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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)!Slide19Slide20Slide21Slide22
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