Monday Made It

I’m linking up with Tara over at 4th Grade Frolics for her Monday Made It.


I’ve been busy looking at data and working on Anchor Charts, so I only have one item to show off this month. It’s my Lesson Frames chart that I’m using.


The administrators graciously provided us a large poster frame to use, so I accepted the offer. From there, I just put some scrapbook paper on top of some butcher paper to create three spots to write in my lesson frames. I write on top of the plastic cover with a dry erase marker so that I don’t have to change things out every week. Much more manageable!

Our campus has been reading The Fundamental 5 this year, and in the book it talks about lesson frames. Lesson frames are just that…documents that frame your lessons and give students information about what they will do and how we (the teachers) will know whether or not they “got it.” Notice the “I will” and “We will” statements. Those are key in letting students know their expectations.

I really like this idea because it reminds the students of what is being taught, as well as holds them accountable for how they will be assessed–whether it is on an exit ticket, an oral response, group work, or formal assessment.

This also helps keep me on track. I tend to get off-task at times…or go in a direction that maybe isn’t so important. It also forces us to plan with the end in mind. I have to think about how I will assess the students before ever starting the lesson…which is how it should be, right?

It’s nothing really fancy, but something that works for me. I still plan on jazzing it up a bit more, but for now that’ll have to wait. I’ve for bigger fish to fry! 😉



  1. janet thompson says:

    I really like your ideas. What is revising with schesis onomation? How do you teach leads for expository and what do you tell the kids to do wrap it up?

    • Kayla Shook says:

      Lol, schesis onomaton is just a fancy word for renaming. The kids feel like they have learned something cool when they can ask adults if they know what the word means and the adults don’t have a clue. If you look at my post, Color It Up, you can see the text that we will revisit for this activity. It’s a piece that a 4th grade girl wrote about her barbie. She renames Barbie around 9 times, reviving her writing and giving it voice. We will write kernel essays and then rename our object within the kernel.

      As for introductions and conclusions–I don’t spend a lot of time on that. I tell my students that they have permission to write one sentence as an intro. and conclusion that relates to the prompt, but again, we do whatever our text structure tell us to do. Most of the time it is very simple. I want them to focus on the meat of the writing, which is their main body paragraphs. I know that probably doesn’t help much, but I’ve found that you get more bang for your buck when students really focus on the middle paragraphs and use their craft to develop that. :) You can look at some of the expository writing samples I’ve posted to see how they do this. And we are back to expository writing again, so I’ll be posting more samples within the next couple of weeks.

Speak Your Mind