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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 […]
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 […]
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 […]
Chapter 5 in Tomlinson, Carol A., and Jay McTighe. Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids. Alexandria, VA: Association for Supervision and Curriculum Development, 2006. Print. 1 – Assess before Teaching: Use un-graded pre-assessments to help prepare for varied student interests and varied levels of readiness. Related strategies include: […]
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 […]
Chapter 7 and Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers. Print. Directed Paraphrasing Description Students paraphrase a part of a lesson for a specific audience Purpose Assess student ability to explain concepts in their own words Assess how well students have internalized content Step-by-Step Procedure Select an important concept, topic, […]
Chapter 5 in Daniels, Harvey. Subjects Matter: Exceeding Standards through Powerful Content-area Reading. Print. For part 1 of During Reading Activities, go here. Coding Text Focus Reading as Thinking Inferring, Interpreting, and Drawing Conclusions Description Students puts codes in margins of books (can do this on post-its for school and library books) […]
Chapter 5 in Daniels, Harvey. Subjects Matter: Exceeding Standards through Powerful Content-area Reading. Print. For part 2 of During Reading Activities, go here. Partner Reading Focus Sharing ideas, Discussing, Debate Description Partners side by side take turns reading a content-area text Take turns per paragraph In between paragraph discuss what they just […]
Chapter 5 in Daniels, Harvey. Subjects Matter: Exceeding Standards through Powerful Content-area Reading. Print. Reading aloud Focus: Building Enjoyment of Reading Description Teacher reads aloud short, ear-worthy passages Individual students, pairs or small groups may read passages aloud Why Use it? Student experience powerful language about important ideas Evoke time-honored experience of […]
Chapter 6 in Marzano, Robert J. Debra Pickering, and Jane E. Pollock. Classroom Instruction That Works: Research-based strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development, 2001. Print. Research on Nonlinguistic Representations: Using both linguistic and nonlinguistic (mental pictures, physical sensations, etc) modes of representation helps with better recall of knowledge A variety of […]