This document provides a summary of Robyn Raymer's educational writing and teaching experience. She has over 15 years of experience writing educational materials, assessments, textbooks, and teacher guides across various subjects and grade levels. Her work has focused on aligning materials with state and Common Core standards. She has extensive freelance experience and has also worked in-house for several educational publishing companies.
This document provides a summary of Robyn Raymer's extensive experience as an educational writer and teacher. She has over 15 years of experience writing standardized test preparation materials, textbooks, lessons, and other educational content across various subjects and grade levels. Her roles have included revising textbooks, writing test items, developing lessons, and correlating materials to educational standards. She has worked as both a freelance writer and in-house writer/editor for many educational publishing companies.
Teaching the Six Traits Holly Bembridge FINALHolly Bembridge
This document summarizes a study that examined the impact of explicit instruction in the six traits of writing model on middle school English language learner students' writing achievement and confidence. The study involved 35 7th grade students, with 18 students receiving six-trait writing instruction for two periods per week over eight weeks, while 17 students did not receive this instruction. While results showed increased confidence for students receiving instruction, this was not statistically significant. However, results did show a statistically significant improvement in writing achievement for students receiving six-trait instruction. The document provides background on the six traits model and reviews previous research supporting its effectiveness in improving student writing.
Warren Merkel has extensive experience in teaching English as a foreign language and second language writing. He is currently a PhD candidate at the University of Iowa, where he is a writing tutor, teaching assistant, and research assistant. His dissertation and research focus on academic writing challenges faced by undergraduate English language learners, specifically regarding integrating sources and avoiding plagiarism. He has received several awards for his research and presentations.
This article provides an overview of existing instruments measuring self-efficacy for English language learning in both first and second language acquisition fields and their reliability and validity evidence. It also describes the development and use of the Questionnaire of English Language Self-Efficacy (QESE) scale, designed specifically for English language learners (ELLs), and presents an overview of the research findings from empirical studies related to its psychometric properties. A growing body of literature has begun to document encouraging evidence of ELL students’ self-efficacy belief measures and the utility of the QESE in particular. The information pertaining to the QESE is quite encouraging from measurement perspectives and fills the gap in the literature by providing a reliable and valid instrument to measure ELLs’ self-efficacy in various cultures. This paper concludes with evidence for internal consistency, test-retest reliability, structural, generalizability, and external aspects of the construct validity of the QESE. This paper contributes to the growing interest in these skills by reviewing the measures of self-efficacy in the field of second-language acquisition and the findings of empirical research on the development and use of a self-efficacy scale for ELLs.
This curriculum vita summarizes the education and professional experience of Christine Thompson. She holds an Ed.D. in Curriculum and Instruction from Tennessee State University and has over 20 years of experience in K-12 education. Her areas of expertise include teaching writing, literacy, and conducting professional development workshops for teachers. She has presented at numerous state, national, and international conferences.
edTPA Online Module 6. Addressing English Language Learnerslhbaecher
This document provides an overview of Module 6 which addresses English Language Learners (ELLs). The objectives are to orient readers to legal mandates regarding ELL services, describe ESL instructional models in NYC schools, provide an overview of types of ELLs teachers may encounter, discuss myths and realities of second language learning, and point to strategies for supporting ELLs' academic access. It summarizes key aspects of identifying and testing ELLs, the legal history around ELL rights/services, national ELL population trends including a high poverty rate, the persistent achievement gap faced by ELLs, and the need to make academic content accessible for ELLs.
Grammar for writing academic language and the eld standardsRossanna Vilardo
This document analyzes the English Language Development (ELD) Standards adopted by the California Department of Education to identify the genres of writing and grammatical features expected of English language learners at different grade levels and proficiency levels. The author finds that while the ELD Standards outline various genres students are expected to write, they provide little guidance on grammatical development. The report aims to address this by outlining "pathways" of genres in developmental sequences and identifying the key grammatical features of each genre to help teachers focus their writing instruction. Tables compare the genres in the ELD and English-Language Arts standards at different grade levels. The report argues a focus on genres and their linguistic features provides the best basis for explicit attention to developing
This document provides a summary of Robyn Raymer's extensive experience as an educational writer and teacher. She has over 15 years of experience writing standardized test preparation materials, textbooks, lessons, and other educational content across various subjects and grade levels. Her roles have included revising textbooks, writing test items, developing lessons, and correlating materials to educational standards. She has worked as both a freelance writer and in-house writer/editor for many educational publishing companies.
Teaching the Six Traits Holly Bembridge FINALHolly Bembridge
This document summarizes a study that examined the impact of explicit instruction in the six traits of writing model on middle school English language learner students' writing achievement and confidence. The study involved 35 7th grade students, with 18 students receiving six-trait writing instruction for two periods per week over eight weeks, while 17 students did not receive this instruction. While results showed increased confidence for students receiving instruction, this was not statistically significant. However, results did show a statistically significant improvement in writing achievement for students receiving six-trait instruction. The document provides background on the six traits model and reviews previous research supporting its effectiveness in improving student writing.
Warren Merkel has extensive experience in teaching English as a foreign language and second language writing. He is currently a PhD candidate at the University of Iowa, where he is a writing tutor, teaching assistant, and research assistant. His dissertation and research focus on academic writing challenges faced by undergraduate English language learners, specifically regarding integrating sources and avoiding plagiarism. He has received several awards for his research and presentations.
This article provides an overview of existing instruments measuring self-efficacy for English language learning in both first and second language acquisition fields and their reliability and validity evidence. It also describes the development and use of the Questionnaire of English Language Self-Efficacy (QESE) scale, designed specifically for English language learners (ELLs), and presents an overview of the research findings from empirical studies related to its psychometric properties. A growing body of literature has begun to document encouraging evidence of ELL students’ self-efficacy belief measures and the utility of the QESE in particular. The information pertaining to the QESE is quite encouraging from measurement perspectives and fills the gap in the literature by providing a reliable and valid instrument to measure ELLs’ self-efficacy in various cultures. This paper concludes with evidence for internal consistency, test-retest reliability, structural, generalizability, and external aspects of the construct validity of the QESE. This paper contributes to the growing interest in these skills by reviewing the measures of self-efficacy in the field of second-language acquisition and the findings of empirical research on the development and use of a self-efficacy scale for ELLs.
This curriculum vita summarizes the education and professional experience of Christine Thompson. She holds an Ed.D. in Curriculum and Instruction from Tennessee State University and has over 20 years of experience in K-12 education. Her areas of expertise include teaching writing, literacy, and conducting professional development workshops for teachers. She has presented at numerous state, national, and international conferences.
edTPA Online Module 6. Addressing English Language Learnerslhbaecher
This document provides an overview of Module 6 which addresses English Language Learners (ELLs). The objectives are to orient readers to legal mandates regarding ELL services, describe ESL instructional models in NYC schools, provide an overview of types of ELLs teachers may encounter, discuss myths and realities of second language learning, and point to strategies for supporting ELLs' academic access. It summarizes key aspects of identifying and testing ELLs, the legal history around ELL rights/services, national ELL population trends including a high poverty rate, the persistent achievement gap faced by ELLs, and the need to make academic content accessible for ELLs.
