Academic Writing_SIOP 2015 (1)
1 like467 views
This document outlines strategies for engaging students in academic writing assignments. It discusses using a gradual release model with four stages: developing topic knowledge, modeling genres, interactive writing, and independent writing. One strategy presented is "simultaneous round table," where students write responses to a question and pass their paper to add comments. Another strategy is "wallpapering," where students write pros and cons of a topic and post them for comments. The document aims to help participants develop writing skills through engaging oral language activities before writing independently.
1 of 25
Downloaded 11 times
Ad
Recommended
Webquest
Webquestbecca_haught
油
This document outlines a debate assignment for middle school students on topics related to The Hunger Games novel. Students will be randomly assigned to debate positions on whether Panem should revolt against the Capitol, if Katniss should have volunteered for her sister, if Katniss should help the revolution or Capitol, or if the Hunger Games should continue. Students will work in groups of 4, with roles of introduction speaker, two debate speakers, and closing speaker. They will research evidence from the book and SparkNotes to support their assigned position over two class periods, with one for preparation and one for the debate presentation.Writing to Argue
Writing to ArgueMiss Lud
油
The document outlines techniques for mind mapping the ingredients of an argument. It discusses being able to create, categorize, and prioritize points using the Argument Formulation Technique. The goal is to be able to name argument ingredients, argue for or against using them, and identify the best points to win an argument.Giving peer feedback
Giving peer feedbackaquaglia
油
The document provides guidance on how to effectively provide peer feedback on writing. It explains that peer feedback involves classmates helping to improve each other's writing. There are three key steps to peer feedback: 1) describing what the writing did well in terms of categories like content and organization, 2) providing compliments by pointing out what was liked, and 3) making suggestions for improvement while staying positive and specific. Suggestions could involve areas like word choice, details, organization, sentences, or topic focus. It emphasizes the importance of staying positive and giving specific feedback.Lesson plan on opinion signal words
Lesson plan on opinion signal wordsJustine Paulo Tapil
油
The document outlines a lesson plan to teach students the difference between facts and opinions. The lesson involves students playing a game to identify facts and opinions in sentences. They then discuss statements as a group to determine if they are facts or opinions. Students are asked questions to help distinguish between the two. As an activity, students list facts and opinions about their favorite movie or artist. The lesson aims to help students compose definitions of facts and opinions and identify language that indicates whether a statement is a fact or an opinion.Passage-based Writing PPT -November 27, 2018
Passage-based Writing PPT -November 27, 2018VictoriaLes
油
This document discusses passage based writing (PBW) and provides guidance on teaching it. It begins by explaining what PBW is - an essay that must be supported by specific details from the given passage. It then outlines a 6 step learning path for teaching PBW, with steps like identifying the prompt, close reading the passage, and composing a response. The document provides examples of modeling how to unpack prompts and close read text. It emphasizes having students practice these skills through deliberate instruction. Overall, the document aims to help teachers understand and teach the skills needed for PBW.Detailed Lesson Plan (Reading and Writing) Techniques in Critical Reading
Detailed Lesson Plan (Reading and Writing) Techniques in Critical ReadingAnjenette Columnas
油
The document is a detailed lesson plan for English Grade XI focused on critical reading skills. It outlines objectives for students to understand and apply critical thinking, evaluate texts, and identify claims in written materials. The lesson includes activities, discussions, and evaluations to engage students in the critical reading process.Writing to argue - info and ideas exam
Writing to argue - info and ideas examSaltashnet Peru
油
The summary is:
1) The opening line asks a rhetorical question about forcing children to wear the same clothes everyday.
2) This grabs the reader's attention in a lively way and sets up the argument that will follow.
