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Student contracts provide a practical way to differentiate instruction in the classroom. By giving students the opportunity to develop a contract, they are able to become more responsible for their schoolwork and more enthusiastic about their education.
Student contracts provide a practical way to differentiate instruction in the classroom. By giving students the opportunity to develop a contract, they are able to become more responsible for their schoolwork and more enthusiastic about their education. This lesson provides teachers with a basic contract format, sustained silent reading (SSR) extension activities, and literature response activities. Students develop contracts that focus on language arts activities. Teachers and students negotiate and decide upon appropriate contracts for the classroom. (author/ncl)
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Although this resource on student learning contracts is geared toward reading logs and related activities for middle school, it could easily be adapted to virtually any learning situation that requires the need for student contracting. This lesson plan provides teachers with an example of a basic contract format.
Although this resource on student learning contracts is geared toward reading logs and related activities for middle school, it could easily be adapted to virtually any learning situation that requires the need for student contracting. This lesson plan provides teachers with an example of a basic contract format. Student contracts are a tool that can be used to differentiate instruction in the classroom. By giving students the opportunity to develop a contract, they, in turn, have the opportunity to become more responsible for their schoolwork and more enthusiastic about education in general. Students begin to realize that what they want does indeed matter. Instead of teachers deciding how students will learn, students are given some decision making power in how their education will be structured. Student empowerment can be very beneficial to students in both academic and career-technical settings.
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| English Language Arts Standards |
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| Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard |  |
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| Grade Level Indicators (Grade 6) |
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| 10. | Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task). |
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| Grade Level Indicators (Grade 7) |
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| 9. | Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task). |
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| Grade Level Indicators (Grade 8) |
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| 5. | Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task). |
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| Standards for the English Language Arts |
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| Write, speak, and visually represent to create text |  |
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| Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. |
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| Purposes for using spoken, written, and visual language |  |
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| Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. |
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| Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). |
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| RESOURCE TYPE |
| Content Resource |
| STANDARDS ALIGNMENT |
| Grades 6 - 8 |
| CAREER FIELDS |
| General Career Skills |
| TOPICS |
English Language Arts -- Reading; Independent Reading |
| OHIOWINS TOPICS |
| Writing |
| FOUND IN |
AdLIT Standards First OhioWINS |
| KEYWORDS |
sustained silent reading; learning contracts; reading logs |
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Author: Laurie Henry Publisher: IRA/NCTE
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