This can work for all content areas. For elementary level students, a smaller word should be used. ELL students can do this with teacher assistance.

Size: px
Start display at page:

Download "This can work for all content areas. For elementary level students, a smaller word should be used. ELL students can do this with teacher assistance."

Transcription

1 Acrostic Writing Study Skills Grade Level Uses: 2-12 Special Population: n/a Cognitive Process: recall assistance Researched, Field Tested: yes Author/Creator: Ebbinghaus, Have an example of an acrostic related to the same subject matter so t hey get the idea of the strategy. 2. Have a word picked out to make the acrostic from. 1. Students will work individually in order to pick words that best suit them. 2. Show them the example on the board. 3. Give them the word they will make the acrostic for. 4. Explain that the words they chose must be related to the term. 5. Ask students what they came up with. This can work for all content areas. For elementary level students, a smaller word should be used. ELL students can do this with teacher assistance. Things to watch out for: Make sure students understand the concept and that they re picking words they can remember. Walk around and give suggestions of words if they re stuck. Description/Application: Acrostics are useful tools when it comes to memorization of lists, like the planets. They can be great study tools as well. Again, be sure that the word is appropriate to the grade and content level.

2 Biopoem Writing and reading skills (with modifications) Comprehension Grade Level Uses: K-20 Special Population: No, Fine for ELL and Special Needs with accommodations Cognitive Process: Describing, summarizing Assistance to aid in the writing process Author/Creator: A. Gere (1985) Things to watch out for: Description/Application: 1. Prepare an example of a biopoem to aid in the explanation. 1. Explain what a biopoem is. 2. Explain the pattern of the biopoem: Line 1: First name Line 2: Four traits that describe the author Line 3: Relative of: (brother, sister, etc.) Line 4: Lover of (three things or people) Line 5: Who feels (three items) Line 6: Who needs (three items) Line 7: Who fears (three items) Line 8: Who gives (three items) Line 9: Who would like to see (three items) Line 10: Resident of Line 11: Last name 3. Display example as a model 4. After students have written their poems give them an opportunity to share with a group and/or with the class. For younger students the requirements can be simplified, less lines and less description. For different academic areas, the subject and type of description in the pattern can be changed. As a preparation strategy, students can use the biopoem to describe their feelings about a certain topic before reading about it. As assistance, students can fill in the lines of the poem as they read. Share their poems in a group and then reread. As a reflection strategy, students can read about a topic and use the biopoem to reflect on what they have learned. The teacher may be tempted to correct spelling and focus on grammar or format in a writing strategy. The most important part of the exercise is content. Do they understand the topic on which they have written? Biopoem is a poem in which the subject is the writer. Like all poetry writing activities, it is designed to encourage children to: (a) engage the students senses, feelings and beliefs, (b) see a concept in a fresh new way, and (c) express themselves through words.

3 Book Diaries Writing and Reading Comprehension Grade Level Uses: Anyone who can read can do this strategy. Special Population: n/a (however, can be useful with at-risk students) Cognitive Process: Processing information; critical thinking Reflection (and possibly evaluation) Author/Creator: Steen, 1991 Things to watch out for: Description/Application: 1. Select reading material. 2. Create prompts for the students to respond to. 1. Pass out the material to be read. 2. Write prompts on the board. 3. Allow time for them to write in their journals. 4. Stop when time is up. 5. Can be used for evaluation This prompt-oriented strategy may be less threatening and intimidating for at-risk students than assignments starting with a blank page. This exercise gives them something to go off of. Monitor your students diaries to make sure they are answering the questions in a way that shows depth and complete understanding. Most of the prompts are open-ended and have no distinct answer. But for the prompts that do, make sure to leave feed back for those students who don t seem to be grasping the main concepts and ideas. Make sure the prompts are appropriate for the age group. Also, format prompts that encourage individual, critical analysis on the comprehension level. Book diaries are an exercise in which students respond in writing to the supplementary reading they have done. You design a form on which students write responses to specific questions about he material, or you can write the prompts up on the board. Examples of these prompts include: I liked this part of the book because, This is what I already know about, The most important facts I learned were This can be used for any content area. You should be able to see immediately the learning is taking place. Book diaries also strengthen the students maturity as writers.

4 Brainstorming Speaking, listening, writing Brainstorming can involve all domain levels depending on what is asked of them Grade Level Uses: K-20 Special Population: No, Fine for ELL and Special Needs with accommodations Cognitive Process: Reflective thinking. Discussion used to reach consensus or solve a problem Preparation Before Reading, then Reflection After Reading Author/Creator: Things to watch out for: Description/Application: 1. Based on the objective of the lesson or the material being read, decide what topic you want the students to discuss. 2. Decide if you are using brainstorming to prepare students for reading, or to reflect on what was read. 2. Decide whether the strategy is performed in a whole-class or group discussion. 3. Decide on a timeframe that is suitable to the lesson. It could take anywhere from 10 minutes to an hour. 1. If brainstorming is being performed in group discussion, divide students into groups. Five person groups work best, but three or four are also suitable. Six or more tends to be counter-productive. 2. Have students discuss topic For younger students or different academic areas, you may want to use pictures, numbers, equations, music symbols. Another form of this when teaching the strategy would be to make sure students know meanings of all words. For older groups, throw in words that will challenge their lexicon. For group discussion, make sure one person is not dominating the group. You can do this by assigning roles. Brainstorming is especially productive when groups discuss and then report their findings to the entire class, at which point brainstorming moves into whole-class discussion. Brainstorming- whole-class or group discussion of a topic in order to reach consensus or solve a problem- enhances reflective thinking and is appropriate for any grade level. Brainstorming sessions can last from 10 minutes to an hour. An especially productive brainstorming session begins with students in small groups discussing a topic. They then relay their findings to the whole class at which point brainstorming moves into wholeclass discussion.

5 Brainstorming Brainstorming deals with reading and writing primarily, but could also be applied during lessons for science, social studies, and mathematics as well. Prior Knowledge and Meaning Vocabulary Grade Level Uses: I would suggest allowing students in grades K-12 to brainstorm about various topics of instruction. Special Population: This strategy can be used with regular learners, English as a second language learners, and children with special needs. Cognitive Process: Cognitive Domain of Bloom s Taxonomy Knowledge. Preparation (can be utilized before beginning a lesson).. Author/Creator: Alex Faickney Osborn, who wrote about the strategy in a book called Applied Imagination. (Wikipedia, 2007). 1. A teacher could prepare her students for a lesson that involves brainstorming by preparing and acquiring materials for the lesson, such as paper, art materials, etc. 2. The teacher could also prepare a KWL chart on the overhead, blackboard, a large dry-erase board, or a piece of butcher paper where they can jot down students responses to questions. 3. The teacher can write down questions ahead of time to ask the students before entering into a lesson. 4. Teachers can also prepare ahead of time by placing materials at group tables or each child s own table. 1. The teacher could begin a history lesson with second graders involving the Presidency of the United States by starting the lesson by saying, Today class, we will be learning more about what it is like to the President of the United States and their duties. 2. The teacher could ask students, What does the President do? What do you think the President s job is? 3. The teacher could then distribute a blank piece of paper and have the children write down their thoughts about how the President of the United States becomes the President, any characteristics that describe a President, and what the President does. 4. While the students are jotting down what they have brainstormed, the teacher can walk around to each table and ask them questions about what they have written down. 5. After they have written down their individual ideas, the teacher present a K-W-L chart on an overhead and call upon students to share what they know and want to know about the Presidency. As the lesson progresses, the teacher can write down what they have learned along the way.