3) The rest of the response should include points, counterpoints, and a conclusion that references back to the rhetorical question.油1 a syllabus 5 day hybrid
油1 a syllabus 5 day hybridjordanlachance
油
This document provides the schedule and assignments for an English composition course. It includes five essays assigned over the course of the semester: an argument essay, two narrative essays, a concept essay, and a problem/solution essay. Each week covers different writing skills and concepts through assigned readings, in-class activities, and online discussion posts. Students are expected to closely read the assigned text, The Hunger Games, and complete drafts, revisions, and a final copy of each essay.Giving peer feedback
Giving peer feedbackaquaglia
油
The document provides a 3-step process for giving effective peer feedback on writing assignments:
Step 1 involves providing a description of how well the writer addressed various writing elements. Step 2 requires starting with compliments about what the writer did well. Step 3 consists of making specific suggestions about how the writing could be improved, such as using more descriptive words or details. The document emphasizes giving feedback in a positive manner and providing concrete recommendations.Strategies 1
Strategies 1pilibarrera
油
The document provides descriptions of several strategies and activities that can be used to engage students and promote learning, including the 3-2-1 strategy, Probable Passage, Tea Party, Somebody-Wanted-But-So, Four Corners, List-Group-Label, Jigsaw, marking text strategies, and Save the Last Word for Me. These strategies can be implemented before, during, and after reading and include discussion, group work, and reflective writing.September 11 (EE)
September 11 (EE)MelissaJLong
油
This document contains instructions for various classroom activities including:
1) Asking students to describe an experience asking for help and how far outside their comfort zone they stepped
2) Having students work in groups to create a reading quiz to test another group's understanding of a chapter
3) Individually taking and grading another group's quiz while providing feedback on the quality of questions
4) Having students read and discuss chapters from They Say/I Say and Drive relating to autonomy, mastery and purpose
5) Writing a paraphrase of a passage with the page and paragraph number citedRevising And Editing
Revising And EditingJeffrey Beal
油
The document is a PowerPoint presentation designed to help learners effectively answer multiple choice questions. It outlines the structure of multiple choice items, strategies for responding, and provides examples of predicting answers and evaluating options. Additionally, the document includes activities for writing and editing multiple choice items to enhance understanding of the topic.Paper 2 iGCSE Revision Guide
Paper 2 iGCSE Revision GuideBradonEnglish
油
The document provides revision materials for the Cambridge IGCSE Paper 2 exam, including:
- Checklists to help identify strengths and weaknesses in answering each type of question;
- Sample questions and responses to use for practice;
- Advice on developing strategic approaches to different questions. It focuses on three main question types: genre transformation, analyzing an author's use of language, and summarizing multiple passages. Students are encouraged to use the checklists and practice questions to strengthen their skills in areas they find most challenging.Persuasive writing powerpoint
Persuasive writing powerpointMiriamRMarek
油
This document discusses persuasive writing and provides examples of techniques used in persuasive texts, such as establishing a clear position, using persuasive language, and employing effective organizational structures. It emphasizes the importance of considering the audience when crafting an argument. Specific organizational structures examined include concession/rebuttal, causal chain, and order of importance. The document also provides guidance on writing effective introductions and conclusions for persuasive pieces.Ewrt 1 b winter 2014 mw sheet1
Ewrt 1 b winter 2014 mw sheet1jordanlachance
油
This document outlines the schedule and assignments for an English writing course on identity and passing. Over the course of 12 weeks, students will write 5 essays exploring different types of passing - racial, gender/sexual, and refusing to pass. They will analyze various texts including poems, short stories, novels and films. Assignments include weekly reading responses, in-class writings, and drafts of the 5 essays. Exams will cover vocabulary terms introduced in each unit. The course aims to develop students' writing skills through various activities including outlining, drafting, revising, and conducting research.Practice applying strategies to your text
Practice applying strategies to your textkylenebeers
油
The document outlines a series of instructional strategies for teaching reading comprehension through various techniques like KWL, SWBS, and think-alouds. It emphasizes selecting appropriate texts, generating discussion questions, and guiding students in identifying significant literary signposts. The emphasis is on interactive group work, student responses, and teaching transferable lessons through modeled practice.Pre while-post reading activities
Pre while-post reading activitiesWilliam Sastoque
油
This document provides 86 suggestions for activities that students can do before, during, or after reading a text to help them engage more fully with the material. Some of the suggestions include having students dramatize scenes from the text, create visual representations like collages or timelines, rewrite parts of the story from different perspectives, and discuss the text in various formats like fishbowls, debates or Socratic seminars. The broad range of active, creative, and discussion-based strategies are aimed at keeping students interested and thinking critically about what they are reading.Ewrt 1 b winter 2014 mw new film sheet1
Ewrt 1 b winter 2014 mw new film sheet1jordanlachance
油
This document provides an overview of the schedule and assignments for an English writing course focused on identity and passing. It includes the following key points:
- The course meets on Mondays and Wednesdays over 12 weeks and covers 5 essays exploring themes of identity, racial passing, gender passing, and refusing to pass.
- Each class session includes lectures, discussions, in-class writing assignments, and homework assignments requiring students to post responses to the readings and class discussions online.
- The major assignments are 5 essays responding to prompts about expressing identity, racial passing, arguing about passing, responding to assigned texts, and refusing to pass. Students also complete regular vocabulary exams.
