Visualizing using poems[1]
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The scarecrow watches over the cornfield at night and in the morning. During the day, it sways in the wind like a dancer on a stake, feeling the music of the motion. Once, it observed a black snake flowing down a hole with more surprise than its painted-on eyes. The scarecrow finds moments of life and observation despite being made of sticks.
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Descriptive Essay On A Day In A Forest
I was in a forest far from civilization and night had fallen. The only sounds that penetrated the silence was the rustling of leaves and the occasional screech of an animal not of this world. I walked forward slowly, following an animal trail. The trees towered above me, their branches thick with spring leaves, not allowing even a glimmer of starlight. I was familiar with this place and what was about to happen, that I would arrive in a perfectly round clearing, that the trees would part for one of their own and she would walk forward, her long, spindly fingers dragging on the ground. I was familiar with the glowing bugs that came out of hiding and illuminated the forest. I was familiar with the ethereal being before me, but it didn t stop me from being transfixed by her beauty every time I saw her. She vaguely represented a human, she was taller, her arms and legs longer. Her skin was bark, rough and dark. A crown of thorns and leaves and roses grew from her bare head. It was familiar to me when she parted her lips. When a droning buzz erupted from them. When I woke up and groaned, wondering what could have been. When I lazily pressed the snooze on my alarm and stared up at the ceiling, wishing myself asleep.
*o*
Sleep was pointless. That much I learned in the minuets that I tried, staring at the insides of my eyelids. I padded down the stairs, my eyes fixed on my donut socks.
Good morning sweetie, mom chimed, her red hair wild and a coffee in her hand. Mom had a
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Carrizo
BY CRISOSTO APACHE
For Edgar
The submarines inside was dim.
Ry笛nosuke Akutagawa, tr. by Will Petersen
in my youth, I hitched a ride to San Diego, across
chirping desert and distant night, I gazed upon a slow-moving
dark, encasing a convex cerulean cavity
each night, I stood beneath the sky for hours mesmerized
at the perplex reformatory, twinkling lights of broken
glass fragments spreading against a glistening sunset
a faceless man behind a lost reflection of glass
at a drive-up window informs me,
too bad, you know nothing of your own past
how far will I walk against the night?
conforming to a captivity I had never realized
some years later, under the kitchen table, they all huddle,
as the rampage continues toward the back of the house,
a clash of debris from the other room recoils
and broken sounds escape the barricade of doors
I remember I returned in 1970,
all they remember is me sitting at the edge of my bed,
with the war still in my hands
Anasazi
BY TACEY M. ATSITTY
How can we die when we're already
prone to leaving the table mid-meal
like Ancient Ones gone to breathe
elsewhere. Salt sits still, but pepper's gone
rolled off in a rush. We've practiced dying
for a long time: when we skip dance or town,
when we chew. We've rounded out
like dining room walls in a canyon, eaten
through by windSorry we rushed off;
the food wasn't ours. Sorry the grease sits
white on our plates, and the jam that didn't set
use it as syrup to cover every theory of us.
When Roots Are Exposed
BY ESTHER BELIN
I.
The empty of stomach
manifests silence
a stillness
that levels
coffee in a cup
and in a respectful manner
allows steam to penetrate
the surface.
Reversal of action
has created my sandstone canyon
rooted cedar and sage at my feet.
This movement is where
a tranquility stems.
II.
When my child creates
bubbles through a soapy wand,
I occupy the action of fate
that bursts the perfect form.
A halcyon absorbed
nesting within
the existence of the form
that no longer exists.
The formless form
is where my mind floats.
III.
It is easy to give form
especially with English words
a promotion of mechanical ligaments
binding spirit with assembly-fabricated molds.
Just as my hair poses an appendage of my brain
my tongue poses an appendage of my heart.
I cannot classify this thought as a typewritten symbol.
An ideogram of essence
cultivates my stillness to action.
ANWR
BY SHERWIN BITSUI
When we are out of gas,
a headache haloes the roof,
darkening the skin of everyone who has a full tank.
I was told that the nectar of shoelaces,
if squeezed hard enough,
turns to water and trickles from the caribous snout.