6 6. The teacher can continue her lesson by introducing a book about the Presidency, such as The Presidency by Patricia Ryon Quiri. 7. The teacher could then read important aspects of the book to the students. The students can write about what they have learned from the book, along with a visual depiction in their writing spirals as an assessment of the lesson. The brainstorming activity will differ from young children, especially kindergarten and first grade students, and students in third through twelfth grade can be asked more challenging questions while brainstorming. The questions teachers could ask their students to begin the brainstorming activity should take into consideration the varying levels of the students understanding of the topic. In a math activity, children could be asked, If there were ten fish in the group starting out and five swam away, how many fish do you suppose are left in the group?, followed by asking them, Why do you think so?. In a science lesson, students could be asked questions such as, We know that the sun is very hot and that it can get pretty warm here on Earth. However, the temperature is colder on Jupiter than it is on Earth. Why do you suppose that is? What do we know about the alignment of the planets from the Sun?. Brainstorming varies from each subject area based on what is being asked and the topic that is being discussed. However, brainstorming always involves asking children questions that will activate their prior knowledge and will encourage them to think and predict about a topic. Things to watch out for: If children are sharing out what they have brainstormed to the rest of the class, students may disagree or possibly argue with one another because each student may have a different idea as to what will occur throughout a story or how to go about solving a problem. The main objective that a teacher should make note of is to not discourage a child from brainstorming a certain way and not to state ideas as being correct or incorrect automatically, but allow students to learn from the brainstorming activity individually. Description/Application: Brainstorming allows students to recall information already known that can be applied to a lesson. Children can brainstorm by sharing out their thoughts aloud to the class or with the teacher, or they can write their thoughts down. The main application of brainstorming is to relate prior knowledge to a topic, creating students who will be more interested in learning more about a topic. Brainstorming can also help students solve a problem posed to them in mathematics, for example, as well as with comprehending the meaning and sequence of a story read to them during story time. List-Group-Label Before Ask them to recall on prior knowledge of a topic (what they already know Or associate with it) During Have them jot down their thoughts/ideas or draw them out Talk about what they know or want to know After Discuss and reflect on what was brainstormed, followed by any new information acquired **Website link used for acquiring information about brainstorming:**

7 Can t Stop Writing Writing Writing Grade Level Uses: 2nd grade and up Special Population: N/A Cognitive Process: Cognitive preparation- minilesson(modeling), assistance-, reflection- writing Author/Creator: Cunningham, Moore, Cunningham, and Moore 1. Introduce students to Can t Stop Writing. 2. Teacher first does a teacher think-aloud to model the choice of topic. 3. Teacher sets timer for three minutes. 4. Teacher writes on the overhead while students watch. 5. When bell rings teachers stops writing. 6. Teacher reads out loud to the children. 1. Children are given a minute or two to think individually about a topic. 2. A three minute session is followed. 3. Can t stop writing is done regularly until children are sustaining their writing for three minutes 4. Gradually, add a minute until children are sustaining their writing for six or seven minutes. This strategy may not work for Kindergarteners because they are just learning to write. First graders may need a longer time to think of a topic and to write too. This strategy may work for any subject as long as the children know which subject they should write about. Things to watch out for: If children moan when it is writing time, complain that they can t think of anything to write about, and ask you to spell words for them, they are almost certainly not ready to write for a long period of time. Description/Application: The children are given a minute or two of quiet time to think individually of what they want to write about. Then using a timer, the teacher sets an amount of time ( start with three minutes) during which everyone, including the teacher, must write without interrupting anyone. When the timer rings, students are allowed to finish the sentence they are writing and then they must stop.

8 Collaborative Writing Writing Writing to Learn in the Content Areas Grade Level Uses: 7-12 Special Population: N/A Cognitive Process: Defining in Context Assistance Researched, Field Tested: YES Author/Creator: 1. Teacher must have a topic prepared for the students to write on. 2. Teacher must know how large or small he/she wants the groups to be. 3. Teachers should have created a rubric to show students what he/she will be grading on. 1. Students will be separated into groups. 2. Each member will read the selected reading and give their point of view of it. 3. The students will then meet in their groups and write a paper collectively summarizing the reading they had to read. 4. When the paper is written, each member will edit the paper. 5. Collectively the group will make revisions and turn paper in to be graded by the teacher. Because writing is used in every content area, this strategy could be used universally. If a teacher wants to use this strategy with younger children then they should change it to where it s more of a class project including the teacher. The teacher should ask students to get information on a specific topic and gain ideas. Then the students should come back to class and with the help of the teacher they should work on a paper using one or two facts of each student. Things to watch out for: When working in groups there may be some students who do more work than others. Remind students that everyone is not at the same writing level; therefore, they should try to help improve each others skills Create a peer review evaluation so that the students can rate their group mates participation. Make sure students are aware of this before the assignment begins. Description/Application: Collaborative writing is a strategy that allows students to work together by thinking, drafting, revising, and evaluating. The students are also able to learn from their peers where some writers may be stronger than others. Students gain a sense of confidence when working as a team and combining ideas to finish a paper.

9 Cubing strategy Reading, Writing Comprehension Grade Level Uses: K-12 and higher level education Special Population: No, can be used for all populations Cognitive Process: Application Preparation stage of writing Author/Creator: Cowan and Cowan (1980) 1. Teacher needs to make a cube with six different topics 2. Make each side a different color with a different topic 3. Separate students into 6 groups and have 1 person roll the cube 4. Each topic will be used to write a 1 paragraph paper 1. Have each group write paragraph in 10 minutes 2. Have group roll cube again to have another topic assigned 3. This will be done for the whole class till the whole paper is written 4. This will not only eliminate the fear of writing but will stimulate each paragraph 5. At the end of the hour each group can staple all paragraphs together 6. This will complete completion of writing assignment 7. Teacher will grade each group as a whole then will return the following class 8. Cooperative writing is the best way to ensure completion of task Cubing can be used for all ages and classes in a curriculum. Cubing can be a valuable asset for a writing intense course. For instance in a psychology class that has many different topics and papers that have to written. This can narrow down topics and keep a student on track and the scattering of thoughts will not be a problem. Things to watch out for: Teachers need to be aware that a student s attention span is not eternal. All teachers need to set an appropriate time for each side of the cube and the writing period. Description/Application: This strategy will assist students in where to begin with writing topic and will help them stay on track all at the same time. This will allow teachers to keep the flow of the classroom and stay on course as well. This is a dual useable strategy that will ensure group participation and completion.

10 Double Entry Journal Reading, writing Cognitive Grade Level Uses: K-20 Cognitive Process: Comparison Assistance Researched, Field Tested: yes Author/Creator: Vaughan, Pick topic for students to write and read about 1. Have students create a double entry page where there is a left and right side of the page. 2. Tell students the topic and have them write down their prior knowledge on the left hand side. 3. After reading, the students write what they learned on the right side of the page. For younger students or different academic areas, students can use questions and or draw pictures to represent ideas. Uncertain vocabulary words can be placed on the left hand side and once they are found in the reading, the meanings placed on the right hand side. Reflection Steps: After reading is completed and the right side of the journal is filled in, the class can discuss ideas or questions they had and their before and after entries. also compare Description/Application: The double-entry journal is a log in which students write on the left side of the page about their prior knowledge of a topic. After reading, they enter comments about what they learned on the right side of the page. Modifications can be made by altering what is written on each side. For example, have the students record on the left side what the author says and on the right what the student says.

11 Factstorming Pretest of knowledge Grade Level Uses: K-20 Special Population: N/A Cognitive Process: Preparation Researched, Field Tested: yes Author/Creator: 1. No materials are required. 1. Teacher asks students one single generative question. 2. Students answer. 3. Teacher writes responses on chalkboard and discusses with students. Factstorming can be used in all content areas. This strategy works the same for all age groups, by using age appropriate questions. Things to watch out for: N/A Description/Application: Factstorming is similar to brainstorming, except it focuses on information pertinent to the topic. The teacher asks the students to tell anything they can think of about the upcoming topic. Factstorming is used to pretest students. It helps teachers determine the students prior knowledge of the upcoming unit of study.

12 First Person Summary Writing and reading skills Comprehension, Application Grade Level Uses: K-20 Special Population: No, Fine for ELL and Special Needs with accommodations Cognitive Process: Summarizing, Paraphrasing, Relating and Applying Researched, Field Tested: Author/Creator: Assistance (for writing) the drafting stage of writing, process is emphasized Reflection (for reading skills) students reflect on what they have learned after reading 1. Select a reading. 1. First, students are given the reading assignment. 2. Students are instructed to read and then write a summary in first person as if they were a part of the topic. This can be used for many different academic areas just by changing the topic for reading. ELL, special need students and younger students may require an explanation of first person and/or a model of a first person summary. Things to watch out for: As in all writing assignments (especially in the assistance phase) the emphasis should be more on content, not grammar, format and spelling. These corrections can come later when students become more adept at the writing process. Description/Application: First-person summary is a writing activity in which students write about something in first person, as if they were a part of the action. This allows them to write about a topic in their own words and become personally involved in the material. For example, a history student may write about being a soldier in the Civil War, an English student can write about an event from a character s perspective, or a science student can write about the rock cycle from a rock s perspective. The strategy can be used for children at all grade levels and in any content area.

13 Focused Writing Term Reading, Writing, Social Studies, Health, or Literature. Comprehension- Interference, Prior- Knowledge Grade Level Uses: K-12 th Special Population: N/A Cognitive Process: N/A N/A Author/Creator: 1. Teach or review background knowledge for the prompt 2. Present the prompt. 3. Have students engage in inquiry or research (optional). 4. Have students individually plan their writing. 1. Give students an article to read. 2. In the writing phase have students produce a first draft. 3. After they are finished have students share the draft with at least one other student. 4. Have the other student revise the draft and write opinion. This would not be different for different age groups or ability groups. Focused Writing can be used at other content areas of the curriculum. Things to watch out for: Have the students work separately at first in order so that they do not steal any ideas from other students. Description/Application: Focused writing is designed for students to be engaged in self-selected writing across the curriculum. The increased structure of focused writing across the curriculum can help students better learn social studies, science, health, or literature.