Grammar for writing academic language and the eld standardsRossanna Vilardo
This document analyzes the English Language Development (ELD) Standards adopted by the California Department of Education to identify the genres of writing and grammatical features expected of English language learners at different grade levels and proficiency levels. The author finds that while the ELD Standards outline various genres students are expected to write, they provide little guidance on grammatical development. The report aims to address this by outlining "pathways" of genres in developmental sequences and identifying the key grammatical features of each genre to help teachers focus their writing instruction. Tables compare the genres in the ELD and English-Language Arts standards at different grade levels. The report argues a focus on genres and their linguistic features provides the best basis for explicit attention to developing
Identifying gaps in academic writing of esl studentsRosmah Mustaffa
The document summarizes a study that investigated gaps in academic writing skills among ESL students in a foundation studies program. The study examined 206 students' perceptions of and challenges with academic writing. It identified common errors in students' writing and proposed techniques to support student writing. Key findings included that most students enjoyed writing tasks but many were unable to self-evaluate their work. The study aimed to develop instructional strategies to improve ESL students' academic writing abilities.
Identifying gaps in academic writing of esl studentsRosmah Mustaffa
The document summarizes a study that investigated gaps in academic writing skills among English as a Second Language (ESL) students in a foundation studies program. The study examined 206 students' perceptions of academic writing challenges through feedback forms and analyzed students' writing assignments and instructor reflections to identify common errors. Key findings were that most students enjoyed writing tasks and working with peers to develop ideas, though many were unable to adequately evaluate their own work. The study aims to propose instructional strategies to better support ESL students' academic writing development.
A Second Look at Student-Initiated Feedback in Foreign Language Writing Melanie Gonzalez
This study examined student-initiated feedback during writing workshops in beginning French classes over two semesters. The researchers found that students predominantly asked linguistic questions about vocabulary and syntax. Students also often asked undirected questions seeking confirmation that their work was correct. Overall, students felt the feedback helped them complete their writing tasks and learn. The high proportion of linguistic questions may reflect the students' low proficiency level. Further research could examine students at higher levels and focus on one class over time.
English teaching academic esl writing practical techniques in vocabulary an...Roger B Rueda
This chapter discusses the importance of teaching academic writing skills to non-native English speakers (NNS) in university contexts. It notes the large numbers of international and immigrant students enrolled in US colleges and universities, highlighting the need for effective instruction. The chapter outlines some key assumptions of the book, including that: 1) Learning academic writing in an L2 is different than in an L1; 2) Teaching L2 writing similarly to L1 is ineffective; 3) Academic writing requires different skills than personal or conversational writing; and 4) Focused instruction in academic vocabulary, grammar and discourse is essential for L2 writing development.
The researcher's background and commonalities amongst participants would be discussed in the Methodology section of the article. This section describes how the study was conducted, including important details about the participants and research context.
Charles M. Russell Middle School of the Performing Arts and Sciences in Colorado Springs, Colorado has experienced academic success through implementing Positive Behavior Interventions and Supports (PBIS) and Response to Intervention (RTI) programs. The school serves 758 students in grades 6-8, with over 50% identifying as white and 25% Hispanic. Strategies contributing to the school's designation as a "School to Watch" include integrating PBIS, RTI, and character education programs, setting academic goals with students, and providing tiered classes and support in core subjects. The school focuses on rigor, relevance, relationships, respect, and responsibility.
This document provides definitions for 40 ESOL strategies coded S-1 through S-40. The strategies include techniques such as using simplified language, categorizing vocabulary, using centers, role playing, games, illustrations, peer tutoring, providing cues, repetition, researching and activating prior knowledge. The strategies are intended to help English language learners by making input more comprehensible and promoting language acquisition through varied interactive activities.
Language Objectives Framework WorksheetLaura Lukens
This document provides guidance on creating language objectives to support English Language Learners in elementary classrooms. It lists common language functions, forms, and scaffolds that teachers can draw from to develop objectives aligned with content-area lessons. An example is provided for creating an objective about explaining the characteristics of a coral reef. Teachers are guided to consider the language skills needed and supports needed by ELLs, such as using frames, graphic organizers, or partner work.
The document summarizes an inquiry project on supporting English language learners' mathematical understanding through comprehension of word problems. It describes teaching strategies used over multiple rounds, including story element questions, graphic organizers, and explicit language instruction. Data was collected on students' language skills, literacy skills, and mathematical thinking. Analysis showed students needed more scaffolding initially. Later rounds saw more limited progress or progress toward goals. The next steps outlined continuing graphic organizers but changing questions, doing more partner and group discussions, and introducing important language as an ongoing resource.
Annette Woolard is an experienced English teacher seeking a new teaching position. She has over 12 years of experience teaching 9th-12th grade English at Halifax County High School in Virginia. She is licensed to teach in Virginia through 2017. Her teaching experience includes developing lesson plans, differentiating instruction, and preparing students for standardized tests. She also has experience teaching college-level remedial English and serving on various curriculum development committees. In her spare time, she enjoys participating in local theater productions. She provides strong references from her current and former supervisors who can attest to her teaching abilities.
Brad Lenser has over 20 years of experience in education including as a teacher, assessment editor, curriculum developer, and page layout technician. He is skilled in writing test items, developing curriculum, and designing technology-enhanced assessments. Currently he is looking for opportunities to develop educational software and interactive learning tools for students.
Dawn Mendoza has over 20 years of experience in academia. She received her PhD in English from Tufts University and currently works as the Writing Center Director and Writing Program Administrator at Dean College. In these roles, she oversees tutoring services, faculty training, and writing program development. Previously, she held positions at Simmons College and Bentley College directing writing centers and writing programs and teaching composition courses. She has presented her work at numerous conferences and published on topics related to tutoring, writing centers, and Latino literature.
Kim J. Palmore is an instructor of English at De Anza College who holds a Ph.D. in English from UC Riverside. She has over 10 years of experience teaching composition and literature courses at the university level. Her areas of scholarly focus include gender construction and identity expression in literature. She has published work on these topics and is currently working on a piece about transgender articulations in certain authors.
Richelle Acosta is an experienced instructor with expertise in curriculum development and literacy. She has over 20 years of experience teaching K-12 and higher education courses in reading, literacy, and education. She is dedicated to adapting her teaching methods to various learning styles and promoting critical thinking and lifelong learning.
Timothy J. Riley has over 20 years of experience in education. He holds a Master's in English and Secondary Education and has taught English at the high school, community college, and university levels. His teaching experience includes both traditional and online courses in composition, literature, journalism, and technical writing. Riley has also worked as a substitute teacher, educational aid, writing center consultant, and freelance writer. He remains actively involved in his professional field through committee work and presentations.
Emily Alt is a nationally board certified English and history teacher with 12 years of classroom experience. She has served as an English and history teacher, department chair, and grade level leader at several schools. She developed Common Core aligned curriculum and promoted literacy. She has extensive experience developing curriculum and leading departments, as well as collaborating across subjects and supporting all students.
This document outlines the syllabus for an AP English Language and Composition course. The course focuses on developing students' skills in both reading and writing rhetoric through analyzing various texts and applying rhetorical techniques to their own writing. Students will read both fiction and nonfiction works and engage in both formal and informal writing assignments. The goal is to prepare students for success in a college freshman composition course and on the AP exam through close analysis of model essays and applying concepts like rhetorical devices, organization, and textual support to their own writing. Students will write in multiple formats and receive feedback to improve their skills in developing a mature prose style.
