Date of publication: 2017-09-01 02:15
Even when students do write every day, writing development is a slow growth process, more like math than any other subject in terms of learning and reviewing conventions and concepts, failing and succeeding, and practicing, practicing, practicing. This is where English teachers come in. Regular, frequent time for students to write means regular, frequent occasions for us to teach students how to write.
PreS-Gr 7 –Another delightful collaboration by the team behind Wolfie the Bunny and Horrible Bear! This story is set in the Arctic on a whale-shaped boat and it focuses on a trio of lemmings named Jumper, Me Too!, and Ditto!, who do not know that lemmings do not jump off of things because they cannot read. After repeated failed admonishments to get the lemmings to read the book
Joy is a part of a healthy climate, and in places where we spend huge chunks of time – like school – healthy climates are critical to the success of students and teachers alike. Rita Platt shares some of the ways she bring smiles and laughter into classroom culture.
As readers, we've noticed features of poems, stories, and expository pieces that work, and that don't. In conferences I teach writers what I've gleaned as a reader about such literary features as leads and conclusions, titles, tone, reflection, logic, information, purpose, theme, imagery, clarity, diction, sensory verbs, verb tense, concrete specifics, organization, transitions, paragraphing, colons, dashes, you name it. Writing teachers don't need formulas or rubrics of response. We begin with our strengths as literary readers.
We are also moving toward this. I want to go see someone that has already done this in middle school. I am in Northern California. Does anyone have suggestions?
I begin to learn who my new kids are&ndash about their lives outside of school and how they perceive themselves as writers and readers. I communicate the expectations and rules of the workshop. Students organize themselves put their names on folders and insert forms. And I try to give all of them a taste of the satisfactions of writing and reading so authentic that they leave for the weekend believing this class is the real deal.
This adaptation made my teaching life more manageable. More importantly, it created regular occasions for peers to become members of Meeks' "company of friends who encourage and sustain" one another as readers. But it didn't resolve another issue with the weekly letters: sometimes my students didn't have much to say about a book. They might have just started it, or they may have become so engrossed in a story that it was frustrating and unproductive to detach from the zone and try to consider an author's choices so far.
Nancie remains true to her ideals and the workshop approach. Readers of the second edition of In the Middle will recognize the basic workshop elements and find Nancie Atwell's respect for teaching middle schoolers undimmed. Additional years of experience have yielded her new insights into students’ writing and reading and produced improvements in how best to develop middle school learners.
I gave each of my seventy-five kids a notebook with a personalized letter inside that invited them to write to me about their reading. I hoped that written dialogues would help them reflect on books more deeply, specifically, and analytically. Thirty years later, I am still corresponding with students about their reading—and still experimenting with the method, in search of the most productive and manageable version.
I don't teach expository prose to prepare students for the essays on standardized tests. The version of exposition called for by these prompts is so odd and specific it's a genre unto itself and should be taught and practiced, in the week or two before the test, using the test maker's sample prompts and under test-taking conditions. It's not necessary to devote a school year to test prep. But teachers do need to familiarize students with the format and demands of the writing task to help them tease out and name the features of the writing samples provided by the test maker, create a protocol for writing one that includes writing off-the-page, produce a couple under timed conditions, and analyze their results against the list of genre features they created.
That 8767 s a really good question. I would contact the company directly and let them know what you are wanting to do and see what you can work out. I can imagine, at least in the case of a product like Evernote, they would welcome the use of their application in schools. I know it 8767 s not where they are going to make money today but it sure could be a great asset to you people in their learning process.