14 Grade Level Uses: Special Population: Cognitive Process: Researched, Field Tested: Author/Creator: Free Write writing Affective (motivate students), cognitive (evaluation) junior high and up No, Fine for ELL and Special Needs with accommodations evaluation Preparation Before Reading Yes 1. Pick topic for students to write about 2. Have a clock on hand to time students writing 1. Tell the students the topic 2. Once the students start writing, they cannot stop writing until they are completely out of ideas or until the teacher calls time (about 3-5 minutes) This strategy is effective for all students because it gets them to write without the worry over mechanics and correctness. There is no need for students to worry about grammar, sentence structure, etc. Their only requirement is to write continuously for 3-5 minutes. Things to watch out for: If students cannot sustain writing for 3-5 minutes, the teacher can start with the strategy quick write for shorter practice and less frustration, then lead up to free write. Description/Application: Free-write is an attempt to motivate students by getting them to write their perceptions of certain events or classroom operations. Students are encouraged to think and write without the encumbrance of worry over mechanics and correctness. The only rule is that once students put pencil to paper they cannot stop until they are completely out of ideas or until the teacher calls an end to the free-write.

15 Guided Reading Reading Comprehension Grade Level Uses: K-20 Special Population: No, can be used for Special Needs and ELL Cognitive Process: Cognitive - Comprehension Preparation before reading, Assistance During reading, Reflection after reading Author/Creator: Cunningham/Moore Cunningham/Moore, Determine appropriate levels of reading instruction and group accordingly 1. Activate prior knowledge 2. Introduce specific vocabulary 3. Engage students in the purpose for reading 4. Use KWL For students who struggle with reading comprehension, you may want to use QARs (Question-Answer-Relationships). For children acquiring English, you should use materials that are culturally relevant to them. Things to watch out for: Description/Application: Guided Reading is designed to use a variety of reading formats to teach more effective reading. Guided reading is used before, during, and after reading.

16 Learning Log Writing Instruction Affective Instruction and Evaluation Grade Level Uses: K-12 Special Population: No; it can be arranged to accommodate ELL, ESL, and Special Needs Cognitive Process: Many, not limited Assistance During Reading or Reflection After Reading Author/Creator: Richardson, J. 1. You may choose to have a supply of folders on hand to offer to students who are unable to purchase one or forget to purchase one. 2. Make sure folders are bradded or you may use spiral notebooks or loose-leaf binders. 3. Decide whether you will be allowing other students to read it or whether it will be just you who reads the material. This will make a difference in their writing. 1. Have students write in the journal regularly choosing topics such as, Two new ideas I learned today in history and how I can apply them to my life or How I felt about my progress in math class this week. 2. Instruct students to write in the each day, either during class or out of class. For younger students, or even older students, you may encourage them to use pictures in their journals to express feelings or thoughts that they are unable to put into words. Also, encouraging pictures allows ESL, ELL, and special education students to express their own thoughts and feelings without the confusion of the wording. Things to watch out for: Encourage students to work independently, not using ideas from teachers or students. Also, do not be critical. Allow students to express feelings freely and openly, whether it is something they disagree with about your method of teaching or it is not written as well as you thought. Encourage students to think and write harder to get better results. Description/Application: Learning logs aid students in working through material just learned in class. It also allows students to verbalize their concerns and feelings about newly learned material. It not only allows the teacher to monitor the students learning, but permits the students to be active and aware of their own learning processes. Teachers are able to learn exactly what a student is troubled over or having difficulties with in the class. It can be in every content area, since it is meant for students to express their feelings and concerns about the class.

17 Process Writing Technique Writing Instruction Writing Process Grade Level Uses: K-12 Special Population: No, Fine for ELL and Special Needs with accommodations Cognitive Process: To engage students in writing and to produce more sophisticated final drafts Assistance During Writing Author/Creator: Dysm and Freedman 1. Motivate students to write through self-selected writing. 1. Students plan draft. 2. Students write first drafts. 3. Students select a first draft to revise for publication. 4. Teacher meets with students to read the selected draft and ask questions to help students develop a plan for their publication piece. 5. Students go through the book publishing stages in centers and they publish their books. 6. Students share the book with the entire class. If special needs students have trouble choosing a topic, they can participate in dialogue writing in which the teacher responds to the students writing and the student responds to the teacher s comments. ELL students may write their first drafts in their native language and may work with other students to translate their writing to English. When the students don t know the translation, they use the first-language terms. Things to watch out for: Try not to give students a topic write about. Teachers must carefully observe the process to maximize learning and feelings of success. Teacher observation is a very important factor in guiding teacher s strategies of revision and editing to help each student inmprove their writing. Description/Application: Process Writing is a strategy that helps motivate students to write and helps them create positive attitudes about writing. It also helps them improve their writing skills by revising and editing their work several times before creating a final draft. Motivation comes from the teacher and from sharing their writing with their peers either in a small group, to a partner, or to the entire class.

18 RAFT Term Writing Grade Level Uses: 5-12 Special Population: n/a Cognitive Process: n/a n/a Researched, Field Tested: yes Author/Creator: Vanderventer 1. Prepare students for the drafting stage which meets the format considerations while writing conent. 1. R stands for the role of the writer; this has the student determine their role as a writer 2. A stands for audience; this is for the student to consider who will be reading the paper 3. F stands for format; this is to determine the best way to present the writing 4. T stands for topic; this asks the question of what the paper will be about This will not be different among different age groups Description/Application: Writing to the appropriate audience

19 Reading-Writing Lessons Reading/Writing Writing Grade Level Uses: 1st grade and up Special Population: N/A Cognitive Process: Cognitive Yes Author/Creator: Cunningham, Moore, Cunningham and Moore 1. Students gather around the teacher for a mini-lesson on a specific reading or writing strategy 2. Mini-lessons are kept to 5 10 minutes. 3. Students participate in activity time. Students read, respond and participate in peer and teacher conferences. 1. Introduce comprehension lesson to target some aspect of author s craft rather than the content of the reading selection. 2. Teach or review background knowledge for the prompt. 3. Present the prompt. 4. Have the students engage in inquiry or research (optional). 5. Students share what has been read or written, or share ideas they have come to during the lesson. ELLs and special education students should be given more time to finish their work. ELLs should be given instruction in their native language if possible and/or let them use a dictionary. It is also a good idea to pair up students or let them work in groups. Things to watch out for: Some students may have difficulty writing so it is important to give them enough time to finish and not rush them. If students do not know how to begin their response, then help them come up with topics. Go around and make sure that everyone understands what they are doing. Description/Application: A reading-writing lesson is simply a response to literature activity or a comprehension lesson followed by a focused-writing lesson that builds on or extends that activity or lesson.

20 Rewriting Writing Preparing learners Grade Level Uses: 1-12 Special Population: n/a Cognitive Process: Comprehension Preparation Author/Creator: 1. A selected section of text. 2. Paper 3. Pen/pencil 1. Read and restate the ideas in your own words. 2. Identify the concepts that are especially important for students to know. 3. Keep rewrites short and to the point. 4. Explain difficult concepts in the rewrite. Exchange particularly difficult words for words you think students already know. 5. Make sentences short, and use the active voice whenever possible. 6. Underline specialized vocabulary to make it easier to note difficult words. Rewriting can be done for all age groups but if a younger student is doing the rewriting a smaller section of text should be selected. For p.e. rewriting can be used by rewriting complex sports rules. Things to watch out for: Rewriting can be time consuming. If a teacher is rewriting sections of text to make comprehension easier for students, they want to make sure it is the best option. Description/Application: Rewriting simplifies writing styles and clarifies concepts that students may have difficulty understanding. Rewriting helps students of all reading levels.

21 Rewriting Term Writing Instruction Writing Grade Level Uses: 1 st 4 th Special Population: N/A Cognitive Process: Self-correction Reflection The level of writing will be different for each grade level and ability groups. You can observe the students as they write their first drafts to ensure that the level of writing is appropriate for those particular children. After observation, you can adjust the writing standards accordingly, and then the rewriting will be more effective. Things to watch out for: As children rewrite their papers, it is important to make it a positive experience for them. We want children to be excited about writing and not make it too boring for the children where they loose interest. Description/Application: Rewriting is a term used for students who use their first draft papers to revise what they have already written. Teachers let students begin rewriting their first draft papers after they have encountered positive writing on a regular basis. The teacher s observation and guidance are very important while the child is rewriting the paper.