Leslie A. Dupont has extensive experience teaching writing at the University of Arizona and other institutions, holding positions such as Coordinator of the Graduate Writing Institute and Instructional Specialist with the Writing Skills Improvement Program. She has a PhD in Rhetoric, Composition, and Teaching English from the University of Arizona and teaches online writing courses for secondary students through Johns Hopkins University's Center for Talented Youth. Dupont has published textbooks and articles, presented at numerous conferences, and provided workshops on various aspects of writing, research, and teaching.
Lisa King is a freelance writer, editor, and project manager specializing in K-12 educational content. She has over 10 years of experience developing supplemental lessons, passages, assessments, and online content aligned to Common Core standards for various publishers. Her background includes writing nursing content and working as a certified K-12 teacher. She is proficient in educational authoring platforms and has managed numerous projects involving textbooks, workbooks, and interactive content across subjects.
This document provides information about assessments for the World Languages Department of the New Haven Public Schools. It outlines the assessment plan for levels I and II, including quarterly exams, performance tasks, and rubrics. The quarterly exams assess interpretive listening and reading skills, while performance tasks evaluate interpersonal speaking, writing, and presentational skills. Data from assessments will be used to track student progress, department goals, and identify areas for improvement. Middle and high school have different assessment schedules. The document provides details on preparing and administering each assessment type.
Naomi Tsai is a senior at the University of Pennsylvania studying English with a focus on creative writing. She has worked in a variety of roles including as a writing tutor, teacher, research assistant, and editor. Her resume demonstrates strong academic performance as well as significant community service and work experience in education.
This curriculum vitae summarizes John L. Holland's educational background and professional experience in teaching composition and English as a second language. He has a Master's in English from San Francisco State University and over 15 years of experience teaching various writing and grammar courses at SFSU and other institutions. Recently he has focused on redesigning courses to incorporate more online elements and peer feedback using tools like Eli Review.
Identifying gaps in academic writing of esl studentsRosmah Mustaffa
The document summarizes a study that investigated gaps in academic writing skills among ESL students in a foundation studies program. The study examined 206 students' perceptions of and challenges with academic writing. It identified common errors in students' writing and proposed techniques to support student writing. Key findings included that most students enjoyed writing tasks but many were unable to self-evaluate their work. The study aimed to develop instructional strategies to improve ESL students' academic writing abilities.
Identifying gaps in academic writing of esl studentsRosmah Mustaffa
The document summarizes a study that investigated gaps in academic writing skills among English as a Second Language (ESL) students in a foundation studies program. The study examined 206 students' perceptions of academic writing challenges through feedback forms and analyzed students' writing assignments and instructor reflections to identify common errors. Key findings were that most students enjoyed writing tasks and working with peers to develop ideas, though many were unable to adequately evaluate their own work. The study aims to propose instructional strategies to better support ESL students' academic writing development.
A Second Look at Student-Initiated Feedback in Foreign Language Writing Melanie Gonzalez
This study examined student-initiated feedback during writing workshops in beginning French classes over two semesters. The researchers found that students predominantly asked linguistic questions about vocabulary and syntax. Students also often asked undirected questions seeking confirmation that their work was correct. Overall, students felt the feedback helped them complete their writing tasks and learn. The high proportion of linguistic questions may reflect the students' low proficiency level. Further research could examine students at higher levels and focus on one class over time.
English teaching academic esl writing practical techniques in vocabulary an...Roger B Rueda
This chapter discusses the importance of teaching academic writing skills to non-native English speakers (NNS) in university contexts. It notes the large numbers of international and immigrant students enrolled in US colleges and universities, highlighting the need for effective instruction. The chapter outlines some key assumptions of the book, including that: 1) Learning academic writing in an L2 is different than in an L1; 2) Teaching L2 writing similarly to L1 is ineffective; 3) Academic writing requires different skills than personal or conversational writing; and 4) Focused instruction in academic vocabulary, grammar and discourse is essential for L2 writing development.
The researcher's background and commonalities amongst participants would be discussed in the Methodology section of the article. This section describes how the study was conducted, including important details about the participants and research context.
Charles M. Russell Middle School of the Performing Arts and Sciences in Colorado Springs, Colorado has experienced academic success through implementing Positive Behavior Interventions and Supports (PBIS) and Response to Intervention (RTI) programs. The school serves 758 students in grades 6-8, with over 50% identifying as white and 25% Hispanic. Strategies contributing to the school's designation as a "School to Watch" include integrating PBIS, RTI, and character education programs, setting academic goals with students, and providing tiered classes and support in core subjects. The school focuses on rigor, relevance, relationships, respect, and responsibility.
This document provides definitions for 40 ESOL strategies coded S-1 through S-40. The strategies include techniques such as using simplified language, categorizing vocabulary, using centers, role playing, games, illustrations, peer tutoring, providing cues, repetition, researching and activating prior knowledge. The strategies are intended to help English language learners by making input more comprehensible and promoting language acquisition through varied interactive activities.
Language Objectives Framework WorksheetLaura Lukens
This document provides guidance on creating language objectives to support English Language Learners in elementary classrooms. It lists common language functions, forms, and scaffolds that teachers can draw from to develop objectives aligned with content-area lessons. An example is provided for creating an objective about explaining the characteristics of a coral reef. Teachers are guided to consider the language skills needed and supports needed by ELLs, such as using frames, graphic organizers, or partner work.
The document summarizes an inquiry project on supporting English language learners' mathematical understanding through comprehension of word problems. It describes teaching strategies used over multiple rounds, including story element questions, graphic organizers, and explicit language instruction. Data was collected on students' language skills, literacy skills, and mathematical thinking. Analysis showed students needed more scaffolding initially. Later rounds saw more limited progress or progress toward goals. The next steps outlined continuing graphic organizers but changing questions, doing more partner and group discussions, and introducing important language as an ongoing resource.
Annette Woolard is an experienced English teacher seeking a new teaching position. She has over 12 years of experience teaching 9th-12th grade English at Halifax County High School in Virginia. She is licensed to teach in Virginia through 2017. Her teaching experience includes developing lesson plans, differentiating instruction, and preparing students for standardized tests. She also has experience teaching college-level remedial English and serving on various curriculum development committees. In her spare time, she enjoys participating in local theater productions. She provides strong references from her current and former supervisors who can attest to her teaching abilities.
Brad Lenser has over 20 years of experience in education including as a teacher, assessment editor, curriculum developer, and page layout technician. He is skilled in writing test items, developing curriculum, and designing technology-enhanced assessments. Currently he is looking for opportunities to develop educational software and interactive learning tools for students.
Dawn Mendoza has over 20 years of experience in academia. She received her PhD in English from Tufts University and currently works as the Writing Center Director and Writing Program Administrator at Dean College. In these roles, she oversees tutoring services, faculty training, and writing program development. Previously, she held positions at Simmons College and Bentley College directing writing centers and writing programs and teaching composition courses. She has presented her work at numerous conferences and published on topics related to tutoring, writing centers, and Latino literature.
Kim J. Palmore is an instructor of English at De Anza College who holds a Ph.D. in English from UC Riverside. She has over 10 years of experience teaching composition and literature courses at the university level. Her areas of scholarly focus include gender construction and identity expression in literature. She has published work on these topics and is currently working on a piece about transgender articulations in certain authors.
