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Sensational Strategies for Producing Electrifying Writing Sensational Strategies for Producing Electrifying Writing

Sensational Strategies for Producing Electrifying Writing - PowerPoint Presentation

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Sensational Strategies for Producing Electrifying Writing - PPT Presentation

Annyce Maddox amaddoxlibertyedu 4346108149 Poll Everywhere Surveyon Irespond Powercomars Optiontechnologies Ppt Ask the room Twtpoll Twitter Turing technologies Polltogo ID: 684879

www writing http reading writing www reading http amp retrieved 2015 students english student resources classroom teachers index virginia

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Slide1

Sensational Strategies for Producing Electrifying Writing

Annyce Maddox: amaddox@liberty.edu434-610-8149Slide2

Poll Everywhere

Surveyon

IrespondPowercomarsOptiontechnologies (Ppt)

Ask the room

Twtpoll

(Twitter)Turing technologiesPolltogoI Q PollsDirect PollMe Too (app)

What Do You Think

Below are several ways to use the technology available to engage your student in the classroom:Slide3

English teachers alone hold the responsibility to teach writing in the classroom.

Reading should be taught separate from writing because they are different processes.

All writing should be written with publication in mind.

Students should only use creative writing in their English class.

W

riting is multimodal and is comprised of thoughts written down on paper.

Alvermann

, D.E., Gillis, V.R., & Phelps, S.E. (2013). Content area reading and literacy: Succeeding in today’s diverse classrooms (7th ed.). Boston, MA: Pearson.

True or false???Slide4

Reading & Writing

National Writing project (2015) study states: “Writing and reading are closely related and, some would say,

inseparable. Better writers tend to be better readers, and better readers produce better writing.”

National Writing P

roject (2015) http

://

www.nwp.org/cs/public/print/doc/resources/write_read.csp

National Council of Teachers of English (2011) found “Discipline-based

instruction in

reading and

writing enhances student achievement in all subjects. Studies show that reading and writing across the curriculum are essential to learning.” NCTE (2011). http://www.ncte.org/library/NCTEFiles/Resources/Journals/CC/0203-mar2011/CC0203Policy.pdfSlide5

Cox’s ( 2014) found, “

reading and writing informational texts are reciprocal processes

, each supporting the development of the other. Students who learn to read, comprehend, and analyze the structures and information in these texts can use them as models for researching, drafting, and writing informational texts as well” (p. 444).

Reproduced

digitally COX, CAROLE, TEACHING LANGUAGE ARTS: A STUDENT-CENTERED CLASSROOM, 7th Ed., 0 2014. Reprinted by permission of Pearson Education, Inc. New York, New York.

According

to Reading Instruction Resources (2015) “Over the last ten years research has shown that reading and writing are more interdependent than we thought. The relationship between reading and writing is a bit like that of the chicken and egg. Which came first is not as important as the fact that without one the other cannot exist. A child’s

literacy development is dependent on this interconnection between reading and writing

.”

Reading Instruction Resources (2015) Retrieved From: http

://www.k12reader.com/the-relationship-between-reading-and-writing

/Slide6

VDOE

http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/index.shtml

DO NOT forget to use the resources that are provided by the VDOE!Slide7

http://www.doe.virginia.gov/testing/sol/standards_docs/english/index.shtmlSlide8

“TAG! You’re It!”

An Effective Writing Peer-Review StrategyRog, L. J. & Kropp, P. (2010). The writing genre: Classroom activities and mini-lessons that promote writing with clarity, style, and flashed of brilliance. Pembroke Publishing Ltd.

T- Talk to the writer and tell them something you like about their workA- Ask questions about the work you are reviewingG- Give the writer some feedback and a positive suggestionSlide9

Reflective Writing Summary

http://www.loveyourpencil.com/index.php/learning-activities/124-reflective-writingSlide10

Use Open Mind Portraits to engage the student in reading and writing!

Students will draw the face of a character on one side and then on the other side the student will reflect and determine what the character is thinking, experiencing, or develop the character's traits

Slide11

Use alternative methods to engage your students in the writing process

Use highlighters-varying colors can be used for different purposesDRAFT- pink to show suggested improvements yellow for super great golden wonderfully developed sentencesFINAL- green to show million dollar finished products orange to highlight areas that may need redirection

Clearly, alternatives can be developed to meet your individual needs!Slide12

RAFT or RAFTS or RAFT

2ROLE AUDIENCEFORMAT

TOPICROLE AUDIENCEFORMATTOPICSTRONG VERB (adj,

adv

, etc…)

ROLE AUDIENCEFORMATTOPICTASKhttp://www.readwritethink.org/professional-development/strategy-guides/using-raft-writing-strategy-30625.html

For example:

Write a letter (format) to a test (audience) explaining from a pencil (role) explain how you will use the test taking strategies (topic) to ace the test (task) using strong verbs. Slide13

Technology options for the classroom with easy to follow directions

Blogs: https://www.youtube.com/watch?v=NN2I1pWXjXI Google Docs: http://youtu.be/6_hJ3R8jEZM

Google Earth: http://www.google.com/earth/index.html Podcasts: https://www.youtube.com/watch?v=zGsvAhoOXgwRSS feeds: http://youtu.be/0klgLsSxGsU