- Readings include works byClose and critical reading bookmarks june 2010
Close and critical reading bookmarks june 2010Jennifer Evans
油
The document discusses close reading and summarizing text. It states that close reading first aims to determine the content of a passage through one or more readings. A first reading can aim to answer questions about a text, while a second reading determines the full content. Summarizing requires identifying main ideas and logical inferences to create a shortened version of the text. Various summarizing activities are described, such as circling important words/phrases or highlighting key ideas.Skellig STAR Lesson
Skellig STAR Lessonjulier3846
油
This document provides guidance to a student on how to improve their reading assessment scores. It discusses weaknesses in the student's previous answers, such as a lack of full sentences, supporting quotes, and proper grammar. The document offers examples of better answers that are fully formed sentences supported by direct quotes. It encourages the student to re-read the text carefully, mark important details, and apply feedback to strengthen their responses. The goal is for the student to understand what is expected in answers and improve their reading assessment skills.Critical Thinking syllabus
Critical Thinking syllabusDale Hull
油
This document contains the syllabus for a critical thinking course at Cuyamaca College. The course aims to teach students to think critically and analyze arguments. Over the semester, students will learn about different types of arguments and reasoning, practice identifying and evaluating arguments, and complete several writing assignments culminating in a final position paper. Class sessions will involve lecture as well as discussion, and students will be graded on exercises, short essays, and rewrites throughout the term. Regular attendance and participation are expected.Class 16 online 1 a
Class 16 online 1 a jordanlachance
油
This document provides an agenda for a class discussing problem solution essays. It introduces two sample essays that propose solutions to problems and outlines the basic features of the genre. These features include a well-defined problem, a well-argued solution, an effective counterargument, an evaluation of alternative solutions, and a readable plan. The document guides students through an analysis of the sample essays based on these features. It then instructs students to generate topics for their own problem-solution essay by identifying problems within various communities and groups. Students are asked to conduct follow-up research on their potential topics.Class 16 online 1 a
Class 16 online 1 a jordanlachance
油
The document outlines an agenda for discussing problem solution essays. It introduces two sample essays - "More Testing, More Learning" by Patrick O'Malley and "Win-Win Flexibility" by Karen Kornbluh. It reviews the basic features of a problem solution essay such as a well-defined problem, a well-argued solution, an effective counterargument, and an evaluation of alternative solutions. It provides discussion questions to analyze how these features are incorporated in the two sample essays. Finally, it introduces the assignment for Essay #4 - for students to propose a solution to a problem faced by a community or group.Class 16 online 1 a
Class 16 online 1 a jordanlachance
油
The document outlines an agenda for discussing problem solution essays, including introducing two sample essays and their use of common features of the genre. It discusses generating a topic for Essay #4 by having students identify a problem and proposed solution for a group or community. The document provides guidance on evaluating sample essays based on elements like a well-defined problem, clearly described solution, effective counterargument, and evaluation of alternatives. It also includes prompts for an in-class writing exercise where students begin choosing a topic by filling out a chart identifying problems for different groups and communities.E3 m3.4 Peer editing
E3 m3.4 Peer editingMondstrahl
油
The document discusses peer editing, which involves students reviewing each other's writing to provide feedback for improvement. It explains that during peer editing, students read each other's work, comment on strengths and areas needing clarification or development, and may discuss revisions. The purpose of peer editing is to get an outside perspective to help writers better organize their ideas, address any issues with understandability, and identify unnecessary information. It suggests peer editors ask questions politely and mark important elements like the topic and concluding sentences.Blooms Respect
Blooms RespectLara Cockroft
油
This document outlines Bloom's taxonomy of different levels of thinking skills from low to high order. It provides examples of activities and questions related to the concept of respect that involve remembering, understanding, applying, analyzing, evaluating, and creating as part of developing higher order thinking skills around respect in the classroom.Bellringers 2013 14 1st 9 weeks
Bellringers 2013 14 1st 9 weeksMurray Middle School
油
This document provides instructions and prompts for student journals to be completed during the first 9 weeks of school. It explains that journals will be completed during the first 5 minutes of each class and are worth 100 points each semester. Entries must be at least 3/4 of a page long and include the journal number, date, and title in the top corner. Some entries may include a practice multiple choice question. The document then provides examples of 15 journal entry prompts focused on goal setting, organization, open response practice, parts of speech review, and more.Jcam,[1][1]
Jcam,[1][1]jcam1993
油
This document contains instructions and content for a portfolio midterm assignment with three sections. The first section asks students to write an intention statement committing to succeed in their education. The second section includes three learning style inventories - VARK, Myers-Briggs, and True Colors - for students to complete. The third and final section includes an emotional intelligence activity where students reflect on typical college situations and the lessons learned.Assignment 3 by edit balletb坦
Assignment 3 by edit balletb坦eballetb
油
This document outlines an activity and evaluation plan for students to improve their writing skills through a collaborative online story writing exercise using Edmodo. The key details are:
1. Students will collectively write a story over two weeks, with each student contributing two sentences per week and correcting two peers' work.
2. The activity aims to improve writing skills, practice English, foster collaboration, and have students provide constructive feedback to peers.