Richelle Acosta is an experienced instructor with expertise in curriculum development and literacy. She has over 20 years of experience teaching K-12 and higher education courses in reading, literacy, and education. She is dedicated to adapting her teaching methods to various learning styles and promoting critical thinking and lifelong learning.
Timothy J. Riley has over 20 years of experience in education. He holds a Master's in English and Secondary Education and has taught English at the high school, community college, and university levels. His teaching experience includes both traditional and online courses in composition, literature, journalism, and technical writing. Riley has also worked as a substitute teacher, educational aid, writing center consultant, and freelance writer. He remains actively involved in his professional field through committee work and presentations.
Emily Alt is a nationally board certified English and history teacher with 12 years of classroom experience. She has served as an English and history teacher, department chair, and grade level leader at several schools. She developed Common Core aligned curriculum and promoted literacy. She has extensive experience developing curriculum and leading departments, as well as collaborating across subjects and supporting all students.
This document outlines the syllabus for an AP English Language and Composition course. The course focuses on developing students' skills in both reading and writing rhetoric through analyzing various texts and applying rhetorical techniques to their own writing. Students will read both fiction and nonfiction works and engage in both formal and informal writing assignments. The goal is to prepare students for success in a college freshman composition course and on the AP exam through close analysis of model essays and applying concepts like rhetorical devices, organization, and textual support to their own writing. Students will write in multiple formats and receive feedback to improve their skills in developing a mature prose style.
Leslie A. Dupont has extensive experience teaching writing at the University of Arizona and other institutions, holding positions such as Coordinator of the Graduate Writing Institute and Instructional Specialist with the Writing Skills Improvement Program. She has a PhD in Rhetoric, Composition, and Teaching English from the University of Arizona and teaches online writing courses for secondary students through Johns Hopkins University's Center for Talented Youth. Dupont has published textbooks and articles, presented at numerous conferences, and provided workshops on various aspects of writing, research, and teaching.
Lisa King is a freelance writer, editor, and project manager specializing in K-12 educational content. She has over 10 years of experience developing supplemental lessons, passages, assessments, and online content aligned to Common Core standards for various publishers. Her background includes writing nursing content and working as a certified K-12 teacher. She is proficient in educational authoring platforms and has managed numerous projects involving textbooks, workbooks, and interactive content across subjects.
This document provides information about assessments for the World Languages Department of the New Haven Public Schools. It outlines the assessment plan for levels I and II, including quarterly exams, performance tasks, and rubrics. The quarterly exams assess interpretive listening and reading skills, while performance tasks evaluate interpersonal speaking, writing, and presentational skills. Data from assessments will be used to track student progress, department goals, and identify areas for improvement. Middle and high school have different assessment schedules. The document provides details on preparing and administering each assessment type.
Naomi Tsai is a senior at the University of Pennsylvania studying English with a focus on creative writing. She has worked in a variety of roles including as a writing tutor, teacher, research assistant, and editor. Her resume demonstrates strong academic performance as well as significant community service and work experience in education.
This curriculum vitae summarizes John L. Holland's educational background and professional experience in teaching composition and English as a second language. He has a Master's in English from San Francisco State University and over 15 years of experience teaching various writing and grammar courses at SFSU and other institutions. Recently he has focused on redesigning courses to incorporate more online elements and peer feedback using tools like Eli Review.
This document provides an analysis of creating a literate environment for early readers. It discusses assessing literacy learners using cognitive and noncognitive measures to understand their strengths, weaknesses, interests and attitudes. Texts are then selected based on readability, length, structure and other factors. Literacy lessons incorporate the interactive, critical and response perspectives. The interactive perspective focuses on strategic reading and writing using metacognitive strategies. The critical perspective develops analytical thinking and text evaluation. The response perspective allows personal connections and transformation through reading. Integrating all three perspectives creates well-rounded readers.
Academic Literacy The Analysis Of First-Year Ukrainian University Students ...Daphne Smith
The document summarizes a study that analyzed essay writing errors among 90 first-year Ukrainian university students. The study found that the most common errors were related to word choice (24.67% of errors), articles (18.69%), and spelling (12.52%). Other frequent error types included subject-verb agreement, style, plurality, and punctuation. The errors were largely attributed to interference from the students' native Ukrainian language, lack of knowledge about English academic writing conventions, and insufficient practice with English grammar and usage. The study provided error feedback and writing tips to help students improve. A post-analysis writing found significant reductions in error rates, showing the effectiveness of the approach.
Assessing EFL University Students Writing A Study Of Score ReliabilityNancy Rinehart
This document summarizes a study that assessed the reliability of scores given by 11 Mexican university EFL teachers to 5 student writing samples. The study found significant variability between the grades awarded by different raters, even though they had similar backgrounds and used the same analytical scoring rubric. The raters also differed in their levels of leniency and severity. The study concluded that having similar backgrounds and using the same rubric are not enough to ensure reliable scoring. It also examined the raters' perceptions of analytical rubrics and found their views to be similar, with all raters reporting that they used analytical rubrics in assessing writing.
This annotated bibliography summarizes research on student learning outcomes and language proficiency assessment. It describes several master's theses and reports that studied using discrete-point tests and rubrics to assess language placement and proficiency. It also reviews literature on how to provide effective feedback to students, the options for language assessment, and frameworks for understanding raters' processes in evaluating writing. The bibliography examines issues around evaluating programs and establishing common standards across institutions.
Sheri Rosen has over 15 years of experience in education, serving as both a teacher and administrator. She currently works as the District Level Curriculum Coordinator for Waukegan Public Schools, where she plans and facilitates curriculum management, coordinates purchases and deliveries, and provides training to teachers. Previously, she taught middle school English/language arts and other subjects at several schools in Illinois.
Andria Crandall has over 15 years of experience as a secondary English teacher and adjunct professor, with a demonstrated track record of improving student performance. She has held numerous leadership roles developing curriculum and mentoring teachers. Her resume outlines her educational background and accomplishments in teaching, curriculum development, and other professional experiences.