22 Writing Rubric Reflection Writing Instruction Comprehension, Writing Development Grade Level Uses: K-20 Special Population: No, Fine for ELL and Special Needs with accommodations Cognitive Process: Categorization Reflection After writing 1. Make a list of what you want the students to accomplish through your assignment. 2. Organize your list from most important to least important. 3. Decide on an overall point value for the assignment. 4. Assign each item on your ranked list a percentage value out of 100 percent. 5. Multiply your total point value from step 3 by each item's assigned percentage to arrive at the point value for that item. 6. On a fresh sheet of paper, write the name for each item on your list in order from most to least important. Make sure to leave room in between each category. 7. Assign specific grading criteria for each main category from step six. 8. Distribute or display the rubric to the students when you are explaining the assignment. 9. Attach a copy of the rubric filled in with the student's scores to his/her graded work once it is completed. Things to watch out for: 1) Definitely know what your categories will be before you make your assignment. 2) The upfront time in creating the rubric more than pays off in the reduced time it takes to grade the assignment. 3) Don t include items on the rubric that have not yet been explained in class. 4) Focus on skills that students have learned in past lessons as well as new areas of instruction. 5) Provide students with a copy of the rubric before a writing assignment is begun. 6) Use the rubric to keep your scoring and comments consistent to a standard. Description/Application: Writing Rubric includes a list of standards that a student must meet in order to earn a perfect score. Each item on the list is assigned a value based on its importance. When evaluating a student project, writing assignment, or other product, the teacher will deduct points from the possible total for items that do not meet the stated standard. Students can thus identify specific areas of strength or weakness on the graded task.

23 Word Wall Reflection Speaking, Listening, Eye Focus Comprehension, Vocabulary Development Grade Level Uses: K-12 Cognitive Process: Description Reflection After Reading 1) Identify the key vocabulary words that students need to know for a specific topic or reading assignment. 2) Print the words in large block letters on cards for posting on a prominent (always visible) wall or bulletin board. 3) Post the word cards as the terms are confronted in classroom discussion or reading. (Possible) 1. Pass out a copy of the Word Search worksheet to each student (see appendix 4). 2. Teacher chooses 5 words from the word wall. 3. As teacher calls out word, students chant and write on blank at bottom of worksheet. 4. When all 5 words have been written, students place each word in the word search puzzle and add additional letters to fill in the boxes. 5. Trade Word Search puzzles. 6. When each word is found, trace around it with a colored pencil, pen or marker or use a highlighter to highlight the word found. For Special Needs students and ELL students make sure to put a picture next to the vocabulary. It will make them easy to understand the vocabulary and make them easier to learn. Things to watch out for: 1) Add words gradually, five a week 2) Make words very accessible by putting them where every student can see them, writing them in big, black letters, and using a variety of background colors so that the most often-confused words (there, their; what, when) are different colors 3) Be selective about what words go on the wall, limiting additions to those really common words which children use a lot in writing 4) Practice those words by chanting and writing them 5) Do a variety of review activities to provide enough practice so that words are read and spelled instantly and automatically 6) Make sure that Word Wall words are spelled correctly in any writing students do Description/Application: A Word Wall is a strategy to reinforce the core vocabulary of a specific subject. Teachers select new words, technical terms, and words that frequently recur and print these words in bold block letters on cards. Teachers post these cards on a highly visible wall or bulletin board as students confront them in reading or discussions. Note: the Word Wall is built one word at a time as students encounter new terminology. Students review terms on the Word Wall as a "warm up" activity before lessons or reflection after the lessons. Every time one of the words appears in the lesson, the teacher reinforces it by pointing it out on the Word Wall. Repetition is the key to the Word Wall's success. Teachers often incorporate Word Wall terms into learning games, like "Rivet" and the "Dictionary Game."

24 Story Map Preparation Thinking, Organizing Reading and writing Grade Level Uses: K-12 Cognitive Process: Description Preparation Before Reading, then Reflection After Reading 1) One A4 paper for each student and one big poster on the board for the whole class.2) Choose a Story Map which you want to teach to the students. For example: Bubble Map 1) Draw a Bubble Map on the big poster; 2) Ask the student follow what you drew. 3) On the Bubble Map should include Main characters, Setting (time and place), Problem or goal, Event 1, 2, 3,4,5,6, Solution and Story theme or moral. For Special Needs students and ELL students can use drawing on their Story Map. Things to watch out for: There are too many kind of Story Map to choose, and not every Story Map will fit in the story you decide to teach. Description/Application: Story Maps are graphic organizers that can be useful in helping a student analyze or write a story. This type of analysis is especially good for examining fables and folktales. Story Map graphic organizers help the student identify the elements of the story and the theme or moral of the story. Some of the many elements of a story include the important characters (their appearance, personality traits, and motivations), the setting of the story (time and place), the problem faced by the characters, how the problem is approached, and the outcome. There are many types of story maps that examine different elements of the story (and reveal different structures within a story). Such as Tree Map, Bubble Map, Double Bubble Map, Circle Map etc.

25 Grade Level Uses: Special Population: Cognitive Process: Researched, Field Tested: Author/Creator: Sustained Silent Writing (SSW) Writing Self-Selected Writing 2 nd grade and higher n/a Description, Sharing, Elaboration Preparation- Activating Prior Knowledge Yes 1. Have a timer, watch or clock in the room that is turned away from students. 2. Teacher will model SSW in a minilesson first to introduce it to the students. 3. Do a think-aloud to model the choice of the topic. (Ex. Let s see what have I seen in the last day 4. Once the teacher has chosen a topic, set the timer for 3 minutes. 5. Write on the overhead so students can sit and watch. 6. When the timer bell rings, teacher will finish the sentence they are writing and stop. 7. Teacher will read to the children what they have written and if children want to talk positively about the ideas briefly, teacher can permit that discussion. 1. Give students a couple of minutes to think individually about what they want to write about. 2. Set the timer for 3 minutes. 3. Students and teacher begin to write in their journals for the next 3 minutes. 4. When the timer bell rings, students are allowed to finish the sentence they are writing and then they must stop. If Kindergarten and 1 st grade teachers want to use this strategy, they could use pictures instead of words. For older grades, teachers can increase the amount of time that the students are writing. In SSW, a minute is added gradually to the time until children are able to sustain their writing for 6-7 minutes or longer. For inclusion, teachers can use dialogue writing with children who can write well enough for teachers to read it. For English-Language Learners, teachers can pair them with others in their first language and in English. Teachers can occasionally organize the class so that they work individually or in groups. SSW can be used the same way for math or science. Things to watch out for: Description/Application: When the teacher is modeling SSW to students, it is important to keep it simple and to write slowly so students are not intimidated by the teacher s quick and superior writing facility. There is no talking during SSW. It is okay to have positive discussion after the writing. Sustained Silent Writing is used as the means of getting students to write regularly without fear of failure or fixation on form. This strategy is used when children come to 2 nd grade or higher and have not engaged in much self-selected writing before. Teachers should first model this strategy based on the preparation steps above. The teacher and the students will be doing SSW during the 3 minute period. SSW is done regularly until all the children are sustaining their writing for 3 minutes. Once students are writing willingly and enjoying it for 6-7 minutes, SSW has outlived its usefulness. SSW may be used for a few weeks or a few months depending on what the students seem to need.

26 Word Hunt Writing Instruction Comprehension, Writing Development Grade Level Uses: 1-10 Special Population: N/A, Fine for ELL and Special Needs with accommodations Cognitive Process: Analysis Assistance and Reflection Author/Creator: Henderson, Go over with children about categories. 2. Go over the spelling patterns they will be looking for in the books, magazines, and other prints. 3. Choose several words that they children must find in the print mediums. 1. The students make a table on a sheet of paper. 2. The teacher will then give the students the spelling and sound patterns that they will be working with. 3. The students will look at words and sort them into categories based on spelling patterns and sound. 4. The students say the words and look at how they are spelled. 5. They learn that to go in a certain category, the words must sound the same and look the same. 6. After sorting the words chosen by the teacher, the students hunt for other words in books, magazines, and other print around them and sort these additional words for the patterns as well. 7. The students will write the words under the column it belongs in. For younger students the teacher may want to use words that are more common to appear in books and magazines. The teacher may also want to use words are small. For older students the teacher can use less common words, in order for it to be a little more challenging for the students. For other type of subject areas the teacher can use words or numbers that are they are going to use in the lesson. Things to watch out for: The teacher may be tempted to help the find the words in the printing mediums. At first the teacher should not help the students. After the word hunt the teacher will go over all the words that were found and see if the students put them in the correct column. Description/Application: Word Hunt is designed to help students know what to attend to and develop the habit of analyzing words to look for patterns. This will help students pick out specific word patterns. It will help develop better writing skills and reading skills.