3. Students will be evaluated based on a rubric assessing their writing ability, respect for language, collaboration, and feedback to peers. The teacher hopes this activity will save time while increasing engagement.Content literacy ppt
Content literacy pptBelinda Gustin
油
This document provides strategies and resources for teaching literacy skills across content areas. It emphasizes that developing students' literacy is every teacher's responsibility. Before, during, and after reading strategies are outlined to help students access and understand content area texts. Some highlighted strategies include vocabulary development, note-taking with codes, graphic organizers like Venn diagrams, and writing prompts like RAFT to help students personalize and apply new concepts. The goal is to use these evidence-based strategies to accelerate learning and improve student literacy in different subject areas.More Related Content
What's hot (20)
Giving peer feedback
Giving peer feedbackaquaglia
油
The document provides a 3-step process for giving effective peer feedback on writing assignments:
Step 1 involves providing a description of how well the writer addressed various writing elements. Step 2 requires starting with compliments about what the writer did well. Step 3 consists of making specific suggestions about how the writing could be improved, such as using more descriptive words or details. The document emphasizes giving feedback in a positive manner and providing concrete recommendations.Strategies 1
Strategies 1pilibarrera
油
The document provides descriptions of several strategies and activities that can be used to engage students and promote learning, including the 3-2-1 strategy, Probable Passage, Tea Party, Somebody-Wanted-But-So, Four Corners, List-Group-Label, Jigsaw, marking text strategies, and Save the Last Word for Me. These strategies can be implemented before, during, and after reading and include discussion, group work, and reflective writing.September 11 (EE)
September 11 (EE)MelissaJLong
油
This document contains instructions for various classroom activities including:
1) Asking students to describe an experience asking for help and how far outside their comfort zone they stepped
2) Having students work in groups to create a reading quiz to test another group's understanding of a chapter
3) Individually taking and grading another group's quiz while providing feedback on the quality of questions
4) Having students read and discuss chapters from They Say/I Say and Drive relating to autonomy, mastery and purpose
5) Writing a paraphrase of a passage with the page and paragraph number citedRevising And Editing
Revising And EditingJeffrey Beal
油
The document is a PowerPoint presentation designed to help learners effectively answer multiple choice questions. It outlines the structure of multiple choice items, strategies for responding, and provides examples of predicting answers and evaluating options. Additionally, the document includes activities for writing and editing multiple choice items to enhance understanding of the topic.Paper 2 iGCSE Revision Guide
Paper 2 iGCSE Revision GuideBradonEnglish
油
The document provides revision materials for the Cambridge IGCSE Paper 2 exam, including:
- Checklists to help identify strengths and weaknesses in answering each type of question;
- Sample questions and responses to use for practice;
- Advice on developing strategic approaches to different questions. It focuses on three main question types: genre transformation, analyzing an author's use of language, and summarizing multiple passages. Students are encouraged to use the checklists and practice questions to strengthen their skills in areas they find most challenging.Persuasive writing powerpoint
Persuasive writing powerpointMiriamRMarek
油
This document discusses persuasive writing and provides examples of techniques used in persuasive texts, such as establishing a clear position, using persuasive language, and employing effective organizational structures. It emphasizes the importance of considering the audience when crafting an argument. Specific organizational structures examined include concession/rebuttal, causal chain, and order of importance. The document also provides guidance on writing effective introductions and conclusions for persuasive pieces.Ewrt 1 b winter 2014 mw sheet1
Ewrt 1 b winter 2014 mw sheet1jordanlachance
油
This document outlines the schedule and assignments for an English writing course on identity and passing. Over the course of 12 weeks, students will write 5 essays exploring different types of passing - racial, gender/sexual, and refusing to pass. They will analyze various texts including poems, short stories, novels and films. Assignments include weekly reading responses, in-class writings, and drafts of the 5 essays. Exams will cover vocabulary terms introduced in each unit. The course aims to develop students' writing skills through various activities including outlining, drafting, revising, and conducting research.Practice applying strategies to your text
Practice applying strategies to your textkylenebeers
油
The document outlines a series of instructional strategies for teaching reading comprehension through various techniques like KWL, SWBS, and think-alouds. It emphasizes selecting appropriate texts, generating discussion questions, and guiding students in identifying significant literary signposts. The emphasis is on interactive group work, student responses, and teaching transferable lessons through modeled practice.Pre while-post reading activities
Pre while-post reading activitiesWilliam Sastoque
油
This document provides 86 suggestions for activities that students can do before, during, or after reading a text to help them engage more fully with the material. Some of the suggestions include having students dramatize scenes from the text, create visual representations like collages or timelines, rewrite parts of the story from different perspectives, and discuss the text in various formats like fishbowls, debates or Socratic seminars. The broad range of active, creative, and discussion-based strategies are aimed at keeping students interested and thinking critically about what they are reading.Ewrt 1 b winter 2014 mw new film sheet1
Ewrt 1 b winter 2014 mw new film sheet1jordanlachance
油
This document provides an overview of the schedule and assignments for an English writing course focused on identity and passing. It includes the following key points:
- The course meets on Mondays and Wednesdays over 12 weeks and covers 5 essays exploring themes of identity, racial passing, gender passing, and refusing to pass.
- Each class session includes lectures, discussions, in-class writing assignments, and homework assignments requiring students to post responses to the readings and class discussions online.
- The major assignments are 5 essays responding to prompts about expressing identity, racial passing, arguing about passing, responding to assigned texts, and refusing to pass. Students also complete regular vocabulary exams.