SMWP. day two_ppt_ERWC.Oceanside7-11.lps.2.14.finalLaurie Stowell
The document provides an agenda for a three-day middle school professional learning event on expository reading and writing. Day 1 will cover an overview of the Expository Reading and Writing Course (ERWC) outcomes and how they align with Common Core State Standards. It will also discuss differentiating instruction for English learners, special education students, and advanced learners. Day 2 will debrief homework assignments, discuss what writers need for effective writing practice, teach about argument writing, academic literacy and close reading, and examine an 8th grade module on social networking. Day 3 will continue working on academic literacy and adapting assignment templates to individual curriculums.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Robyn raymer resume
1. Robyn Raymer
921 Key Route Boulevard
Albany, CA 94706
510-526-4822 (home office)
robynraymr@aol.com
EDUCATIONAL WRITING & TEACHING EXPERIENCE
FREELANCE ASSESSMENT WRITER, WordWise, Inc., Katonah, NY
For Grades 4 and 8, currently revising student books and accompanying teacher guides that
prepare students for standardized English Language Arts tests. My role includes planning,
writing, and revising reading-comprehension passages, test items, and instruction. Correlating all
materials with Common Core and state (Arizona, Florida, New Jersey, and Pennsylvania) ELA
standards (2016)
FREELANCE EDUCATIONAL WRITER, WordWise, Inc., Katonah, NY
For a Pearson literature program, wrote seven teacher-guide lessons for Grades 11–12. Authors
covered included Raymond Carver, Geoffrey Chaucer, Thomas Jefferson, Arthur Miller, and
William Shakespeare. Correlated materials with Common Core ELD and ELA standards (2015)
ASSESSMENT ITEM WRITER, Victory Productions, Worcester, MA
Wrote 80 items (Grades 4–6) for a high-stakes assessment project based on literary and
informational passages. Correlated all items with the Common Core ELA standards. (2015)
ASSESSMENT WRITER, Publishing Solutions Group, Woburn, MA
For an SAT preparation program, wrote two print chapters, six online lessons, and eight online
quizzes. Analyzed and implemented changes to the 2016 SAT. (2015)
FREELANCE EDUCATIONAL WRITER, Really Good Stuff, Monroe, CT
For an educational board game, wrote 100 short reading passages and accompanying multiple-
choice cause-effect questions for Grades 2–5. Genres include poems, fables, folktales,
informational text, drama, realistic fiction, science text, and history text. Used Flesch-Kincaid
analyzing system to level passages. (2015)
EDUCATIONAL WRITER/EDITOR, Nieman, Inc., Wilmette, IL
Researched and wrote/revised five Grade 4 reading comprehension passages. Topics/genres
included informational passages on Antarctica and a short play, “Robin Hood and the Mournful
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2. Knight.” Correlated materials with Common Core reading/language arts standards. Used Lexile
analyzing systems to level passages. Wrote four Grade 5 teacher-guide lessons and one Grade 3
lesson for a revision of Curriculum Associates’ Ready Reading program. (2015)
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3. FREELANCE EDUCATIONAL WRITER, Really Good Stuff, Monroe, CT
For an educational board game, wrote 100 short reading passages and accompanying multiple-
choice inferential questions for Grades 2–5. Genres included poems, fables, folktales,
informational text, letters, realistic fiction, science text, and history text. Used Flesch-Kincaid
analyzing system to level passages. (2015)
FREELANCE EDUCATIONAL WRITER, Nieman, Inc., Wilmette, IL
For a 2016 edition of ReadyGen, a Pearson basal reading program, revised 11 third-grade teacher
guide lessons. Lessons include reading skills and strategies, vocabulary, phonics, and fluency
instruction. Correlated all materials with the Common Core reading/language arts standards.
(2015)
FREELANCE EDUCATIONAL WRITER, WordWise, Inc., Katonah, NY
For an intensive English language development reading program for California, wrote 8 teacher
guide units and accompanying student activity book pages at grade levels 4–7. Correlated all
materials with California state and Common Core ELD and ELA standards (2014–2015)
FREELANCE EDUCATIONAL WRITER, Really Good Stuff, Monroe, CT
Wrote 40 reading comprehension passages for Grades 3–4. Genres included poems, fables,
folktales, informational text, letters, realistic fiction, science text, and social studies text. Used
Flesch-Kincaid and Lexile analyzing systems to level passages. (2014)
ASSESSMENT WRITER, Inksplash LLC, Bernardsville, NJ
Wrote test items for Australian English language arts students in school years 3–9. Correlated
materials with Australian learning standards. (2014)
FREELANCE EDUCATIONAL WRITER, Really Good Stuff, Monroe, CT
Wrote 90 read-aloud fluency passages with comprehension questions for Grades 1–3. Genres
included poems, fables, folktales, informational text, letters, memoirs, realistic fiction, science
text, and social studies text. Used Flesch-Kincaid and Lexile analyzing systems to level passages
at three different reading levels for each grade. (2013–2014)
ASSESSMENT WRITER, Nieman, Inc., Wilmette, IL
For a Grade 7 benchmark test, researched and wrote eight 550-word passages and accompanying
test questions, including selected response, constructed response, and extended response items.
Items included hints, correct and incorrect answer feedback, and sample answers. Passage topics
included Italian Renaissance architecture, Dutch tulip breeding in the 17th
century, and Nutrition
Facts labels on food packages. Used Lexile Analyzer® to level passages. For a Grade 7
Performance Task, wrote 60 selected response items and three extended response items,
including hints, correct and incorrect answer feedback, and sample answers. Correlated all
materials with New York state and Common Core standards. (2013–2014)
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4. TEMPORARY WRITER/EDITOR, Pearson Prentice Hall, Upper Saddle River, NJ
For Pearson Education’s revision of its middle/high school literature program, completed the
following projects: 1) Rewrote and/or edited about 300 pages of the Grade 7 All-in-One
Workbook; 2) Revised an index of skills for the Grade 10 student edition; 3) For the Grade 10
Adapted Reader’s Notebook and English Learner’s Notebook, wrote an abridgement of a Greek
myth, “Damon and Pythias”; also wrote side notes and before- and after-reading pages to
accompany the abridgement; 4) Rewrote, edited, and checked two student edition indexes; 5)
edited all print and online ancillaries for the Grade 6 literature book. (2013)
ASSESSMENT WRITER, Inksplash LLC, Bernardsville, NJ
Wrote and edited Florida test items for English language arts students at grade levels 6–12.
Correlated materials with state and Common Core standards. (2012–2013)
ONLINE EDUCATIONAL SCRIPT WRITER, Element LLC, Orlando, FL
Wrote Grade 6 reading/English language arts lessons for an upcoming online reading program.
Correlated materials with state and Common Core standards. Used PowerPoint Templates
software. (2012–2013)
ASSESSMENT WRITER, Quarasan, Chicago, IL
Wrote fiction and nonfiction reading comprehension passages for second graders. Correlated all
materials with state and Common Core standards. (2012)
ASSESSMENT WRITER, Center Point Assessment Solutions, El Dorado Hills, CA
Wrote 400-1000-word fiction and nonfiction passages at grade levels 4–12. Correlated materials
with state and Common Core standards. (2012)
WEBSITE EDITOR, Insight Center for Community Economic Development, Oakland, CA
Copyedited and rewrote materials for a website serving child care center directors/business
owners in New Orleans, Louisiana. (2012)
EDUCATIONAL WRITER/EDITOR, Straight Line Editorial Development, San Francisco, CA
Worked in-house at Straight Line from October 2011 through March 2012. For Houghton
Mifflin Harcourt’s basal reading program Journeys, revised hundreds of pages of the Grade 4
Teacher’s Edition. Correlated all instruction with Florida state standards and the Common Core
State Standards. Used Adobe PDF markup and InCopy software. (2011–2012)
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5. WRITING/READING/LANGUAGE ARTS TUTOR, All Star Academics, Alameda, CA
In an after-school program, taught vocabulary, grammar, writing, reading, and fluency to
individual students and small groups at grade levels 4 and 5. (2011–2012)
ASSESSMENT WRITER, Pencil Cup Press, Jersey City, NJ
To prepare California public school students for standardized testing based on English Language
Arts and English Language Development standards, wrote reading passages and multiple-choice
questions at grade levels 6 and 9. Correlated materials with California standards. Passage topics
included the San Francisco World’s Fair, the Hoover Dam, and the moai of Easter Island. (2011)
ASSESSMENT WRITER, Shmoop.com, San Francisco, CA
For an award-winning educational website, wrote online test preparation materials to prepare
prospective test takers for the GED high school equivalency examination. (2011–2012)
COLLEGE-LEVEL ASSESSMENT WRITER, McGraw-Hill Higher Education, Boston, MA
Developed learning objectives and wrote interactive activities and questions to accompany a
United States history textbook for college students. (2010)
FREELANCE COPYWRITER, Peterson’s, a Nelnet Company, Lawrenceville, NJ
Wrote overviews for online descriptions of private high schools, colleges, and universities such
as Antioch College, Brooklyn College, Northern Arizona University, Pratt Institute, and
Skidmore College. (2010–2011)
EDUCATIONAL WRITER, Straight Line Editorial Development, San Francisco, CA
Worked in-house at Straight Line from September through December. For a Houghton Mifflin
Harcourt reading program for English language learners, wrote ten Grade 5 teacher guide
lessons. Wrote welcome sections for Grades 4 and 5. Correlated all instruction with California
reading/language arts and English language development standards. (2009)
FREELANCE EDUCATIONAL WRITER/EDITOR, Really Good Stuff, Monroe, CT
For the Readers’ Theater series, rewrote and edited two kindergarten plays based on nursery
rhymes. Wrote six Grade 2 plays based on African, Asian, and European traditional tales. (2009)
FREELANCE EDUCATIONAL WRITER, Evan-Moor Educational Publishers, Monterey, CA
For a revision of A Word a Day, wrote student and teacher materials at grade levels 2–6. For
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6. Vocabulary Fundamentals, wrote student books for Grades 4 and 5. (2008–2009)
FREELANCE REPORTER, Extreme Explorer, National Geographic Society, Washington, DC
Researched and wrote two articles for middle school students reading below grade level.
