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Written Expression Strategies

Written Expression Strategies. NicoleVan Buren. Power Words. Content: Writing Development Grade Level: Third grade, ESOL and ESE students in any grade Curriculum Standard: The student uses multiple strategies to develop grade appropriate vocabulary.

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Written Expression Strategies

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  1. Written Expression Strategies • NicoleVan Buren

  2. Power Words • Content: Writing Development • Grade Level: Third grade, ESOL and ESE students in any grade • Curriculum Standard: The student uses multiple strategies to develop grade appropriate vocabulary. • LA.3.1.6.1. The student will use new vocabulary that is introduced and taught directly. • Delivery of practice: Power Words are vocabulary words that are introduced during a reading program. The words are introduced before the students read the book in the program, and they are identified during the reading process. The benefit of Power Words is that students can see the words being used in context and gain a personal association with the vocabulary.

  3. Power Words Cont. • Delivery Model: Power Words can be taught in any classroom setting. They can be introduced whole group and reviewed in small group reading centers. In a co-taught classroom, the general education teacher can introduce the vocabulary, while the special education teacher pulls small groups to check for comprehension. Also, both teachers can work with the reading groups to ensure the students are identifying the Power Words in the texts. • Power Words for Tuck Everlasting by Natalie Babbitt • contemplative • tranquil • penetrate • faltered • melancholy • Reference: • Gess, D. (2006). Teaching Writing: Strategies for Improving Literacy Across the Curriculum. Suffern: The Write Track.

  4. The Dead Word Tombstones • Content: Writing Development • Grade level: Third grade, including ESOL and ESE students in any grade • Curriculum Standards:The student will edit and correct the draft for standard language conventions. • LA.3.3.4.1 The student will edit for correct use of spelling, using spelling patterns and generalizations (e.g., word families, diphthongs, consonant digraphs, CVC words, CCVC words, CVCC words, affixes) and using a dictionary or other resources as necessary. • Delivery of practice: Dead Word Tombstones are tools for students to increase their vocabulary and to put overused adjectives “to rest.” The students will write “boring” adjectives on a tombstone cutout, then replace the words with grade appropriate vocabulary.

  5. Dead Word Tombstones Cont. • Delivery model: Dead Word Tombstones can be utilized in any classroom setting. They can be introduced whole group and used by individual students. In a co-taught class, Dead Word Tombstones can be introduced by each teacher in small groups, then used in a reading center. • Reference • Gess, D. (2006). Teaching Writing: Strategies for Improving Literacy Across the Curriculum. Suffern: The Write Track.

  6. Cook, Cynthia. "Rest in peace, dead words!." LEARN NC. The University of North Carolina, n.d. Web. 5 Apr. 2010. <http://www.learnnc.org/lp/pag

  7. Great to Magnificent • Content: Writing, editing process • Grade Level: Second grade, ESE and ESOL students in any grade • Curriculum Standards: The student will revise and refine the draft for clarity and effectiveness. • LA.2.3.3.3 The student will revise by creating interest by incorporating descriptive words and supporting details, such as sensory language. • Description of Practice: This strategy helps students add details to their writing and create more complex sentences. The “Great to Magnificent” strategy allows the students to add their own descriptive words to preexisting sentences. The teacher can expand upon the strategy by having the students only use their “five senses” descriptive words to add even more detailed adjectives.

  8. Great to Magnificent • Delivery Models: The product “Great to Magnificent” is on PowerPoint, so it can be done as a whole-class activity, in pairs at a center, or as an informal assessment for an individual student. This strategy can also be done in any classroom style. If the class is co-taught, one teacher can have the students do the activity whole-group, while the other teacher pulls a small group or an individual student to practice the strategy at a slower pace and with more one-on-one instruction. The strategy can also be used in an inclusive class, as explained above. • Whole to Magnificent PowerPoint:Great%20to%20Magnificent • Reference: • Gess, D. (2006). Teaching Writing: Strategies for Improving Literacy Across the Curriculum. Suffern: The Write Track.

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