- Readings include works byClose and critical reading bookmarks june 2010
Close and critical reading bookmarks june 2010Jennifer Evans
油
The document discusses close reading and summarizing text. It states that close reading first aims to determine the content of a passage through one or more readings. A first reading can aim to answer questions about a text, while a second reading determines the full content. Summarizing requires identifying main ideas and logical inferences to create a shortened version of the text. Various summarizing activities are described, such as circling important words/phrases or highlighting key ideas.Skellig STAR Lesson
Skellig STAR Lessonjulier3846
油
This document provides guidance to a student on how to improve their reading assessment scores. It discusses weaknesses in the student's previous answers, such as a lack of full sentences, supporting quotes, and proper grammar. The document offers examples of better answers that are fully formed sentences supported by direct quotes. It encourages the student to re-read the text carefully, mark important details, and apply feedback to strengthen their responses. The goal is for the student to understand what is expected in answers and improve their reading assessment skills.Critical Thinking syllabus
Critical Thinking syllabusDale Hull
油
This document contains the syllabus for a critical thinking course at Cuyamaca College. The course aims to teach students to think critically and analyze arguments. Over the semester, students will learn about different types of arguments and reasoning, practice identifying and evaluating arguments, and complete several writing assignments culminating in a final position paper. Class sessions will involve lecture as well as discussion, and students will be graded on exercises, short essays, and rewrites throughout the term. Regular attendance and participation are expected.Class 16 online 1 a
Class 16 online 1 a jordanlachance
油
This document provides an agenda for a class discussing problem solution essays. It introduces two sample essays that propose solutions to problems and outlines the basic features of the genre. These features include a well-defined problem, a well-argued solution, an effective counterargument, an evaluation of alternative solutions, and a readable plan. The document guides students through an analysis of the sample essays based on these features. It then instructs students to generate topics for their own problem-solution essay by identifying problems within various communities and groups. Students are asked to conduct follow-up research on their potential topics.Class 16 online 1 a
Class 16 online 1 a jordanlachance
油
The document outlines an agenda for discussing problem solution essays. It introduces two sample essays - "More Testing, More Learning" by Patrick O'Malley and "Win-Win Flexibility" by Karen Kornbluh. It reviews the basic features of a problem solution essay such as a well-defined problem, a well-argued solution, an effective counterargument, and an evaluation of alternative solutions. It provides discussion questions to analyze how these features are incorporated in the two sample essays. Finally, it introduces the assignment for Essay #4 - for students to propose a solution to a problem faced by a community or group.Class 16 online 1 a
Class 16 online 1 a jordanlachance
油
The document outlines an agenda for discussing problem solution essays, including introducing two sample essays and their use of common features of the genre. It discusses generating a topic for Essay #4 by having students identify a problem and proposed solution for a group or community. The document provides guidance on evaluating sample essays based on elements like a well-defined problem, clearly described solution, effective counterargument, and evaluation of alternatives. It also includes prompts for an in-class writing exercise where students begin choosing a topic by filling out a chart identifying problems for different groups and communities.E3 m3.4 Peer editing
E3 m3.4 Peer editingMondstrahl
油
The document discusses peer editing, which involves students reviewing each other's writing to provide feedback for improvement. It explains that during peer editing, students read each other's work, comment on strengths and areas needing clarification or development, and may discuss revisions. The purpose of peer editing is to get an outside perspective to help writers better organize their ideas, address any issues with understandability, and identify unnecessary information. It suggests peer editors ask questions politely and mark important elements like the topic and concluding sentences.Blooms Respect
Blooms RespectLara Cockroft
油
This document outlines Bloom's taxonomy of different levels of thinking skills from low to high order. It provides examples of activities and questions related to the concept of respect that involve remembering, understanding, applying, analyzing, evaluating, and creating as part of developing higher order thinking skills around respect in the classroom.Bellringers 2013 14 1st 9 weeks
Bellringers 2013 14 1st 9 weeksMurray Middle School
油
This document provides instructions and prompts for student journals to be completed during the first 9 weeks of school. It explains that journals will be completed during the first 5 minutes of each class and are worth 100 points each semester. Entries must be at least 3/4 of a page long and include the journal number, date, and title in the top corner. Some entries may include a practice multiple choice question. The document then provides examples of 15 journal entry prompts focused on goal setting, organization, open response practice, parts of speech review, and more.Jcam,[1][1]
Jcam,[1][1]jcam1993
油
This document contains instructions and content for a portfolio midterm assignment with three sections. The first section asks students to write an intention statement committing to succeed in their education. The second section includes three learning style inventories - VARK, Myers-Briggs, and True Colors - for students to complete. The third and final section includes an emotional intelligence activity where students reflect on typical college situations and the lessons learned.Similar to Academic Writing_SIOP 2015 (1) (20)
Assignment 3 by edit balletb坦
Assignment 3 by edit balletb坦eballetb
油
This document outlines an activity and evaluation plan for students to improve their writing skills through a collaborative online story writing exercise using Edmodo. The key details are:
1. Students will collectively write a story over two weeks, with each student contributing two sentences per week and correcting two peers' work.
2. The activity aims to improve writing skills, practice English, foster collaboration, and have students provide constructive feedback to peers.