27 Writers Workshop Writing Writing Grade Level Uses: 2-20 Special Population: NA Cognitive Process: All Author/Creator: 1. Create a list of topics for students to choose from. 1. Students will choose a topic to write about. 2. Students will write in various forms after the teacher has presented a mini lesson on the various forms. 3. Students will share their papers with each other. The teacher will present mini lessons on editing and revision strategies. 4. Students will edit their papers. 5. Students will edit each other s papers. 6. Students will revise their papers 7. Students will publish their pieces. This strategy can be used for all students when writing in all subjects. Things to watch out for: Some students may not fully participate in the entire process. Some students may not thoughtfully assist in editing their peers assignments. Description/Application: Writers workshop is designed to assist students in (a) learning to edit (b) learning to publish their own work.

28 Writing Scales Writing Writing Grade Level Uses: K-20 Special Population: No, Fine for ELL and Special Needs with accommodations Cognitive Process: Self-evaluation, Editing work Reflection, Chapter 8: Writing, pp Author/Creator: 1. Assign a writing project to the students. 2. Develop a writing scale with a list of rules or questions you want your students to think about and answer as they review their writing. These questions should be grade appropriate and focus on the area of writing you are focusing on. For example, if you are looking for mechanics, your questions would include those referring to the mechanics of the paper such as capitalization, punctuation and sentence structure. If you are focusing on the form of the paper your questions will include the topic, characterization, setting, etc. Every writing scale should have a question that leads the student to self evaluation. See examples of questions in the textbook. 1. Have students gather the work they will be evaluating. 2. Hand out the appropriate writing scale for the assignment. 3. Have students read their work and use it to answer the questions on the writing scale. Have students make notes of items they have accomplished in their writing and areas that need revising. 4. Have students revise their writing using the writing scale as a guide. This strategy can be used in any grade level, and the only changes that will need to be is the level of the questions on the writing scale. This skill is for writing, but can be used in other subjects when the students are writing in math, science, social studies, etc. Things to watch out for: Do not mistake writing scales with writing rubrics. Generally, teachers do not get grades from writing scales. Writing scales should be used as an editing and self-evaluation device. Description/Application: A writing scale is a list of rules or questions to answer that students are taught how to use to evaluate their own papers. A writing scale for a type of writing has a list of rules or questions to answer that focus on the key features of that form. Through self-evaluation, students will internalize a sense of that form of writing.

29 Writing Checklist Writing Comprehension-Inference Grade Level Uses: K-12 Special Population: N/A Cognitive Process: Comprehension This strategy can be used as a preparation strategy. It can also be used as an assistance strategy because the checklist will be posted on the wall. Author/Creator: Patricia Cunningham, James Cunningham, Sharon Moore, and David Moore. 1. Wall Chart 2. Markers 3. Overhead 1. Create a rule that will help students write sentences correctly. 2. When you create a rule, create a minilesson that will help the students focus on the new rule. 3. The teacher will write a brief paragraph on the overhead while the students read along. The teacher makes sure that he/she purposely makes mistakes for students to find. 4. The first few times, the teacher will demonstrate how the new rule works within the paragraph. 5. The teacher will purposely miss some of the mistakes in the composition and will then ask the students if he/she applied the rule correctly throughout the paragraph. 6. The students will find the mistakes left by the teacher and will either dictate what needs to be corrected or physically go to the overhead and correct the mistake themselves. 7. Once the minilesson has been completed the students will immediately write on a topic of their choosing. 8. The teacher will remind them of the rule they just learned and previous rules they have learned. This minilesson of course will be different for all age groups. For the younger students make the rules simple and easy to apply. For the older students, you can give them more than one rule at a time and make the rules more difficult. For the English language learners or students with disabilities make the rules are very simple and spend more time on each rule. You can also have them work in groups so they can find mistakes together. Unless you are writing a paper in another subject, I don t believe this strategy will work the same way. Things to watch out for: If students are going to be graded on their writing assignment and they are being held accountable for using the rules on the checklist; make sure that they are aware ahead of time so they know to include those rules in their writing. Description/Application: The purpose of this strategy is get students to get engaged in writing through topics they enjoy writing about. Mechanics and usage conventions are also successfully taught through systematic writing processes such as the writing checklist.

Choral Reading Type: Strategy Literacy Skill: Reading Domain:

Choral Reading Type: Strategy Literacy Skill: Reading Domain: Choral Reading Strategy Literacy Skill: Reading Fluency Grade Level Uses: K-20 Special Population: N/A; Need to modify the reading for ELL and Special Needs with accommodations Cognitive Process: Comprehension

More information

BEFORE-DURING-AFTER (BDA)

BEFORE-DURING-AFTER (BDA) Curriculum & Instruction Resources Content Reading & Writing Resources: A teacher resource page providing strategies to improve reading comprehension in all content areas BEFORE-DURING-AFTER (BDA) Reading

More information

Literacy. Work Stations. Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work

Literacy. Work Stations. Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work Literacy Work Stations Source: Diller, D.(2003) Literacy Work Stations, Making Centers Work Kyrene Reading Instruction Focus: Improve student achievement through implementation of curriculum and adopted

More information

Helping English Language Learners Understand Content Area Texts

Helping English Language Learners Understand Content Area Texts Helping English Language Learners Understand Content Area Texts English language learners (ELLs) experience intense problems in content area learning because they have not yet acquired the language proficiency

More information

Modifying Curriculum and Instruction

Modifying Curriculum and Instruction Modifying Curriculum and Instruction Purpose of Modification: The purpose of modification is to enable an individual to compensate for intellectual, behavioral, or physical disabi1ities. Modifications

More information

2 Mathematics Curriculum

2 Mathematics Curriculum New York State Common Core 2 Mathematics Curriculum GRADE GRADE 2 MODULE 3 Topic E: Model Numbers Within 1000 with Place Value Disks 2.NBT.A Focus Standard: 2.NBT.A Understand place value. Instructional

More information

& Sample Lesson. Before Reading. Sight Word Review (1 minute)

& Sample Lesson. Before Reading. Sight Word Review (1 minute) Planning Support & Sample Lesson TIP The Early Guided Reading Lesson Plan found on page 190 in the Appendix is a template you can use to plan your lessons. Each component of the lesson is described in

More information

Narrative Literature Response Letters Grade Three

Narrative Literature Response Letters Grade Three Ohio Standards Connection Writing Applications Benchmark A Write narrative accounts that develop character, setting and plot. Indicator: 1 Write stories that sequence events and include descriptive details

More information

Writing Poetry with Second Graders By Shelly Prettyman

Writing Poetry with Second Graders By Shelly Prettyman Day 1 Mini-Lesson: What is Poetry (review)? Time: 30-45 min Writing Poetry with Second Graders By Shelly Prettyman Standard 7--Comprehension Students understand, interpret, and analyze grade level poetry.

More information

Beads Under the Cloud

Beads Under the Cloud Beads Under the Cloud Intermediate/Middle School Grades Problem Solving Mathematics Formative Assessment Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Field-tested

More information

"Why is it important for ELL students to be active in listening, speaking, reading and writing on a daily basis?"

Why is it important for ELL students to be active in listening, speaking, reading and writing on a daily basis? "Why is it important for ELL students to be active in listening, speaking, reading and writing on a daily basis?" Monica Gonzalez Bilingual/ESL Specialist monica.gonzalez@esc13.txed.net "Tell me and I

More information

University of Toronto TEFL Online

University of Toronto TEFL Online University of Toronto TEFL Online 403 (v41) Reflection Journal Submission - Unit 4 Name: RAHEEL KHAN Score: 100% Passmark: 100% Attempted: Tuesday, February 11, 2014 Attempt Number: 3 Time Taken: 00:09:51

More information

Language Arts Core, First Grade, Standard 8 Writing-Students write daily to communicate effectively for a variety of purposes and audiences.

