still my teacher heart.
Have a chatty class? Do your talkative students get louder and louder during small groups until it feels like chaos? Do they talk when you'r...
If you have a friend or loved one in the hospital, it can be difficult trying to find a gift that is easy for them to do, enjoy, or provide some comfort...
What are the most important things you can teach your young son? Here are 12 valuable lessons to pass on to your son before he turns 12.
Great sweatshirt for everyday wear. Teachers, student teachers and their students would soon find this sweatshirt to be their favourite, with its lovely bright graphics. Ideal for any situation, a unisex heavy blend crewneck sweatshirt is pure comfort. These garments are made from polyester and cotton. This combination helps designs come out looking fresh and beautiful. The collar is ribbed knit, so it retains its shape even after washing. There are no itchy side seams on these sweaters. .: Made with a medium-heavy fabric blend of 50% cotton and 50% polyester (8.0 oz/yd² (271.25 g/m²)), this sweatshirt feels cozy and is the perfect choice for those colder months. .: The classic fit along with the crew neckline deliver a comfy wearing experience with a clean-cut style. Meanwhile, the double-needle stitching at the shoulder, armhole, neck, waistband, and cuff seams add top-tier durability. .: Say goodbye to itchiness thanks to the gray, pearlized tear-away label. .: Made using 100% ethically grown US cotton. Gildan is also a proud member of the US Cotton Trust Protocol ensuring ethical and sustainable means of production. The blank shirt's dyes are OEKO-TEX-certified dyes with low environmental impact. .: Fabric blends: Heather Sport colors - 60% polyester, 40% cotton
We will make a quilt to help us always remember home Anna's mother said. It will be like heaving the family in backhome Russia dance around us at night. And so it was. From a basket of old clothes Anna's babushka Uncle Vladimir's shirt Aunt Havalah's nightdress and an apron of Aunt Natasha's become The Keeping Quilt passed along from mother to daughter for almost a century. For four generations the quilt is a Sabbath tablecloth a wedding canopy and a blanket that welcomes babies warmly into the world. In strongly moving pictures that are as heartwarming as they are real patricia Polacco tells the story of her own family and the quilt that remains a symbol of their enduring love and faith.
What does your palm lines say about you and your love life?
Find solace in uplifting Father's Day in Heaven Quotes as you honor and cherish the memory of your beloved dad.
Students love these high interest, non-fiction reading comprehension passages! They are great for a quick and easy assessment or warm up. You can also use them in reading centers or for homework. Each passage has 3 comprehension questions. It includes 4 fun reading passages with 3 comprehension questions each. • Flag Day • Buzzing Bees! ... Read More about Free Reading Comprehension Passages with Questions
Find solace in uplifting Father's Day in Heaven Quotes as you honor and cherish the memory of your beloved dad.
Even in this day and age of generational shifts in parenting and shared parental responsibilities, the father is still viewed by many as a collateral caregiver whose primary function is to mete out discipline and pay the bills. However, the father is so much more than just an authority figure and a material provider. In fact, the love and engagement of a father with their offspring is an invaluable catalyst for social and emotional development.
Learn how to manage common pregnancy pains and concerns. Find tips on discomfort relief and when to consult your doctor on Mom Loves Best.
4 Classroom Procedures for Middle School - Easy tips and tricks you can begin implementing tomorrow, including a free printable.
If you LOVE being organized at back to school time then be sure to check out these fun classroom printables. There's also a free set of printable homework
ACCEPTS 1-page printable DBT worksheet. This distress tolerance worksheet helps students apply distraction skills to support them in managing distressing emotions until they pass. This worksheet is a nice supplement to my ACCEPTS handout. 8.5"x11" digital download printable and fillable PDF Want more resources like this? Check out my full catalog of DBT worksheets and handouts here. Related Products: DBT Coping Skills Bundle Thank You! ❤️ I really appreciate your interest in this product! I love to design and create new things to support the emotional and behavioral health of kids and teens! It would mean so much to me if you left a kind review and rating after purchasing a product (or freebie!) Feel free to contact me with any questions! ⭐️ Follow Me to get updates on new products coming soon! I am trying to add new items each week! ⭐️ ⭐ How can I earn free products?⭐️ Once you have purchased this product, make sure to go back into “My Purchases” and leave feedback to earn TpT credits. TpT credits can be used toward future purchases from any seller!
