Sensational Strategies for Producing Electrifying Writing Annyce Maddox: email@example.com 434-610-8149
What Do You Think Below are several ways to use the technology available to engage your student in the classroom: Poll Everywhere Surveyon Irespond Powercomars Optiontechnologies (Ppt) Ask the room Twtpoll (Twitter) Turing technologies Polltogo I Q Polls Direct Poll Me Too (app)
True or false??? 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. Writing 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.
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 Project (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.pdf
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/
VDOE DO NOT forget to use the resources that are provided by the VDOE! http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/index.shtml
“TAG! You’re It!”An Effective Writing Peer-Review Strategy T- Talk to the writer and tell them something you like about their work A- Ask questions about the work you are reviewing G- Give the writer some feedback and a positive suggestion 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.
Reflective Writing Summary http://www.loveyourpencil.com/index.php/learning-activities/124-reflective-writing
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
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 sentences FINAL- 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!
RAFT or RAFTS or RAFT 2 ROLE AUDIENCEFORMATTOPIC ROLE AUDIENCEFORMATTOPIC STRONG VERB (adj, adv, etc…) ROLE AUDIENCE FORMAT TOPICTASK http://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.
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=zGsvAhoOXgw • RSS feeds: http://youtu.be/0klgLsSxGsU • Social Media: https://www.youtube.com/watch?v=MpIOClX1jPE • Twitter: http://youtu.be/ddO9idmax0o • Wiggio: http://youtube.com/watch?v=vnIaw2uopcA • Wikis: www.youtube.com/watch?v=-dnL00TdmLY • Wordles: http://wordle.net
TYPES OF WRITING Personal Journals Dialogue Journals Reading Logs Learning Logs Double-Entry Journals Language Arts Notebooks Simulated 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.shtml
FOLDABLES These are intriguing ways to engage students in wring using folded paper in various styles to creatively entice students.
Write for a Purpose: FREE KITS FOR TEACHERS • Studentreasures Publishing project: • Is cross-curricular, flexible and meets Standards • Motivates students & improves critical reading & writing skills • Supports 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 book http://www.studentreasures.com/teachers
Establish an opportunity for students to Listen & Speak prior to writing for better results • For 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.
Reading Circles • 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)! http://friesenreading.weebly.com/uploads/2/3/9/1/23912727/hot_seat.pdf
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.
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-writingRead Write Think (2015). RAFT. Retrieved From: http://www.readwritethink.org/professional-development/strategy-guides/using-raft-writing-strategy-30625.htmlEducation World (2015). Journal Writing Every Day. Retrieved From: http://www.educationworld.com/a_curr/curr144.shtmlCalkins, L. (2015). Units of Study for Primary Writers. Retrieved From: http://www.unitsofstudy.com/toc_lc_lp.aspHot Seat. (2015). Instructional Focus. Retrieved From: http://friesenreading.weebly.com/uploads/2/3/9/1/23912727/hot_seat.pdfRog, 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.
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.
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