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Best Practices Writing Grades 3-5
Best Practices Writing Grades 3-5
Best Practices Writing Grades 3-5
Best Practices Writing Grades 3-5
Best Practices Writing Grades 3-5
Best Practices Writing Grades 3-5
Best Practices Writing Grades 3-5
Best Practices Writing Grades 3-5
Best Practices Writing Grades 3-5
Best Practices Writing Grades 3-5
Best Practices Writing Grades 3-5
Best Practices Writing Grades 3-5
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Best Practices Writing Grades 3-5

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  • 1.  
  • 2. <ul><li>Explicitly and systematically teaching steps necessary for </li></ul><ul><ul><li>Planning </li></ul></ul><ul><ul><li>Revising </li></ul></ul><ul><ul><li>And/or editing text </li></ul></ul><ul><li>Goal: teach students to use independently </li></ul>.82
  • 3. <ul><li>I hear and I forget. I see and I remember. I do and I understand. </li></ul>
  • 4. <ul><li>Can be reordered, combined, modified, and repeated, based on students need. </li></ul><ul><li>Develop background knowledge </li></ul><ul><li>Discuss it </li></ul><ul><li>Model it </li></ul><ul><li>Memorize it </li></ul><ul><li>Support it </li></ul><ul><li>Independent performance </li></ul>
  • 5. <ul><li>Purpose: </li></ul><ul><ul><li>Students will successfully understand, learn, and apply the strategy. </li></ul></ul><ul><li>Teachers must identify the prerequisite skills needed </li></ul><ul><li>Assess whether students possess these skills. </li></ul><ul><ul><li>If skill deficits are identified, can be address either by reteaching, accommodations, or modifications. </li></ul></ul>
  • 6. <ul><li>Purpose: </li></ul><ul><ul><li>Ensure that students are motivated and willing to learn new strategy </li></ul></ul><ul><li>How: </li></ul><ul><ul><li>Examine and discuss their current writing performance & perceptions of writing process. </li></ul></ul><ul><ul><li>Foundational to discuss purpose of strategy </li></ul></ul><ul><ul><li>Establish goals </li></ul></ul><ul><ul><li>At conclusion of this stage, steps for strategy introduced </li></ul></ul>
  • 7. <ul><li>Purpose: </li></ul><ul><ul><li>Show exactly how to use strategy </li></ul></ul><ul><li>Most effective when teachers use “think-aloud” & highlight the “why” and “how” of each strategy. </li></ul><ul><li>After strategy is modeled, students should have time to discuss benefits & challenges </li></ul><ul><li>Establish specific product goals </li></ul>
  • 8. <ul><li>Purpose: </li></ul><ul><ul><li>Students become familiar enough to the steps in the strategy that they can use automatically. </li></ul></ul><ul><li>Fastest step </li></ul><ul><li>Effective when memorization is fun! </li></ul><ul><li>For students who struggle to memorize </li></ul><ul><ul><li>Prompts (cards) </li></ul></ul>
  • 9. <ul><li>Purpose: </li></ul><ul><ul><li>Students gradually assume responsibility for using the new strategy </li></ul></ul><ul><li>Effective when teachers </li></ul><ul><ul><li>scaffold instruction </li></ul></ul><ul><ul><li>Cooperative peer groups </li></ul></ul><ul><ul><li>Provide frequent constructive feedback </li></ul></ul><ul><ul><li>Offer positive reinforcement </li></ul></ul><ul><li>Most students should be independently using strategy after 2-4 collaborative scaffold experiences. </li></ul>
  • 10. <ul><li>Purpose: </li></ul><ul><ul><li>Ensure students consistently use strategy over time, in multiple settings, and with variety of tasks. </li></ul></ul><ul><li>Generalization and maintenance is achieved by </li></ul><ul><ul><li>Students recognize how strategy improves their writing. </li></ul></ul><ul><ul><li>Identify where else it would be beneficial </li></ul></ul><ul><ul><li>How to modify it </li></ul></ul>
  • 11.  
  • 12. <ul><li>In groups </li></ul><ul><li>Pick the strategy TREE or DARE </li></ul><ul><li>Develop a lesson plan including one or two stages </li></ul><ul><ul><li>Resource: reflect back on 5 th grade story or model </li></ul></ul><ul><li>Be prepared to share lesson with whole group. </li></ul>

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