Language Arts Core, First Grade, Standard 8 Writing-Students write daily to communicate effectively for a variety of purposes and audiences. Genre Unit Reading and Writing Fables by Amy Kinney Language Arts Core, First Grade, Standard 7 Comprehension-Students understand, interpret, and analyze narrative and informational grade level text. Objective

More information

Niles West High School STUDY SKILLS MANUAL

Niles West High School STUDY SKILLS MANUAL Niles West High School STUDY SKILLS MANUAL Table of Contents Table of Contents Organizational Skills Study Habits Study Materials Doing Your Best Using the IRC Studying English Studying ESL Studying Foreign

More information

Section III Guided Oral Practice 10/2. 34-36 T Graph for Social Skills. 37-40 Chants 41-44 Sentence Pattern Chart.. 45-49

Section III Guided Oral Practice 10/2. 34-36 T Graph for Social Skills. 37-40 Chants 41-44 Sentence Pattern Chart.. 45-49 1 Section I Focus and Motivation Section II Input G.L.A.D. Resource Book (Guided Language Acquisition Design) Table of Contents Pages Cognitive Content Dictionary 3-4 Exploration Report. 5-7 Observation

More information

FORMATIVE ASSESSMENT STRATEGIES, DEFINITIONS, EXAMPLES

FORMATIVE ASSESSMENT STRATEGIES, DEFINITIONS, EXAMPLES FORMATIVE ASSESSMENT STRATEGIES, DEFINITIONS, EXAMPLES 1 Minute Essay Give students an open-ended question and one to three minutes to write their answers. Good questions: What is the most important thing

More information

xxx Lesson 11 1. Comprehend the writing process 2. Respond positively to the writing process

xxx Lesson 11 1. Comprehend the writing process 2. Respond positively to the writing process xxx Lesson 11 The Writing Process Overview: This lesson will focus on the writing process and how it relates to communication. Learners will be taught what the writing process is, its parts, and how they

More information

Biography-Driven Culturally Responsive Teaching

Biography-Driven Culturally Responsive Teaching Selected Instructional Aids from Biography-Driven Culturally Responsive Teaching SOCORRO HERRERA Teachers College, Columbia University New York and London This material appears in Biography-Driven Culturally

More information

Oklahoma Bar Association. Foundations of Democracy Lesson Plan for Responsibility We are Poetry. Authors

Oklahoma Bar Association. Foundations of Democracy Lesson Plan for Responsibility We are Poetry. Authors Oklahoma Bar Association Foundations of Democracy Lesson Plan for Responsibility We are Poetry Product of the Oklahoma Writing Project in Partnership with Civitas 2011 Authors Audra Plummer Ann Rosales

More information

Intro Lesson (Ages 8-14)

Intro Lesson (Ages 8-14) Lesson: General: Age: Time: Objectives: Structures: Target Vocab: 8-14 years 40 mins - 1 hour Greetings, Asking & answering personal questions, using modal verbs for rules, Identifying different classroom

More information

Big Ideas, Goals & Content for 4 th grade Data Collection & Analysis Unit

Big Ideas, Goals & Content for 4 th grade Data Collection & Analysis Unit Big Ideas, Goals & Content for 4 th grade Data Collection & Analysis Unit Big Ideas Graphs are a way of organizing data and they appear in newspapers, magazines, on the Internet and other places in everyday

More information

Content Strategies by Domain

Content Strategies by Domain Content Strategies by Domain In order to be proficient in a language, students need to develop proficiency in four domains: listening, speaking, reading and writing. Intentional practice each day in content

More information

Accommodated Lesson Plan on Solving Systems of Equations by Elimination for Diego

Accommodated Lesson Plan on Solving Systems of Equations by Elimination for Diego Accommodated Lesson Plan on Solving Systems of Equations by Elimination for Diego Courtney O Donovan Class: Algebra 1 Day #: 6-7 Grade: 8th Number of Students: 25 Date: May 12-13, 2011 Goal: Students will

More information

Vocabulary Strategies Toolbox

Vocabulary Strategies Toolbox Graphic organizers help students to visualize the relationships between words and their possible meanings. Teachers can use these graphic organizers and games with explicit vocabulary instruction. These

More information

Expanding Expression Tool

Expanding Expression Tool Expanding Expression Tool Teacher Guide 1 Table of Contents Contents What is EET?... 3 Objectives & Clusters... 4 Lesson Plan... 5 Prerequisite Assessment... 7 Pre-Instructional Assessment... 10 List of

More information

3. Using graphic organizers is an effective way to help students make connections among words.

3. Using graphic organizers is an effective way to help students make connections among words. 38 CHAPTER 5 Vocabulary and Concepts PURPOSE The purpose of this chapter is to foster an understanding that teaching words well means giving students multiple opportunities to learn how words are conceptually

More information

Best Practices in Teaching Writing Charles Whitaker, Ph.D.

Best Practices in Teaching Writing Charles Whitaker, Ph.D. Best Practices in Teaching Writing Charles Whitaker, Ph.D. Following is a list of selected teaching practices that are well recognized in the profession as being effective in helping students develop as

More information

Growing Up With Epilepsy

Growing Up With Epilepsy Teaching Students with Epilepsy: Children with epilepsy often experience learning issues as a result of their seizures. These may include ongoing problems with motor skills or cognitive functions, as well

More information

Decomposing Numbers (Operations and Algebraic Thinking)

Decomposing Numbers (Operations and Algebraic Thinking) Decomposing Numbers (Operations and Algebraic Thinking) Kindergarten Formative Assessment Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Field-tested by Kentucky

More information

Name: Quick Lesson Ideas. 8 Teaching lessons:

Name: Quick Lesson Ideas. 8 Teaching lessons: Name: Quick Lesson Ideas By: STEVAN KRAJNJAN ISBN 978-0-9689702-9-4 Stevan Krajnjan LESSON 8 TIMESAVING LESSONS Practical lessons and amusing illustrations make this book an ideal year-round, timeless

More information

Content-Area Vocabulary Study Strategies Appendix A 2 SENIOR

Content-Area Vocabulary Study Strategies Appendix A 2 SENIOR Content-Area Study Strategies Appendix A 2 SENIOR 2 SENIOR Overview is unique to each content area. Each content area s vocabulary and, in particular, its technical vocabulary label its fundamental concepts.

More information

From Our Classroom Strategy Library During Reading

From Our Classroom Strategy Library During Reading Concept Map Use this map to organize your thoughts and make connections to your topic. Write the main idea in the center, and add supporting ideas or related topics in each surrounding oval. Continue to

More information

Growing Strong Nonfiction Readers and Writers What Matters Most in and out of Class Presenter: Mary Ehrenworth

Growing Strong Nonfiction Readers and Writers What Matters Most in and out of Class Presenter: Mary Ehrenworth Parents as reading and writing partners: A day to help parents understand the literacy work their children are doing in school, and what to do at home to help their children grow and achieve at the highest

More information

MStM Reading/Language Arts Curriculum Lesson Plan Template

MStM Reading/Language Arts Curriculum Lesson Plan Template Grade Level: 6 th grade Standard 1: Students will use multiple strategies to read a variety of texts. Grade Level Objective: 1. A.6.1: compare/contrast the differences in fiction and non-fiction text.

More information

INDIVIDUAL LANGUAGE LEARNER PLAN (ILLP)

INDIVIDUAL LANGUAGE LEARNER PLAN (ILLP) INDIVIDUAL LANGUAGE LEARNER PLAN (ILLP) Schools with 20 or fewer ELLs within a three grade span (including kindergarten), may provide instruction through the development of Individual Language Learner

More information

Introduction to Writing Traits and Writing Strategies

Introduction to Writing Traits and Writing Strategies Six Traits Writing Workshop WNY School Support Center UB Buffalo Public Schools Jim Collins Introduction to Writing Traits and Writing Strategies Traits and Strategies 1. The Six Traits approach to writing

More information

A Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant

A Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant Structure of a Workshop: A Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant For the last four years, writing and reading workshops have been the foundation of my classroom practice.

More information

Organizing Math Notes

Organizing Math Notes Organizing Math Notes Author/Creation: Emilie Eggleston, September 2010. Summary: Learn to organize math notes for better accessibility. Learning Objectives: To describe why intuitiveness and accessibility

More information

An Overview of Conferring

An Overview of Conferring An Overview of Conferring You may have several important questions about writing conferences: ª What are the goals of a writing conference? ª When should I confer with students about their writing? ª What

More information

Integrating Reading and Writing for Effective Language Teaching

Integrating Reading and Writing for Effective Language Teaching Integrating Reading and Writing for Effective Language Teaching Ruwaida Abu Rass (Israel) Writing is a difficult skill for native speakers and nonnative speakers alike, because writers must balance multiple

More information

High School Science Lesson Plan: Biology

High School Science Lesson Plan: Biology High School Science Lesson Plan: Biology Introduction Each lesson in the Adolescent Literacy Toolkit is designed to support students through the reading/learning process by providing instruction before,

More information

Introduction To The Writing Process Animate And Publish Your Stories With The Zimmer Twins.