"Getting the Shot," a story about National Geographic photographer Joel Sartore's experiences
with wild creatures from grizzly bears to mosquitoes, appeared in the April 2008 issue. "Really
Wild Life!" an article on endangered rainforest plants and animals on the island of Borneo,
appeared in the May 2009 issue. (2007–2009)
FREELANCE EDUCATIONAL WRITER, McCormick Associates, Forest Hills, NY
For a revision of Prentice Hall Literature, Penguin Edition, wrote and edited teacher-guide
writing workshops and author introductions for Grades 9 and 10. (2007)
FREELANCE EDUCATIONAL WRITER, Summer Street Press, Stamford, CT
For Scott, Foresman's Reading Street revision, wrote Grade 3 teacher guide lessons. Correlated
activities with California reading/language arts standards. (2007)
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7. FREELANCE EDUCATIONAL WRITER, McCormick Associates, Forest Hills, NY
For Davis Publications' Explorations in Art, wrote teacher guide units at grade levels 3 and 4.
Guides included learning objectives; guided exploration questions; assessment materials; studio
art, writing, and cross-curricular activities; and suggestions for meeting individual needs.
Correlated activities with national fine art standards. (2007)
FREELANCE EDUCATIONAL WRITER, Brown Publishing Network, Wellesley, MA
Wrote several teacher guide units for Hampton Brown's Edge reading program. The program
serves struggling readers (especially English language learners) at the high school levels.
Correlated materials with state and national reading standards. (2007)
FREELANCE WRITER, Disney Educational Productions, Burbank, CA
Wrote a teacher guide to accompany The Path to 9/11, an ABC-TV documentary drama that
originally aired in September of 2006. Guide includes a synopsis, educational objectives,
background information, reading lists and related websites, before- and after-viewing questions,
and enrichment activities. (2006)
FREELANCE EDUCATIONAL WRITER/EDITOR, Really Good Stuff, Monroe, CT
For the Readers’ Theater series, edited three children's plays to bring down readability levels.
For the Sight Word Phrase Flash Cards series, wrote hundreds of 2-to-6-word phrases that “roll
off the tongue.” (2006)
FREELANCE TEXTBOOK WRITER, McDougal Littell, Evanston, IL
For a middle school literature program, chose key vocabulary words and items to footnote for
most selections in Grade 8. Researched and wrote footnotes. Wrote key word definitions and pre-
and post-reading vocabulary activities. (2006)
FREELANCE TEXTBOOK WRITER, Wordwise, Inc., Katonah, NY
Wrote two teacher guide units for a revision of World Literature, a high school program that
AGS Publishing originally printed in 1999. The program provides below-grade-level readers
with high-interest, unabridged drama, fiction, literary nonfiction, and poetry. Also for the World
Literature revision, wrote three units (over 300 pages) of Teacher's Resource Library student
activity pages. These included language arts, vocabulary, workbook, and writing activities,
selection and unit tests, selection outlines, and study guides. Wrote midterm and final mastery
tests for the program, as well. (2005–2006)
FREELANCE WRITER, Glencoe/McGraw-Hill Fine Arts Division, Thousand Oaks, CA
Wrote 34 student lessons and teacher guides to accompany transparencies for Understanding
Art, a Grade 8 textbook. Lessons and guides included detailed artwork descriptions; background
information; artist biographies; guided discovery and synthesizing questions; studio art, writing,
and cross-curricular activities. Correlated activities to fine art, language arts, math, science, and
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9. FREELANCE WRITER, The Wright Group/McGraw-Hill, Chicago, IL
For a revision of Breakthrough to Literacy, a Pre-K-3 guided reading program, wrote small-
group activities for Grade 2. These included creative connections, comprehension, word study
and writing activities for students at three different reading levels. (2005)
FREELANCE WRITER, Disney Educational Productions, Burbank, CA
Wrote/revised downloadable teacher guides to accompany the following educational DVDs:
Anne Frank, Ben and Me, Donald's Fire Drill, Goofy Over Health, Goofy Over Dental Health,
Justin Morgan Had a Horse, The Light in the Forest, and One More Mountain. Guides included
synopses, educational objectives, background information, reading lists and related websites,
viewing questions, and enrichment activities. (2005)
FREELANCE JOURNALIST, Sopris West Educational Services, Longmont, CO
For a high school reading program, wrote a 1500-word article on youth activists working in the
fields of gun control, environmentalism, and health—including antismoking and prosthetics.
Conducted extensive Internet research and interviewed activists. (2005)
FREELANCE EDUCATIONAL WRITER, Brown Publishing Network, Wellesley, MA
For a Macmillan/McGraw-Hill basal reading program, wrote Grade 3 teacher guide units for
small groups of students. Wrote lessons to accompany leveled readers for students approaching
grade level, on level, and beyond. (2005)
ASSESSMENT MATERIALS WRITER, Educators Publishing Service, Cambridge, MA
Wrote 25 vocabulary tests for Words Are Wonderful, Book 4 (comparable to Grade 6). Multiple-
choice tests included items incorporating context clues, synonyms, dictionary entries, and
analogies. A midterm assessment test included a nonfiction reading passage that tested students'
ability to comprehend new vocabulary words and idioms. (2004)
CHILDREN'S BOOK REVIEWER, Common Sense Media, San Francisco, CA
Reviewed eleven Dr. Seuss titles, as well as So Much by Trish Cooke and Ginger by Charlotte
Voake. (2004)
FREELANCE WRITER, Disney Educational Productions, Burbank, CA
Wrote a teacher guide to accompany a Miramax miniseries based on Madeleine L'Engle's
Newbery Medal-winning book A Wrinkle in Time. (The series originally aired on ABC's
Wonderful World of Disney in May of 2004.) The guide included a synopsis, educational
objectives, background information, reading lists and related websites, before- and after-viewing
questions, and enrichment activities. (2004)
FREELANCE WRITER, Mondo Educational Publishing, New York, NY
Wrote 16 fifth-grade shared reading passages; furnished detailed art specs and accompanying
teacher materials. Passages included poetry, science fiction, historical fiction, persuasive essays,
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10. and explanatory text. (2004)
FREELANCE WRITER, Disney Educational Productions, Burbank, CA
Wrote downloadable teacher guides for eight DVDs containing John Stossel specials that
originally aired on ABC television. (Reporter John Stossel co-anchors ABC's 20/20.) Guides
included synopses, educational objectives, background information, reading lists and related
websites, before- and after-viewing questions, and enrichment activities. (2004–2006)
FREELANCE EDUCATIONAL WRITER, Learning Links, New Hyde Park, NY
For the Novel-Ties series, wrote three 30-page study guides; one to accompany Beverly Cleary's
Ralph S. Mouse, one for Loser by Jerry Spinelli, and one for The Upstairs Room by Johanna
Reiss. Guides included synopses; historical background information; before-reading background-
building activities; vocabulary exercises; discussion questions; cross-curricular and writing
activities for each chapter; after-reading extension activities; and suggestions for further reading.
