Sentences with phrase «writing instruction»

How can writing instruction across the content areas best respond to these new standards?

Studies have demonstrated the effectiveness of technology with writing instruction for students with mild disabilities.

Similarly, Grossman and her colleagues (2000) found that beginning teachers often reverted to more traditional methods of writing instruction, forsaking the principles and practices they had embraced during their teacher preparation programs.

English teacher educators who teach courses on English teaching methods, writing pedagogies, and linguistics share a unifying concern: writing instruction.

As a searchable database of student writing (with and without teacher comments), teacher interviews, and related materials for teaching writing, the SWAP begins to address the problem of how to provide teacher candidates with opportunities to engage with actual examples of student writing and teacher interviews about writing instruction from a variety of classroom contexts.

However, teacher candidates, themselves, might propose and follow paths related to their own inquiries about writing instruction.

Like an online library, the SWAP allows users to browse, search, and sort through student writing, teacher feedback, and teacher interviews about their assignments, lessons, and feedback practices associated with writing instruction.

These three inquiry paths invite teacher candidates to explore issues associated with writing instruction that are often addressed in teacher preparation: in English teaching methods courses, the question of how to teach standardized content without producing formulaic results from students; in writing pedagogies courses, the pros and cons of machine scoring; and in linguistics courses, the challenge of providing feedback that is sensitive to students» linguistic backgrounds and abilities.

WriteToLearn is the only online writing instruction tool developed to reinforce the interplay between reading, writing, and vocabulary — the bedrock of literacy and key elements of the College and Career Readiness Standards (CCRS).

After 23 years at the Rochester School, Marty left to continue the writing work at the state level, working with the Vermont Department of Education, first through the VT Institutes, where Marty, Joey, and Karen Kurzman collaborated and worked in schools across the state in writing instruction, especially across the content areas.

Graham is the author of Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High School, Handbook of Writing Research, Handbook of Learning Disabilities, Writing Better, Making the Writing Process Work, Best Practices in Writing Instruction, and more than 135 articles.

In this way, the SWAP enables teacher candidates to challenge, revise, and enrich their visions of what secondary writing instruction can be and to imagine new interactional frames for dialog among teachers, students, and their written texts.

Because writing instruction is a unifying concern for English teacher educators in methods courses, writing pedagogies courses, and linguistics courses, several possible inquiry paths through the archive for instructors and teacher candidates in each of these courses are possible.

This SWAP path, like the other two, allows teacher candidates to connect abstract pedagogical principles, like those in the position statement, with situated examples of writing instruction from Mr. Weber's class.

Dr. Folsom acknowledged that reading and writing instruction was a weakness at Lehman and said that beginning in the fall, social studies and literacy will be offered as separate courses.

, Teaching the neglected «R»: Rethinking writing instruction in secondary classrooms (pp. 162 - 171).

Currently, I am studying how teacher candidates in those courses (and others) respond to these paths or use the SWAP to develop their own inquiries into the complex domain of writing instruction.

Writing instruction, as defined in those previous studies, includes not only the design and presentation of instructional materials and assessments but also ways teachers respond to student writing and use assessment results to plan subsequent instruction.

Writing instruction includes how teachers design and implement writing assignments; how teachers provide feedback on student work; and how teachers use patterns they identify in student writing to plan and implement subsequent instruction.

Often referred to by her colleagues as a teacher's teacher, Johnson has appeared in many instructional videos on teacher modeling, assessment and instruction, effective grouping, and writing instruction.

Alternatively, at universities where there is less occasion to coordinate across methods courses or limited opportunities within those courses for teacher candidates to discuss writing instruction (e.g., in writing pedagogies and linguistics courses that are also taken by students of other majors), English teacher educators might foster online dialog with teacher candidates at other institutions that teach similar courses.

In other words, SWAP brings teacher candidates into low - stakes yet professionalizing dialog with artifacts of secondary writing instruction.

However, a Carnegie corporation report and meta - analysis (Graham & Perrin, 2007) has suggested that students» success in higher education and professional life greatly depends on the quality of their secondary writing instruction.