3. Students will be evaluated based on a rubric assessing their writing ability, respect for language, collaboration, and feedback to peers. The teacher hopes this activity will save time while increasing engagement.Content literacy ppt
Content literacy pptBelinda Gustin
油
This document provides strategies and resources for teaching literacy skills across content areas. It emphasizes that developing students' literacy is every teacher's responsibility. Before, during, and after reading strategies are outlined to help students access and understand content area texts. Some highlighted strategies include vocabulary development, note-taking with codes, graphic organizers like Venn diagrams, and writing prompts like RAFT to help students personalize and apply new concepts. The goal is to use these evidence-based strategies to accelerate learning and improve student literacy in different subject areas.FOLLAT SKBE3143: Materials Design & Development
FOLLAT SKBE3143: Materials Design & Developmenthidayahhshm
油
The document outlines a program called 'English in a Day' designed to teach English to at-risk youth through engaging activities that cover reading, writing, listening, and speaking skills. It employs communicative language teaching and aims to increase participant interest and proficiency in English while providing a supportive environment. Various games and structured approaches are utilized to enhance learning and foster effective communication skills.Undergraduates Writing with Power Intention Comfort
Undergraduates Writing with Power Intention ComfortIlene Dawn Alexander
油
This document discusses strategies for providing effective feedback on student writing. It defines feedback as a formative response from readers to help students improve their work, as opposed to summative evaluation. Specific feedback is important to help students make meaning and develop problem-solving skills. Good feedback questions are open-ended, diagnostic, and prompt extension and action. When working in teams, clear roles and processes for feedback are important. Overall, the document emphasizes making feedback specific and focused on moving the work forward.Essay writing toolkit_master_version
Essay writing toolkit_master_versionUJ colezzane
油
This document provides guidance for students writing essays for a grade 10 English class. It offers various planning tools and techniques for students to use, such as essay planners, alternative planning methods, understanding command words, establishing a clear purpose, choosing an appropriate structure, writing effective introductions and conclusions, and using evidence, reasons, and examples to support arguments. It also includes activities teachers can use with students to practice these essay writing skills.Learning in the 21st Century Practical Tips for Adults
Learning in the 21st Century Practical Tips for AdultsCompass Publishing
油
The document discusses the evolution of learning in the 21st century, emphasizing the shift from rote memorization to developing essential skills such as creativity, critical thinking, collaboration, and effective communication. It outlines practical strategies for enhancing student engagement and understanding through meaningful learning experiences, while also addressing the challenges posed by cultural differences in communication. Overall, the focus is on creating a more connected and contextually relevant educational environment that prepares students for real-world interactions.Next 2 weeks unit 2
Next 2 weeks unit 2mcneeteach
油
The document provides an overview of classroom activities taking place over the course of a week. [1] Students will work on writing supported opinion paragraphs, analyzing news articles, and developing policy statements in groups. [2] Activities focus on connecting ideas, critical thinking, and problem solving. [3] The culminating assignment is for students to write a short memo to an MP on a social issue.The Art of Teaching Argument
The Art of Teaching Argumentdeliadec
油
The document outlines a workshop aimed at improving teaching methods for argument writing in classrooms. It emphasizes the distinction between argument and persuasion, presents foundational concepts of argument, and discusses instructional strategies to cultivate an argumentative culture among students. Participants are encouraged to engage in activities that enhance their understanding of argumentation and develop task trajectories for effective writing assignments.8. Think in English! B2 - Exam practice 8.pdf
8. Think in English! B2 - Exam practice 8.pdfPaulina611888
油
This document provides an overview and tips for the IELTS speaking exam. It discusses the four parts of the exam: Part 1 involves basic personal questions to help ease test takers into the exam. Part 2 requires a one minute response comparing two pictures. Part 3 is a two minute discussion on a topic with a partner. Part 4 is a four minute open discussion on related topics, requiring test takers to support their opinions. The document provides examples of language and structures to use for each part, such as describing skills and situations. It emphasizes the importance of organization, pronunciation, and giving complete answers without hesitation for a strong exam performance.8. Think in English! C1 - Exam practice 8.pdf
8. Think in English! C1 - Exam practice 8.pdfPaulina611888
油
This document provides an overview and tips for the different speaking sections of the IELTS exam. It discusses the four parts of the speaking section: Part 1 involves basic introductory questions; Part 2 involves discussing two pictures and giving a one minute response; Part 3 involves a two minute discussion on given topics and prompts; Part 4 is a five minute open discussion. For each part, the document outlines what to expect and provides strategies for organizing responses, focusing on the questions, listening to others, and justifying opinions. It also briefly discusses the listening section Part 2 which involves completing sentences based on a long recording.Assignment 2 by edit balletb坦
Assignment 2 by edit balletb坦eballetb
油
1. The document describes an activity where students use Edmodo to collaboratively write a story online. This allows them to practice their writing skills while learning to use an online tool.
2. Research found supports using Edmodo for writing activities, as it increases engagement and allows students to share work and provide feedback. It also creates opportunities for authentic language use.