(2003–2004)
AUTHOR, McGraw-Hill, Frank Schaffer Publications, and School Specialty, Grand Rapids, MI
For Reading for Every Child/Vocabulary, outlined and wrote all content for three 80-page
student books at grade levels 3, 4, and 5. Researched and compiled grade-appropriate word lists
organized by theme. Books included strong context sentences; vocabulary practice and extra
practice exercises; word play and writing activities; review lessons; and teacher resource pages
containing instruction suggestions, enrichment activities, and resource book lists. (2004)
FREELANCE BOOK REVIEWER, j., the Jewish News Weekly of Northern California
Reviewed Di Kats der Payats, a Yiddish translation of The Cat in the Hat by Dr. Seuss
(12/26/03): http://www.jweekly.com/article/full/21360/the-cat-in-the-hat-in-yiddish-a-book-
review/ and The Matzo Ball Boy by Lisa Shulman (4/15/05):
http://www.jweekly.com/article/full/25681/gingerbread-man-gets-passover-makeover/
ASSESSMENT MATERIALS WRITER, Edusoft Corporation, San Francisco, CA
Researched and wrote reading comprehension selections and accompanying test questions to
prepare Texas middle- and high-school students for standardized reading and language arts tests.
Correlated questions with state objectives and standards. (2003–2004)
FREELANCE WRITER/EDITOR, Rainbow Educational Concepts, Jonesboro, AR
For Scott Foresman's fine art program, Spotlight on Art, edited resource pages for kindergarten
teachers. Also wrote text to appear on the backs of 24 fine art prints for Grade 3; text included
artist biographies, artwork descriptions, viewing questions and student activities. (2003)
ASSESSMENT WRITER, Gourmet Curriculum Press, New Braunfels, TX
Researched and wrote twelve 1000-word reading comprehension selections with accompanying
test questions to prepare middle-school students for the Texas Assessment of Academic Skills
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11. test. Reading selections included narrative fiction, science and social studies articles, recipes,
movie reviews, and press releases. (2003)
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12. FREELANCE WRITER, Disney Educational Productions, Burbank, CA
Wrote teacher guides to accompany three Disney films: Sounder, Holes, and Freaky Friday.
Guides included synopses, background information, reading lists and related websites, before-
and after-viewing questions, student activities, and primary sources. (2003)
FREELANCE WRITER, Disney Educational Productions, Burbank, CA
Wrote teacher guides to accompany 13 episodes of Disney's Animal World, a nature show for
grade levels K-2. Guides included synopses, before-viewing questions, student activities, and
related books and websites. (2003)
FREELANCE WRITER, Disney Educational Productions, Burbank, CA
Wrote a teacher guide to accompany Disney's Animation Magic, which originally aired on The
Disney Channel. The guide included objectives, a synopsis, before-viewing questions, student
activities, and related books and websites. (2003)
MATERIALS DEVELOPER, Developmental Studies Center, Oakland, CA
Rewrote and edited portions of teacher guide lessons for Making Meaning, a K-6 reading
comprehension program that seeks to build community and foster social and ethical
understanding in elementary school classrooms. Observed teachers and students who were field-
testing Making Meaning. Correlated lessons with state standards. For Grade 2, wrote a biography
of children's writer/illustrator Tomie dePaola. (2003)
FREELANCE EDUCATIONAL WRITER, Brown Publishing Network, Wellesley, MA
For a Hampton Brown ESL reading program, wrote several teacher guide units at grade levels 2
and 3. Wrote accompanying student black-line master pages. Correlated all materials with the
Texas Essential Knowledge and Skills standards. (2002)
FREELANCE WRITER/RESEARCHER, Disney Educational Productions, Burbank, CA
Wrote a teacher guide to accompany an episode of The Proud Family, a children's animated
cartoon series on The Disney Channel. Guide included previewing and post-viewing questions,
related enrichment activities, and related books and websites. (2002)
ASSESSMENT MATERIALS WRITER, Chrysalis Publishing Group, Natick, MA
Researched and wrote reading comprehension selections, test questions, writing assignments,
and extensive answer keys for pre- and post-tests designed to prepare Grade 7 students for the
Illinois Standards Achievement Test. Correlated all materials with state reading and language
arts learning standards and benchmarks. (2002)
ASSESSMENT MATERIALS WRITER, Educators Publishing Service, Cambridge, MA
Wrote vocabulary tests for Wordly Wise 3000 at levels 2–8. Multiple-choice lesson-level tests
included synonym, antonym, and analogy items. Midterm and final tests included reading
passages that incorporated vocabulary words. (2002)
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13. FREELANCE WRITER/RESEARCHER, Disney Educational Productions, Burbank, CA
Wrote teacher guides to accompany episodes of Beyond the Page, a children's reading series
based on award-winning picture books. Guides included previewing and post-viewing questions,
related enrichment activities, and related books and websites. (2002)
ASSESSMENT MATERIALS WRITER, Chrysalis Publishing Group, Natick, MA
Researched and wrote reading selections, test questions, writing assignments, and an extensive
answer key for a Grade 5 language arts test that prepares Michigan students for standardized
testing. Correlated all materials with state learning standards. (2002)
FREELANCE WRITER/RESEARCHER, Disney Educational Productions, Burbank, CA
Wrote 13 teacher guides to accompany episodes of Going Wild with Jeff Corwin, a children's
nature series. Guides included learning objectives, previewing questions, related activities, and
related books. (2001)
ASSESSMENT MATERIALS WRITER, Chrysalis Publishing Group, Natick, MA
Wrote a test preparation booklet to help third graders prepare for Tennessee's standardized social
studies tests. (2001)
ASSESSMENT MATERIALS WRITER, Gramercy Book Services, New York, NY
For a program designed to help students prepare for California's high school English exit
examination, wrote multiple-choice questions, answers, and answer explanations to go with 1)
Walt Whitman's poem "Calvary Crossing a Ford" and 2) an excerpt from Jane Austen's Pride
and Prejudice. (2001)
FREELANCE WRITER, LeapFrog/Knowledge Kids Enterprises, Inc., Emeryville, CA
Wrote hints and humorous wrong answers for an online high school social studies program.
