Authoring cycle
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The document outlines the authoring cycle or writing process, which includes generating ideas from personal experiences, drafting, revising with author's circles, editing conventions, and publishing the final work. It emphasizes starting with students' own experiences, using mini-lessons and modeling to teach genres and techniques, and having students work through multiple drafts with peer feedback before final editing and publication. The goal is to help students improve their writing and view themselves as authors through this recursive process.
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Visit http://www.danroam.com/draw-to-win and learn more about my newest book 'Draw to Win'
Like me on Facebook: http://facebook.com/danroamhq/
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M. mortimer ncmsa- engaging reluctant and struggling students in ms
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1. The document discusses the Great Books Shared Inquiry method for engaging middle school students in discussions about short stories and developing their reading comprehension, critical thinking, and writing skills.
2. It provides an overview of a sample unit on the short story "Wolf" and includes discussion questions, pre-reading and post-reading activities, and the teacher's role in facilitating discussions through questioning.
3. It addresses how the Shared Inquiry method can benefit both teachers and students by shifting the way reading and writing are taught, allowing for differentiation, and developing students' independent thinking and 21st century skills.Engaging Reluctant and Struggling Students in Middle School
Engaging Reluctant and Struggling Students in Middle SchoolNorth Carolina Association for Middle Level Education
1. The document discusses the Great Books Shared Inquiry method for engaging middle school students in discussions about short stories and developing their reading comprehension, critical thinking, and writing skills.
2. It provides an overview of a sample unit on the short story "Wolf" and includes discussion questions, pre-reading and post-reading activities, and the teacher's role in facilitating discussions through questioning.
3. It addresses how the Shared Inquiry method can benefit both teachers and students by shifting the way teaching is done to develop independent learners and thinkers while meeting standards.Buried Treasures
This document discusses conferencing and sharing during writing workshop. It provides details on the different types of conferences (individual, small group, whole class) and their purposes. Conferences should focus on one aspect of the writer's work, provide feedback, and teach strategies to improve writing. Sharing allows students to celebrate writing and get peer feedback. Record keeping is important for tracking student progress and planning future instruction. The goal is for students to become independent writers through writing talk during conferences.
Nonfiction Research Units of Study
This document provides information about implementing a Writer's Workshop model in the classroom. It discusses the key components of Writer's Workshop including a 10 minute minilesson, 40 minutes for independent writing and conferencing, and a 10 minute sharing period. The minilesson should provide explicit instruction on writing skills and strategies. During independent writing time, students work on their own writing with teacher conferencing and small groups. Sharing allows students to celebrate their work. The document also provides examples of minilesson topics and guidelines for setting up a supportive classroom environment.
Non fiction workshop ns
This document provides guidance for teaching research and writing skills using a Writer's Workshop model. It outlines the key components of Writer's Workshop including mini-lessons, independent writing time, conferencing, and sharing. It also discusses teaching research skills using frameworks like the Big 6 and Super 3 models. Teachers are encouraged to develop lesson plans that integrate research into the Writer's Workshop using both traditional and digital resources and presentations.
Literature Circles 2011 Summer VAT Meeting
Literature circles involve students reading the same novel or story independently and meeting periodically in small groups to discuss what they've read. During these meetings, students take on different roles like discussion director, vocabulary enricher, or literary luminary to enhance comprehension and promote collaboration. The document provides examples of basic literature circle models where students choose books, read independently, and meet weekly to discuss in their groups. It also describes a talking stick model where students use popsicle sticks to regulate discussion turns. Overall, literature circles allow students to read independently yet still engage in meaningful discussions about texts.
Syllabus 10 Spring 2016
This document provides an overview and syllabus for an English 10: Accelerated Academic Literacy course at California State University, Fresno. The course aims to develop students' abilities as readers and writers to participate in academic and public conversations. It will focus on analytical thinking, reading methods, writing processes, and joining various literacy communities. Students will complete reading responses, four formal writing projects, and midterm and final portfolios. Class participation, online writing labs, assignments, and the final portfolio will determine grades. The course policies outline attendance, late work, academic integrity, and computer requirements.
Literacy and la mini-lessons craft and convention
This document discusses teaching craft and convention through mini-lessons. It defines conventions as customary editing of writing for clarity, including spelling, grammar, punctuation, formatting, and organization. Conventions provide clarity for both readers and writers. Mini-lessons are introduced to teach conventions in an early, digestible way through collaboration, checklists, analyzing examples, and revising own work. Mentor texts from established writers can be observed by children to implicitly learn good writing practices.
Amherst 8 09
This document summarizes a workshop on teaching reading using a workshop model. It discusses the goals of implementing a reading workshop, including using a balanced approach with both overt instruction and situated practice. Key elements of the reading workshop model are explored, such as modeling, coaching, scaffolding, articulation, reflection and exploration. Structures to support reading development, such as read alouds, guided reading, conferring and strategy groups are also outlined.
Scaffolding Student Research & Writing in Higher Education
Scaffolding student research and writing: A win-win solution. Workshop prepared for the Writing Across the Curriculum Institute.
Writing for success
The document provides information about the writing process and different writing genres used in elementary school. It outlines a weekly writing schedule that includes brainstorming, drafting, editing, revising, and publishing. It also describes various writing forms like personal writing, expository writing, narrative writing, descriptive writing, persuasive writing, and poetry. Rubrics for kindergarten, 1st/2nd grade, and intermediate levels are included to assess student writing.
Independent reading
The document discusses the structure and purpose of independent reading time in the classroom. It provides details on how teachers can conduct mini-lessons, conferences with students, and sharing sessions. The main goals of independent reading are to give students practice with reading strategies and responsibility for their own reading growth through teacher conferences, selecting "just-right" books, and developing reading habits.
Differentiating the writing process for ell writers
The document provides tips and strategies for teaching writing. It discusses using mentor texts to expose students to good writing examples, annotating texts to increase comprehension, and stretching out the writing process by taking smaller steps and slowing down. The document also addresses including language instruction, guiding students through drafting, teaching the difference between right and wrong, and giving specific feedback on writing.
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Incorporating writer’s workshop into the elementary classroom
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M. mortimer ncmsa- engaging reluctant and struggling students in ms
M. mortimer ncmsa- engaging reluctant and struggling students in ms
Engaging Reluctant and Struggling Students in Middle School
Engaging Reluctant and Struggling Students in Middle School
Scaffolding Student Research & Writing in Higher Education
Scaffolding Student Research & Writing in Higher Education
Differentiating the writing process for ell writers
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