Introduction To The Writing Process Animate And Publish Your Stories With The Zimmer Twins. The Introduction To The Writing Process Animate And Publish Your Stories With The Zimmer Twins. Grades: 4-6 Subjects: English, English As A Second Language Overview of Lesson Plan: Help students develop

More information

1. Provide a knowledge base 2. Create an atmosphere 3. Present a stimulus 4. Generate questions 5. Facilitate a discussion

1. Provide a knowledge base 2. Create an atmosphere 3. Present a stimulus 4. Generate questions 5. Facilitate a discussion 1. Provide a knowledge base 2. Create an atmosphere 3. Present a stimulus 4. Generate questions 5. Facilitate a discussion 1 1. Provide a knowledge base If you want students to discuss a scientific or

More information

Fifth Grade English Language Arts Learning Goals for 3 rd 9- Weeks

Fifth Grade English Language Arts Learning Goals for 3 rd 9- Weeks Skills students should demonstrate by the end of the 2 nd 9- weeks of school: Unit 4A- Making Connections Across Literary Genres Learning Goal: Student will understand that authors use point of view to

More information

Report Card Comments

Report Card Comments Assessment Report Card Comments Here and on the next six pages are a variety of comments you can use to help complete your report cards each term. It is sometimes difficult to find the words you need.

More information

Teaching Reading with Nonfiction - Just the facts, Ma am

Teaching Reading with Nonfiction - Just the facts, Ma am Teaching Reading with Nonfiction - Just the facts, Ma am The Facts About What our Students are Reading The average child spends less than 4 minutes a day of his/her leisure time reading nonfiction materials

More information

HOW DOES EXECUTIVE FUNCTION IMPACT YOUR GIFTED AND/OR TWICE EXCEPTIONAL CHILD?

HOW DOES EXECUTIVE FUNCTION IMPACT YOUR GIFTED AND/OR TWICE EXCEPTIONAL CHILD? HOW DOES EXECUTIVE FUNCTION IMPACT YOUR GIFTED AND/OR TWICE EXCEPTIONAL CHILD? Results Learning Presented by Cyle A. Feingold Founder and Director Results Learning, LLC AGENDA Overview of Executive Function

More information

Giving Second Graders the Write Skills Grade Level:

Giving Second Graders the Write Skills Grade Level: Giving Second Graders the Write Skills Grade Level: Written by: Length of Unit: 2 nd Grade Tracy de Nieves, Cheyenne Mountain Charter Academy, Colorado Springs, CO Ten one hour lessons or (suggested) 20

More information

Grade 3: Module 4: Unit 1: Lesson 3 Language Workshop: Simple, Compound, and Complex Sentences

Grade 3: Module 4: Unit 1: Lesson 3 Language Workshop: Simple, Compound, and Complex Sentences Grade 3: Module 4: Unit 1: Lesson 3 Language Workshop: Simple, Compound, and Complex Sentences This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

More information

3 days Lifting the Qualities of Effective Fiction Writing. 3 4 days Stretching Out the Problem and Imagining Creative Solutions to Stories

3 days Lifting the Qualities of Effective Fiction Writing. 3 4 days Stretching Out the Problem and Imagining Creative Solutions to Stories Grade 1, Unit 3 Realistic Fiction Adapted from Realistic Fiction (Unit 3) in A Curricular Plan for the Writing Workshop, Grade 1 by Calkins Section of the Unit of Study Minilesson Focus Points Time (approximate)

More information

Create A Language. 2015 Global Educator Award Winner: sharon mcadam. lo b a l e d u cato r awa r d w i n n e r. Global Connections 1: Global Society

Create A Language. 2015 Global Educator Award Winner: sharon mcadam. lo b a l e d u cato r awa r d w i n n e r. Global Connections 1: Global Society g lo b a l e d u cato r awa r d w i n n e r Global Connections 1: Global Society 2015 Unit 1: My Culture, My Family Create A Language 2015 Global Educator Award Winner: sharon mcadam PROFESSIONAL DEVELOPMENT

More information

Grade 4 Writing Curriculum Map

Grade 4 Writing Curriculum Map Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me

More information

SHARPEN YOUR NOTE -TAKING

SHARPEN YOUR NOTE -TAKING SHARPEN YOUR NOTE -TAKING SKILLS Mayland Community College SOAR Program 1996 Note-taking is a three part process of OBSERVING, RECORDING, AND REVIEWING. First you observe an event (teacher lecturing or

More information

SEMINOLE COUNTY PUBLIC SCHOOLS ESOL Strategies For Mainstream Teachers 2011-2012

SEMINOLE COUNTY PUBLIC SCHOOLS ESOL Strategies For Mainstream Teachers 2011-2012 SEMINOLE COUNTY PUBLIC SCHOOLS ESOL Strategies For Mainstream Teachers 2011-2012 ESOL/World Languages Department For additional resources and strategies, visit the ESOL/ World Languages Department website

More information

Tools to Use in Assessment

Tools to Use in Assessment Tools to Use in Assessment II. Observations and Checklists Teachers have always watched and observed students in the classroom and they have made instructional decisions based on these observations. Too

More information

Check My Writing Kindergarten

Check My Writing Kindergarten Ohio Standards Connection Writing Processes Benchmark F Apply tools to judge the quality of writing. Benchmark D Use revision strategies and resources to improve ideas and content, organization, word choice

More information

ELL Considerations for Common Core-Aligned Tasks in English Language Arts

ELL Considerations for Common Core-Aligned Tasks in English Language Arts ELL Considerations for Common Core-Aligned Tasks in English Language Arts A substantial body of research clearly indicates that utilizing specific instructional modifications as well as targeted pedagogical

More information

Description. Strategy

Description. Strategy Description UDI Product: A Strategy for Organizing Ideas through Color-Coding Developed by James M. Gentile and Donna McCormac-Condon Manchester Community College Manchester, Connecticut This product assists

More information

Learning Styles. The VARK Categories. What is a Learning Style?

Learning Styles. The VARK Categories. What is a Learning Style? Learning Styles What is a Learning Style? Learning styles focus on how your brain receives information. No one else learns or processes information exactly the way you do! If you discover how you process

More information

Refining Informational Writing: Grade 5 Writing Unit 3

Refining Informational Writing: Grade 5 Writing Unit 3 Unit Title: Refining Informational Writing Concepts: 1. Writers read mentor texts to study informational writing. 2. Writers generate ideas and experiment with notebook entries. 3. Writers learn strategies

More information

Assessment Techniques and Tools for Documentation

Assessment Techniques and Tools for Documentation Assessment Techniques and Tools for Documentation 47 Assessing the Kindergarten Student s Learning Assessment and evaluation are fundamental components of teaching and learning. Assessment is the process

More information

Polynomials and Factoring. Unit Lesson Plan

Polynomials and Factoring. Unit Lesson Plan Polynomials and Factoring Unit Lesson Plan By: David Harris University of North Carolina Chapel Hill Math 410 Dr. Thomas, M D. 2 Abstract This paper will discuss, and give, lesson plans for all the topics

More information

Representing Data Using Frequency Graphs

Representing Data Using Frequency Graphs Lesson 25 Mathematics Assessment Project Formative Assessment Lesson Materials Representing Data Using Graphs MARS Shell Center University of Nottingham & UC Berkeley Alpha Version If you encounter errors

More information

A CHEESY BILL (Grade Levels 6-8) Civics/U.S. Government

A CHEESY BILL (Grade Levels 6-8) Civics/U.S. Government Unit Title: Animals Lesson Title: A Cheesy Bill Theme: Animals Content: Social Studies-Civics/U.S. Government Topic: How A Bill Becomes A Law Language: English Grant: Best Grade: Middle School A Brief

More information

Lesson: Editing Guidelines and Response Writing: Essay Exam (Part 1)

Lesson: Editing Guidelines and Response Writing: Essay Exam (Part 1) Put That In Writing - Level Two 113 UNIT 9 Lesson: Editing Guidelines and Response Writing: Essay Exam (Part 1) 9.1 Learning Objectives A. To know the guidelines for editing an essay. B. To edit and improve

More information

Time needed. Before the lesson Assessment task:

Time needed. Before the lesson Assessment task: Formative Assessment Lesson Materials Alpha Version Beads Under the Cloud Mathematical goals This lesson unit is intended to help you assess how well students are able to identify patterns (both linear

More information

Language Arts Literacy Areas of Focus: Grade 6

Language Arts Literacy Areas of Focus: Grade 6 Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their

More information

OBJECTIVES. The BIG Idea. How do I register for the ACT? What do I need to know for the test day? ACT Registration

OBJECTIVES. The BIG Idea. How do I register for the ACT? What do I need to know for the test day? ACT Registration ACT Registration 3 Taking Tests The BIG Idea How do I register for the ACT? What do I need to know for the test day? AGENDA Approx. 45 minutes I. Warm Up: ACTing Ahead (5 minutes) II. ACT Registration

More information

7 th Grade STAAR Writing Camp

7 th Grade STAAR Writing Camp 7 th Grade STAAR Writing Camp The objective for this writing camp is for students to determine whether the prompt is a narrative or expository prompt. Students will analyze and compose essays based on