3. Reflecting on the activity, integrating an online component helps students work as a team, takes responsibility for their writing, and sees the teacher more as a guide than sole assessor.Writing Workshop PPT
Writing Workshop PPTgressp
油
The document outlines the writing process in 6 steps: prewriting, rough draft, revision, editing and proofreading, final draft, and publishing. Prewriting involves generating ideas through activities like listing, free writing, clustering, and outlining. The rough draft is the initial full version. Revision involves reworking content. Editing focuses on grammar, spelling, and punctuation. The final draft is polished. Publishing shares the work with others.FSA Writing Bootcamp 2022.pptx
FSA Writing Bootcamp 2022.pptxSHELAM8111
油
This document provides guidance on writing essays for various prompts. It discusses turning the prompt into a question, taking notes on a planning sheet, deciding on a claim, and including an introduction with a hook, link and claim. It also discusses including topic sentences, evidence, and counterclaims in body paragraphs, and restating the claim and providing a clincher in the conclusion. Sample writing prompts and essays are provided as examples. The document emphasizes the importance of elaboration and provides various techniques for elaborating like anecdotes, examples, facts, and descriptions.For and against essays.
For and against essays.lilibet777
油
The document provides definitions and guidelines for writing an argumentative essay. It explains that an argumentative essay considers a controversial topic from opposing viewpoints and gives advantages and disadvantages of each side. It then outlines the typical structure of an argumentative essay, including an introductory paragraph, main body paragraphs presenting points for and against each side, and a concluding paragraph that provides an opinion or balanced consideration. It also provides examples of linking words and phrases that can be used to introduce and connect points in the essay.Pr叩ctica docente iii lessons 7 and 8 - nisca
Pr叩ctica docente iii lessons 7 and 8 - niscaAbrilNisca
油
This lesson plan is for two 40-minute English classes about industries for a 7th grade class. The plan includes activities to revisit vocabulary, learn new linking words, develop writing skills by organizing an opinion essay, and use various intelligences like linguistic and interpersonal. Students will put a scrambled text in order, identify linking words and opinion phrases, debate in groups, and draft the introduction of their own opinion essay on a chosen topic. The plan provides structure, scaffolding, and resources to guide students through the writing process.Technology makes writing better. Discuss
Technology makes writing better. DiscussTom Walton
油
This document discusses how technology can improve the writing process for students. It outlines the traditional writing process and proposes using web 2.0 tools like Google Docs, Edmodo, Blogger, and TodaysMeet to allow for drafting, sharing, collaborating, and receiving feedback on writing assignments. Sample writing tasks are provided that incorporate these tools both in and outside of class. Guidelines are offered for designing effective technology-integrated writing tasks, including when and how to use the tools during different stages of the writing process.Teaching of writing
Teaching of writingJune Mar Tejada
油
Writing can be classified into different types and modes according to its purpose and form. The types discussed are extensive writing, where the writer is given a subject to write about, and intensive writing, where the focus is on a specific point.
The writing process involves several steps: prewriting to explore the topic, drafting a rough version, revising to improve content and structure, editing for grammar and mechanics, and publishing the final work. Developing writing skills is important for school and career success.
Effective writing has clear ideas and organization, an engaging voice, precise word choice, varied sentence structure, and follows conventions of spelling and grammar. Various techniques can help students improve their writing, such as guided paraphrasing,teachingofwriting-131007063450-phpapp01.pdf
teachingofwriting-131007063450-phpapp01.pdfmansooriqbal919
油
Writing can be categorized into different modes such as narrative, informative, and persuasive. The types of writing are extensive writing, where the writer is given a broad topic, and intensive writing, where the topic is more focused. The writing process involves several steps: prewriting, drafting, revising, editing, and publishing. Qualities of good writing include having interesting ideas, clear organization, an engaging voice, precise word choice, varied sentence structures, and correct grammar conventions.Writing standards hs day2_participant[1]
Writing standards hs day2_participant[1]cmarroquin
油
The document summarizes a workshop for teaching writing standards to high school students. It outlines the objectives of examining rigorous writing lessons and techniques, such as developing persuasive essays using the writing process. It also discusses mini-lessons on sentence structure and finding mentor texts to teach targeted skills. Teachers are encouraged to make writing fun for students by exploring different forms of composition.Advanced writing
Advanced writingvidal_40
油
The document discusses reasons for teaching writing such as language development and different learning styles, provides examples of writing sequences for different levels, and describes various classroom activities and strategies that can be used to develop students' writing skills such as using model texts, brainstorming ideas, and techniques like fast writing and dialogue journals.Ad
Academic Writing_SIOP 2015 (1)
- 1. No More Boring Writing Assignments: Engaging Strategies for Academic Writing Carla Huck and Beth Amaral SIOP Instructional Coaches Danbury High School April 2015
- 3. Think, Pair, Share What are some problems that your students experience with writing? 3
- 4. Objectives Content: Participants will utilize four effective strategies for developing academic writing skills through engaging activities. Language: Participants will be able to scaffold assignments in their classrooms with oral language development as a precursor to writing. 4
- 5. Gradual Release for Writing Stage 1: Developing Knowledge of the Topic Stage 2: Modeling the Genre (Mentor Texts) Stage 3: Interactive Writing Stage 4: Independent Writing Source: Gibbons, P. Scaffolding EL learners to be successful writers.
