07: Scaffolding Academic Writing

Chapter 6 in Gibbons, Pauline. English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone. Portsmouth, NH: Heinemann, 2009. Print.     3 Functional Grammer Components: field: topic tenor: relationship between writer and audience mode: communication channel / style Characteristics of Effective Writers: Adjust language for purpose and audience Organizes writing to meet specific purposes Edits […]

146: Academic Mindsets

Chapter 5  in Farrington, Camille A., Melissa Roderick, Elaine Allensworth, Jenny Nagaoka, and Tasha S. Keyes.  “Teaching Adolescents to Become Learners.” UChicaco CCSR (2012): 1-108.    Academic Mindsets: Beliefs and attitudes towards learning that support academic performance Simple short term interventions on mindsets have been shown to have lasting effects on student performance – may […]

85: Writing for Tests & Assessments

Chapter 10 in Daniels, Harvey, Steven Zemelman, and Nancy Steineke.  Content-area Writing: Every Teacher’s Guide.  Portmouth, NH: Heinemann, 2007.  Print.       Uses: Prepare for standardized tests Assess what students are learning  Limitations of Standardized Test Essays: Writing to summarize what one knows as opposed to everyday writing that aims to inform, persuade, entertain, etc. […]

77: Writing Assessments

Chapter 6 in Daniels, Harvey, Steven Zemelman, and Nancy Steineke.  Content-area Writing: Every Teacher’s Guide.  Portmouth, NH: Heinemann, 2007.  Print.       These are examples of activities that assess student writing in order to improve it before it appears before a public audience.  To see the difference between public writing pieces and write-to-learn pieces, go […]

76: Drafting Writing

Chapter 8 in Daniels, Harvey, Steven Zemelman, and Nancy Steineke.  Content-area Writing: Every Teacher’s Guide.  Portmouth, NH: Heinemann, 2007.  Print.     These are examples of activities that guide students to create writing drafts for public writing.  To see the difference between public writing pieces and write-to-learn pieces, go here.  To see an overview of all […]

75: Public Writing Conditions & Stages

Chapter 8 in Daniels, Harvey, Steven Zemelman, and Nancy Steineke.  Content-area Writing: Every Teacher’s Guide.  Portmouth, NH: Heinemann, 2007.  Print.       These are examples of activities one can run to prepare students to create public writing pieces.  To see the difference between public writing pieces and write-to-learn pieces, go here.   Elements that Promote […]

74 : Pre-Writing Activities

Chapter 8 in Daniels, Harvey, Steven Zemelman, and Nancy Steineke.  Content-area Writing: Every Teacher’s Guide.  Portmouth, NH: Heinemann, 2007.  Print.       These are examples of activities one can run to prepare students to create public writing pieces.  To see the difference between public writing pieces and write-to-learn pieces, go here. To see an overview […]

73: Writing Workshops

Chapter 8 in Daniels, Harvey, Steven Zemelman, and Nancy Steineke.  Content-area Writing: Every Teacher’s Guide.  Portmouth, NH: Heinemann, 2007.  Print.       Main components of writing workshops students write during workshops that occur during class teachers observe and give individual feedback teach writing skills in a step-by-step manner   Reasons to Run Writing Workshops ensures that students […]

05: Engaging in Academic Literacy

Chapter 4 in Gibbons, Pauline. English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone. Portsmouth, NH: Heinemann, 2009. Print.       Implement a Janus curriculum: Develop academic language based on what students already know: Key strategies include: Build new knowledge on top of prior knowledge Use personal narratives to start lessons Prior to reading […]

160: After Reading Activities

Chapter 5 in Daniels, Harvey.  Subjects Matter: Exceeding Standards through Powerful Content-area Reading.  Print.       Where do you stand? Focus Taking and supporting a position Description Also called: Four Corners, Human Continuum, Living Likert Scale, Barometer, Human Bar graph, Peoplegraph Students represent their opinion by where they stand in the room Facilitate conversations […]