Creating opportunities for teacher candidates to practice these aspects of writing instruction in university methods courses can be challenging.

Although the SWAP may not be a replacement for synchronous interaction with student writers, the design of the archive supports rigorous analysis of authentic writing samples from students of different grade levels, geographic regions, and linguistic backgrounds and allows teacher candidates to gain important insights into ways practicing teachers think about and implement writing instruction.

While this course also addresses both language and writing instruction, it focuses on those topics (and others) as part of an integrated approach to planning and teaching English language arts.

Opportunities for discussions of such limitations will continue to arise as more teachers contribute to the archive, adding examples of writing instruction that English teacher educators may find more or less admirable.

In this way, SWAP enables teacher candidates to develop cognitive flexibility regarding strategies for secondary writing instruction.

This is good news for teacher preparation courses in which it is difficult to integrate field experiences associated with writing instruction.

And while more rigor, non-fiction and literacy - building are worthy goals, they don't help me build relationships with my students and their families the way publishing their letters did, and I worry about the long - term consequences of inadvertently putting writing instruction on the back burner.

Our conversation made me think about the current state of writing instruction.

These changes helped build students» literacy, but reduced our capacity for writing instruction.

The SWAP provides a rich resource for research on secondary writing instruction and, particularly, on teachers» responses to student writing.

Nevertheless, access to effective writing instruction is especially important in an era when high - stakes tests depend greatly on writing skill.

Dr. Kinsella provides an overview of the shifts in emphasis with academic speaking and writing instruction and assessment initiated by the Common Core Standards and the new ELA / ELD Framework.

The Writer's Workshop model focuses on writing instruction within different units of study.

Dr. Kinsella details cross-curricular writing instruction imperatives for educators serving English learners and striving readers, including a focused yet accessible analytic rubric for each assignment, targeted lessons on language and rhetorical devices for specific writing types, explicit analysis of an appropriate writing model, and brief, frequent doses of interactive, teacher - meditated writing practice to build critical competencies for longer, independent assignments.

Empowering Writers takes a unique approach to live event writing instruction, emphasizing the connection between good writing skills and literacy achievement.

94 The percentage of Canadian 4th — 8th grade teachers who incorporate peer feedback into their writing instruction.

Her expertise revolves around areas of curriculum and instruction, such as implementation of the ELA Common Core State Standards or other standards - based curricula; backward design; differentiated tools, strategies, and assessments; pre -, formative, self -, and summative assessments; writing instruction and assessment; unit and yearlong curriculum maps; text - dependent questions; and engaging instructional strategies that facilitate close reading.

This session will help you evaluate your current writing program and will provide you with tools you need to create effective writing instruction aligned to the Common Core State Standards.

Should writing instruction focus on expression or grammar?

In addition to this book, she has written Mapping Comprehensive Units to the ELA Common Core Standards, 6 — 12 (Corwin, 2013) and K — 5 (Corwin, 2012); Lesson Design for Differentiated Instruction, Grades 4 — 9 (Corwin, 2009); Curriculum Mapping: A Step - by - Step Guide to Creating Curriculum Year Overviews (Corwin, 2007); and Curriculum Design for Writing Instruction: Creating Standards - Based Lesson Plans and Rubrics (Corwin, 2005).

Today, Starr Sackstein @mssackstein shares 5 feedback strategies to supercharge your writing instruction and classroom...

Students find the writing instruction extremely motivating.

In addition to learning to evaluate student writing across all seven traits of effective writing, participants receive support in creating detailed, grade - specific, trait - writing instruction that aligns with the rigorous college and career readiness standards.

Lesson plans for foundational spelling skills should include activities that allow students to practice and apply learned spelling patterns during reading and writing instruction.

Since students begin each school year with different learning backgrounds, teachers need to include writing instruction in Tier 1 core lessons as well as offer supplemental writing instruction (e.g., Tiers 2 and 3) for those students who need it.

They may reduce class size in core subjects to support writing instruction and formative assessment while increasing class size in elective courses.

The Hechinger Report's Jackie Mader visited one rural panhandle elementary school to see how the standards are changing writing instruction.