- 6. Quote: The idea that you learn to write by writing is well and good for Englishonly students who need only to practice their writing skills to become better writers. However, this maxim is not helpful in describing the task for many English Language Learners. . . In this case, more writing is not the solution. Research suggests that more talking - oral language development - is the prerequisite to developing strong writing skills. (Williams, Stathis, and Gotsch, 2009, pg. 21)
- 7. Activity #1: Simultaneous Round Table In groups of 4, respond in writing to the following question: Describe a successful writing activity that you have done with your students.
- 8. Activity #1: Simultaneous Round Table 1. Write a response on your own paper. ( 2-3 minutes) 2. Pass your paper clockwise so each teammate can add to, fortify or ask for clarification for the prior responses. *Use Sentence Starters for Responding in Discussions for reference. 3. After 3 rotations, teammates either discuss/ debrief each others comments (additional 3- 5 minutes) or read them silently to themselves. 8
- 9. 9 Agreeing I agree with .... ...has convinced me that because .... I couldnt have said that better! ..explained . perfectly! .. has made a good point. I agree that Disagreeing Id like to respectfully disagree because .. While I agree with ., Id like to discuss . more. I dont share that opinion because .... Thats interesting, but Adding to In addition to what . said, . Can I add to that? _________. I would like to piggyback on what . said by adding . You are right. To continue that thought,... Clarifying In other words, you are saying. I think it means. I understand the part about. but I want to know. More specifically, it is. because Fortifying For example,... One case that illustrates this is In the text it said that Strong supporting evidence is. Creating I noticed the pattern of That reminds me of I think it depends on One idea could be... Sentence Starters for Responding in Discussion
- 10. Activity #1: Simultaneous Round Table 10
- 11. Activity #2: Wallpapering 1. Discuss with a partner: ADVANTAGES of using the Internet DISADVANTAGES of using the Internet 2. Write with your partner: one sentence about the ADVANTAGES of using the Internet one sentence about the DISADVANTAGES of using the Internet 3. Post your papers on the wall. 11
- 13. Activity #2: Wallpapering 4. Go around, read and evaluate one anothers ideas. 5. Write comments on at least three sentences (for example, something you didnt know, something you hadnt considered, an idea you agree with). 6. Later, we will discuss your activity as a class. 7. Each writer will have an opportunity to comment. 13
- 15. Activity #3: The Last Word 15
- 16. Activity #3: The Last Word 1. Read the article, Is Google Making Us Stupid? by Nicholas Carr. 2. Underline one sentence about an advantage that is significant to you. 3. Underline one sentence about a disadvantage that is significant to you. 16
- 17. Activity #3: The Last Word 17
- 18. Activity #3: The Last Word 4. Form a group of four. 5. In your group, share your significant sentences. 6. Discuss why you have chosen your sentences, and then decide as a group, which two sentences are the most significant and be able to explain your reasoning. Record them on separate sticky notes. 7. Send one group member up to post your sentences on the class t-chart. 18
- 20. Activity #4: Counter-Argument Should Tablets Replace Textbooks in K-12 Schools? 1. Decide which side of the debate you support. 2. Form a group with others who take your side. 20
- 21. Activity #4: Counter-Argument 3. Now, you will discuss the OPPOSITE side of the debate. 4. Individually, write as many sentences as you can that support the OPPOSITE side of the argument. 21
- 22. Activity #4: Counter-Argument 5. Find a partner from the other group. 6. Share your sentences with your partner. 7. Complete your graphic organizers, and indicate where you need to add details, statistics, and examples to bolster your argument. 22
- 23. 23 Claim: State your position in relation to the topic. ______________should/should not _________________. (e.g.: tablets should replace textbooks in schools; the drinking age should not be lowered.) Data/Evidence: Support your claim with a fact, statistic, quote, percentage, etc. & cite where that information came from. One reason to (claim) is because (argument). For example, (evidence). Another reason to (claim) is because (argument). Warrant: Explain why or how the evidence/data supports your claim. Typically 2-3 sentences in length. For instance, (evidence). Counterargument: State a logical counterclaim. Use language to show this is a conflicting viewpoint (i.e. although, even though, despite, however, in contrast, etc.) In contrast, (argument against your claim.) Rebuttal: Present data and analysis to discredit or prove the counterclaim is weak. Typically 2-3 sentences in length. However, (evidence to dismiss counter-argument) Conclusion statement In conclusion, ______. We need to ________ because _______. Argument Paragraph Planning Template
- 24. References Gibbons, P. (2009). English learners academic literacies and thinking: Learning in the challenge zone. Portsmouth, NH: Heinemann. Gimble, Claire and Bradinova, Marietta, Virginia International University, VA. Presentation at TESOL 2015 in Toronto, CA. Williams, Stathis, and Gotsch, Speaking of Writing, 2009, Language Magazine pg. 21 24
- 25. Thank you! Did we meet our objectives? We will follow up with a brief e-mail survey. 25