More information

Grading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the

Grading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the READING 1.) Reads at grade level. 1 st Student has achieved reading success at Level 14-H or above. Student has achieved reading success at Level 10-F or 12-G. Student has achieved reading success at Level

More information

Crafting an Argument. Students need to know how to state facts and express their opinions. Organized, Well-Supported, Convincing

Crafting an Argument. Students need to know how to state facts and express their opinions. Organized, Well-Supported, Convincing Crafting an Argument Organized, Well-Supported, Convincing Students need to know how to state facts and express their opinions effectively so that they can positively contribute to classroom conversations

More information

Test Specifications for Written Composition

Test Specifications for Written Composition Minnesota Graduation-Required Assessments for Diploma (GRAD) Test Specifications for Written Composition August 16, 2010 MINNESOTA DEPARTMENT OF EDUCATION GRAD Test Specifications for Written Composition

More information

A Guide for Educators of English Language Learners

A Guide for Educators of English Language Learners A Guide for Educators of English Language Learners "The struggle for justice does not end when the school bell rings" Table of Contents Section 1: A General Overview of ELL Education K-12 in New York City

More information

Learning From Lectures:

Learning From Lectures: Learning From Lectures: A Guide to University Learning Learning Services University of Guelph Table of Contents Student Guide:... 3 University Lectures... 3 Preparing for Lectures... 4 Laptop Pros & Cons...

More information

Grade 6: Module 1: Unit 2: Lesson 19 Peer Critique and Pronoun Mini-Lesson: Revising Draft Literary Analysis

Grade 6: Module 1: Unit 2: Lesson 19 Peer Critique and Pronoun Mini-Lesson: Revising Draft Literary Analysis Grade 6: Module 1: Unit 2: Lesson 19 Revising Draft Literary Analysis This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content

More information

Learning Style Inventory

Learning Style Inventory Learning Style Inventory To better understand how you prefer to learn and process information, place a check in the appropriate space after each statement below, then use the scoring directions at the

More information

Reading Strategies by Level. Early Emergent Readers

Reading Strategies by Level. Early Emergent Readers The charts below were created as a common language for teachers and students in the Wallingford Public Schools in kindergarten through eighth grade. The level of the chart selected for use in the classroom

More information

Scenario 2: Assessment Practices. Subject Matter: Interactive Communication. Acquiring and Presenting Cultural Information.

Scenario 2: Assessment Practices. Subject Matter: Interactive Communication. Acquiring and Presenting Cultural Information. Task 1: Principles of Content-Specific and Developmentally Appropriate Pedagogy for Single Subject In Task 1: Principles of Content-Specific and Developmentally Appropriate Pedagogy includes four scenarios.

More information

STUDENT S PACKET FOR THE SCIENCE FAIR PROJECT

STUDENT S PACKET FOR THE SCIENCE FAIR PROJECT STUDENT S PACKET FOR THE SCIENCE FAIR PROJECT SCIENCE PROJECT STEPS 1. Choose a topic. Be sure it interests you. Don t pick one because you think it will be easy. Talk it over with your parents and when

More information

Unit Map 2011-2012 Columbia University Teachers College Collaboration / Writing* / Kindergarten (Elementary School)

Unit Map 2011-2012 Columbia University Teachers College Collaboration / Writing* / Kindergarten (Elementary School) Unit Map 2011-2012 Columbia University Teachers College Collaboration / Writing* / Kindergarten (Elementary School) June 21, 2011, 9:13AM Unit 01 Launching The Writing Workshop (Week 1, 4 Weeks) Unit Rationale

More information

Muhammad Ali Presents Go the Distance! Aligns to Title I, Part A. June 2007 1

Muhammad Ali Presents Go the Distance! Aligns to Title I, Part A. June 2007 1 11 Muhammad Ali Presents Go the Distance! Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic

More information

Practical Study Tips

Practical Study Tips Please read and inform student-athletes about this information Practical Study Tips Set Goals Setting goals helps you decide what is important, gives you a plan for success, and keeps you focused. Setting

More information

ELL/SDAIE Strategies Instructional Strategies used throughout the year:

ELL/SDAIE Strategies Instructional Strategies used throughout the year: ELL/SDAIE Strategies Instructional Strategies used throughout the year: Anticipatory KWL Chart - Before reading a selection, hearing a selection or viewing a video students are asked to complete the first

More information

Early School Readiness Series Preparing Children for Kindergarten: Learning Centers

Early School Readiness Series Preparing Children for Kindergarten: Learning Centers Early School Readiness Series Preparing Children for Kindergarten: Learning Centers Rimm-Kaufman, Pianta, and Cox reported in 2000 that 40% of young children were simply unprepared for the demands of kindergarten

More information

Differentiated Instruction

Differentiated Instruction Differentiated Instruction In any classroom, students will have a range of abilities, needs and interests. Differentiated instruction is any instructional strategy that recognizes and supports individual

More information

Tips for Working With ELL Students

Tips for Working With ELL Students Session One: Increasing Comprehensibility One goal for every teacher working with ELL students is to increase comprehensibility. In other words, to increase understanding or make course content more intelligible.

More information

Where are the Cookies?

Where are the Cookies? Grades 4-6 Mathematics Formative Assessment Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Field- tested by Kentucky Mathematics Leadership Network Teachers If

More information

Integrating the Common Core Standards into the Music Curriculum

Integrating the Common Core Standards into the Music Curriculum Place Photo Here, Otherwise Delete Box Integrating the Common Core Standards into the Music Curriculum Tom L. Foust January 24 th, 2013 Illinois Music Educators Conference Peoria, Illinois What is the

More information

n Starter n The Paper Flow n What? When? n Create a System n Conclusion n Questions for Assessment

n Starter n The Paper Flow n What? When? n Create a System n Conclusion n Questions for Assessment Lesson getting Organized A G E N D A n Starter n The Paper Flow n What? When? n Create a System n Conclusion n Questions for Assessment Objectives Students will examine ways to organize information and

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

More information

Grade 4: Module 1B: Unit 3: Lesson 11 Writing the Essay: Body Paragraph

Grade 4: Module 1B: Unit 3: Lesson 11 Writing the Essay: Body Paragraph Grade 4: Module 1B: Unit 3: Lesson 11 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name

More information

Teaching Place Value in First Grade: A Resource Guide

Teaching Place Value in First Grade: A Resource Guide Teaching Place Value in First Grade: A Resource Guide Ivygail Abella Fall 2012 1 Table of Content Introduction... 3 Rationale.. 4 Project Goal. 5 Professional Question... 6 Professional and Common Core

More information

Students will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify

Students will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify Sixth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process

More information

Technology Integration Learning Plan: Fostering Authentic Writing through Blogging in the Classroom

Technology Integration Learning Plan: Fostering Authentic Writing through Blogging in the Classroom Technology Integration Learning Plan: Fostering Authentic Writing through Blogging in the Classroom I. Overview: This unit will address students understanding, performance, and achievement in literacy

More information

How To Proofread

How To Proofread GRADE 8 English Language Arts Proofreading: Lesson 6 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and all information

More information

Before we get started

Before we get started Continuous Program Improvement (CPI) CPI Support Call Analyzing CPI Qualitative Data Wednesday February 11 th & Thursday February 12 th, 2009 ETR Associates BA Laris, Lisa Unti, Kris Freiwald, Gina Lepore

More information

Teaching Writing to Students with Learning Disabilities by Bruce Johnson

Teaching Writing to Students with Learning Disabilities by Bruce Johnson Teaching Writing to Students with Learning Disabilities by Bruce Johnson In order to meet the needs of students with learning disabilities, I have made some changes in the way I teach writing to composition

More information

Literacy Place for the Early Years Evidence-Based Research K 3

Literacy Place for the Early Years Evidence-Based Research K 3 Literacy Place for the Early Years Evidence-Based Research K 3 Table of Contents Page Daily Challenges for Teachers 2 Literacy Place for the Early Years 2 Literacy Place for the Early Years Evidence-Based

More information

Working individually, read each statement on the anticipation guide and check off responses.

Working individually, read each statement on the anticipation guide and check off responses. ANTICIPATION GUIDE What we already know determines to a great extent what we will pay attention to, perceive, learn, remember, and forget. (Woolfolk, 1998) An Anticipation Guide is a series of questions

More information

Reading Comprehension: 1. "Click or Clunk?": A Student Comprehension Self-Check: Step 1: Tell students that they will be

Reading Comprehension: 1. Click or Clunk?: A Student Comprehension Self-Check: Step 1: Tell students that they will be Research Based Interventions/Strategies The following interventions/strategies are broken into Reading Comprehension, Reading Fluency, Math Computation, and Math Reasoning. These are examples, not a list

More information