Materials dealt with United States and world history. (2001)
FREELANCE WRITER, Soliloquy Learning, Union City, CA
Wrote fun facts to go with vocabulary words for an online reading program. (2001)
FREELANCE WRITER/RESEARCHER, Disney Educational Productions, Burbank, CA
Wrote teacher guides to accompany two Disney films. The Loretta Claiborne Story is the
biography of a Special Olympics athlete. The Color of Friendship tells how African American
Congressman Ron Dellums and his family hosted a white South African exchange student in
1977. Guides included synopses, background information, reading lists and related websites,
before- and after-viewing questions, student activities, and primary sources. (2000–2001)
CHILDREN'S BOOK REVIEWER, FamilyWonder.com, San Francisco, CA
Wrote reviews of children's books for a website that sold children's videos, books, and toys.
Reviews included educational-value notes, entertainment-value notes, parental advisories,
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14. summaries, and critical analyses. Reviewed 11 Dr. Seuss titles, including Bartholomew and the
Oobleck, Green Eggs and Ham, Horton Hatches the Egg, The Lorax, and Scrambled Eggs
Super! (2000)
FREELANCE EDUCATIONAL WRITER, Harcourt Brace, Orlando, FL
Wrote and revised Grade 6 basal reading workbook pages. Topics covered included vocabulary,
grammar, spelling, and reading skill instruction. (2001)
FREELANCE EDUCATIONAL WRITER, Flying Pages, Incorporated, New York, NY
For a home-school reading program, wrote lesson plans to accompany children's literature
selections such as Blueberries for Sal, Millions of Cats, No Fighting, No Biting, and Is This a
House for Hermit Crab? Plans included vocabulary activities, comprehension questions,
extension activities, and student worksheets. (2001)
FREELANCE EDUCATIONAL WRITER, Gramercy Book Services, New York, NY
For a major textbook publisher, wrote first- and second-grade practice tests designed to prepare
children for Florida's standardized reading comprehension tests. (2001)
FREELANCE TEXTBOOK WRITER, Gramercy Book Services, New York, NY
For a major textbook publisher, wrote 24 passages designed to assess fourth graders' reading
comprehension. Matched test passages with basal reading selections' themes and readability
levels (2001).
AUTHOR, Harcourt Brace School Publishing, Orlando, FL
Wrote two 16-page leveled-reading books for Grade 2: How to Make a Paper Airplane and Toys
Through Time. (2001)
FREELANCE EDUCATIONAL WRITER, Barrett Kendall Publishing, Austin, TX
Wrote 20 seventh-grade spelling lessons. Lessons included context sentences as well as spelling
practice activities such as word sorting, proofreading, and creative writing. (2001)
FREELANCE EDUCATIONAL WRITER, Barrett Kendall Publishing, Austin, TX
Wrote 36 sixth-grade vocabulary lessons that included definitions, context sentences,
synonym/antonym activities, analogies, and writing activities. (2000)
FREELANCE TEXTBOOK WRITER, The Quarasan Group, Chicago, IL
To accompany a Grade 7 Houghton Mifflin language arts textbook, wrote parent newsletters,
student game pages, and teacher pages with challenge activities and special needs/inclusion
activities. (2000)
FREELANCE EDUCATIONAL WRITER, Jump Start Press, New York, NY
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15. For a major textbook publisher, wrote 28 language arts practice tests (including reading
comprehension passages) at grade levels 3-6. Question types included: true-false, fill-in-the-
blank, multiple choice, short answer, matching, essay, and analogy questions. (2000)
FREELANCE EDITOR, LeapFrog, Emeryville, CA
Edited test questions to accompany an interactive book on dinosaurs for ages 5–9. (2000)
COPYEDITOR, Alameda County Children and Families Commission, San Leandro, CA
Edited a Strategic Plan for an agency providing services to young children. (2000)
SUPERVISING EDITOR, Straight Line Editorial Development, San Francisco, CA
Wrote and edited textbooks and interactive materials at grade levels K–12. Completed over 50
projects in the subject areas of fine art, language arts, mathematics, reading, and social studies.
Clients included Addison-Wesley, Computer Curriculum Corporation, Disney, Harcourt Brace,
Houghton Mifflin, and Silver Burdett Ginn. Supervised writers and editors. Communicated with
clients. Attended national conventions of the International Reading Association. (1987–2000)
FREELANCE TEXTBOOK WRITER, Contemporary Publishing Company, Chicago, IL
For Six-Way Paragraphs in the Content Areas, an adult reading program, wrote 20 mathematics-
related reading passages with accompanying test questions and answers. (1999)
FREELANCE TEXTBOOK EDITOR, Teaching Resource Center, San Leandro, CA
Edited two kindergarten mathematics books written by teachers. (1996–1997)
WRITER/EDITOR, Harcourt Brace, Orlando, FL
While working as a Supervising Editor at Straight Line Editorial Development in San Francisco,
wrote many and edited all fifth-grade student book and teacher guide lessons for Art Express,
published in 1998. Wrote most and edited all Grade 5 tests. Proofread and copyfitted page proofs
for Grades 3-5 assessment booklets. (1996)
TEACHING VOLUNTEER, Le Conte Elementary School, Berkeley, CA; Back on Track
Tutoring Program, San Francisco, CA; Amelia Earhart Elementary School, Alameda, CA; Saint
Paul of the Shipwreck Academy, San Francisco, CA; Vista-MacGregor and Marin Elementary
Schools, Albany, CA. Volunteered in K-8 public and private school classrooms. Assisted
students with reading, writing, computer skills, math, art, and cooking. Worked with students
acquiring English, students with learning disabilities, and gifted students. (1992–2002)
QUIZ & CROSSWORD PUZZLE AUTHOR, funtrivia.com
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16. Authored 216 quizzes and 49 crossword puzzles for a family-friendly trivia website. Wrote
children’s quizzes for the following categories: Animals for Preschoolers; Harry Potter Themes;
Hidden Words for Kids; Homonyms and Homophones for Kids; Colors for Kids; Dr. Seuss;
Nursery Rhymes; Rhyming Words; Words in Words for Kids; Word Meanings; and
Word Play for Kids. (2001–2016)
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17. EDUCATION
SAN FRANCISCO STATE UNIVERSITY MULTIMEDIA STUDIES PROGRAM
Completed a course on Writing for Multimedia. Wrote a script for an interactive game called
Waiting Tables in which the user plays the role of a restaurant waiter. (1996)
UNIVERSITY OF CALIFORNIA, BERKELEY
Completed an extension course, The Novel-in-Progress, taught by Donna Levin. (1990)
STANFORD PUBLISHING COURSE, Stanford University, Palo Alto, CA
Completed an intensive course for publishing professionals. Awarded first place in book project
competition for Kids Grow, a proposal for a children's gardening book. (1986)
UNIVERSITY OF CALIFORNIA, BERKELEY
Master of Arts in English, May 1984. Wrote a 120-page thesis on Jane Austen’s Mansfield Park
and Persuasion.
UNIVERSITY OF CALIFORNIA, SANTA BARBARA
Baccalaureate Degree in Literature from the College of Creative Studies, June 1979.
THE COLORADO COLLEGE, Colorado Springs, CO
Studied literature, creative writing, children's theater, and art. September 1972 to June 1974.
References and writing/editing samples available upon request.
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