Social Media:

https://www.youtube.com/watch?v=MpIOClX1jPE

Twitter: http://youtu.be/ddO9idmax0oWiggio: http://youtube.com/watch?v=vnIaw2uopcA Wikis:

www.youtube.com/watch?v=-dnL00TdmLY

Wordles: http://wordle.net Slide14

TYPES OF

WRITINGPersonal Journals Dialogue JournalsReading LogsLearning Logs

Double-Entry JournalsLanguage Arts NotebooksSimulated Journals

Collaborative Books

Individual & Collaborative Writing

Quickwrites & WebQuest Reflections

Education World reports teachers reflecting that journal writing really works with unexpected benefits!

http://www.educationworld.com/a_curr/curr144.shtmlSlide15

FOLDABLESThese are intriguing ways to engage students in wring using folded paper in various styles to creatively entice students. Slide16

Write for a Purpose: FREE

KITS FOR TEACHERS

Studentreasures Publishing project:

Is cross-curricular, flexible and meets

Standards

Motivates students & improves critical reading & writing skillsSupports differentiated learning & builds student pride & confidence

Provides easy-to-follow instructions & start-to-finish project support

Makes teaching writing easy & fun

Thrills parents & administrators when they see the students’ work come to life in a hardbound bookhttp://www.studentreasures.com/teachersSlide17

Establish an opportunity for students to

Listen & Speak prior to writing for better resultsFor example:Have students sit knee to knee and eye to eye.

Give them a topic to discuss and allow them to engage in conversation for several minutes with each having a designated time to talk.After this time to reflect, the students are able to write on the topic that was discussed.Slide18

Reading

Circles

http://friesenreading.weebly.com/uploads/2/3/9/1/23912727/hot_seat.pdf

Students are given a period of time to write.

As they finish their draft and need a student to review their work they place their name in the circle on the board

When three student have their name in the circle, the team is formed and they edit each others work (of course they read it orally so each one can hear the draft)!Slide19
Slide20
Slide21
Slide22

English teachers alone hold the responsibility to teach writing in the classroom

. FALSE!Reading should be taught separate from writing because they are different processes.

FALSE!All writing should be written with publication in mind. FALSE!

Students should only use creative writing in their English class

.

FALSE!

Writing is multimodal and is comprised of thoughts written down on paper.

TRUE!

Alvermann, D.E., Gillis, V.R., & Phelps, S.E. (2013). Content area reading and literacy: Succeeding in today’s diverse classrooms (7th ed.). Boston, MA: Pearson.Slide23

References

Alvermann, D.E., Gillis, V.R., & Phelps, S.E. (2013). Content area reading and literacy: Succeeding in today’s diverse classrooms (7th ed.). Boston

, MA: Pearson. Cox, C. (2014). Teaching language arts: A student-centered classroom (7th ed.).Boston, MA: Pearson.

National Council of Teachers of English (2011). Reading

and

Writing across the Curriculum. Retrieved from: www.ncte.org/library/NCTEFiles/Resources/Journals/CC/0203mar2011/CC0203Policy.pdf

National Writing Project. (2015). Reading and Writing.

Retrieved from: www.nwp.org/cs/public/print/doc/resources/write_read.csp

Reading Instruction Resources. (2015). The Relationship between Reading and Writing. Retrieved from: www.k12reader.com/the-relationship-between-reading-and-writing/

Tompkins, G. E. (2013).

Language

arts: Patterns of practice (8th ed.).Boston, MA: Pearson. Tompkins, G.E. (2014). Literacy for the 21st century: A balanced approach (6th ed.). Boston, MA: Pearson. Student Treasures Publishing (2015). Designed with Teacher in Mind. Retrieved From: http://www.studentreasures.com/teachersVirginia Department of Education. (2012). English sols resources. Retrieved from: www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/index.shtml Virginia Department of Education. (2012). Virginia standards of learning: English. Retrieved from: www.doe.virginia.gov/testing/sol/standards_docs/english/index.shtml

Love Your Pencil (2015). Reflective Writing. Retrieved

From: http://

www.loveyourpencil.com/index.php/learning-activities/124-reflective-writing

Read Write Think (2015). RAFT.

Retrieved From: http://

www.readwritethink.org/professional-development/strategy-guides/using-raft-writing-strategy-30625.html

Education World (2015). Journal Writing Every Day.

Retrieved From: http://

www.educationworld.com/a_curr/curr144.shtml

Calkins, L. (2015). Units of Study for Primary Writers.

Retrieved From: http://

www.unitsofstudy.com/toc_lc_lp.asp

Hot Seat. (2015). Instructional Focus.

Retrieved From: http://

friesenreading.weebly.com/uploads/2/3/9/1/23912727/hot_seat.pdf

Rog, L. J. &

Kropp

, P. (2010). The writing genre: Classroom activities and mini-lessons that promote writing with clarity, style, and flashed of brilliance. Pembroke Publishing Ltd. Slide24

Disclaimer

Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark,   manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education. Slide25

Feel free to contact me with any questions or concerns. I will be glad to assist teachers and administrators in their task in helping student become better writers.

ANNYCE MADDOXamaddox@liberty.edu434-610-8149