A glacier nibbled from its center
spiders a story of the Southern Cross,
twin brothers
dancing in the back room lit with cigarettes
break through the drums soft skin
There bone faces atlas
a grieving century ...More from Andrea Hnatiuk (20)
Our assessment journey teachers edition
Our assessment journey teachers editionAndrea Hnatiuk
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This document discusses assessment strategies for improving student learning. It distinguishes between formative and summative assessment. Formative assessment involves collecting information during learning to inform instruction and provide feedback to students. Summative assessment evaluates student learning at the end to communicate performance. The document emphasizes the importance of formative assessment for improving learning outcomes and cites research showing it can double student learning speeds when implemented well. It provides examples of formative assessment activities and stresses using assessment data to guide instructional decisions and shift the focus to more formative practices.Rad feb 1
Rad feb 1Andrea Hnatiuk
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The document discusses strategies for teaching reading comprehension. It begins by stating the learning targets, which are for teachers to be able to identify and implement instructional strategies to help students comprehend text and increase learning outcomes. It emphasizes using formative assessment to monitor student progress. The document then describes various reading comprehension strategies like predicting, making inferences, connecting to prior knowledge, summarizing, and note-taking. It provides details on how to teach each strategy and explains their importance for developing strong comprehension skills.Understanding by design board retreat 2013 final
Understanding by design board retreat 2013 finalAndrea Hnatiuk
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This document provides an overview of Understanding by Design (UbD). It explains that UbD is a multifaceted and complex process for designing curriculum and instruction. Key aspects of UbD include establishing learning targets, essential questions, outcomes, assessments, and differentiated learning plans. Deeper understanding is developed through big ideas, essential questions, knowing what students will know and be able to do, and gathering evidence of understanding through observations, conversations and products. The document emphasizes establishing learning targets and involving students in the learning process.Lets talk about talking!(1) 1 communication
Lets talk about talking!(1) 1 communicationAndrea Hnatiuk
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The document discusses social constructivism and collaborative learning. It emphasizes that students construct meaning through communication, organizing ideas, and applying their learning in new contexts. Effective instructional strategies promote collaboration, clarify student understanding, and allow students to reflect on and assess their own learning. Creating a safe classroom environment where students participate and communicate is important for social constructivism.Teachers enactment of content area literacy in strategies in secondary scienc...
Teachers enactment of content area literacy in strategies in secondary scienc...Andrea Hnatiuk
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This study examined how 26 secondary science and mathematics teachers implemented literacy strategies in their classrooms after participating in professional development on integrating literacy practices into their content instruction. The researchers found that although all teachers were using specific literacy strategies introduced in the workshops, the ways they enacted the strategies varied and influenced student learning outcomes. The researchers developed a framework to characterize these differences and discuss implications of enacting strategies in various ways. The study aims to provide a deeper understanding of how teachers implement literacy strategies beyond just whether or not they use them.But i am not an english teacher!! 2
But i am not an english teacher!! 2Andrea Hnatiuk
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This document provides an overview of content area literacy strategies for teachers. It discusses the importance of literacy in various content areas and defines basic, intermediate, and discipline-specific literacy. Several instructional strategies are presented, such as teaching word origins and using multiple representations in math. The document emphasizes that students need support to develop advanced literacy skills in high school. It also lists learning targets for a professional development session, which are to identify and implement effective cross-curricular literacy strategies.Our assessment journey teachers edition
Our assessment journey teachers editionAndrea Hnatiuk
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This document discusses formative and summative assessment strategies. It begins with an introduction to assessment for, as, and of learning. It then explores the distinctions between formative and summative assessment. Formative assessment involves collecting information about student learning to inform instruction, while summative assessment evaluates student learning at the end of a period of instruction. The document emphasizes that formative assessment, when implemented well, can significantly improve student learning outcomes. It provides examples of formative assessment activities and discusses using assessment data to guide instructional decisions. The goal is to shift the balance more towards formative assessment practices.Guided reading the romance and the reality (2012)
Guided reading the romance and the reality (2012)Andrea Hnatiuk
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1. Guided reading has become an essential element of literacy education in many classrooms around the world. It focuses on observing individual student strengths and providing instruction to help students meet the challenges of increasingly difficult texts over time.
2. Key aspects of guided reading that have been embraced include differentiating instruction through small groups, using leveled books to ensure students are reading at an appropriate level, conducting benchmark assessments to determine reading levels, and using running records to assess reading progress.
3. Implementing guided reading well requires continuous professional development to refine teaching practice and ensure this approach remains powerful in helping all students become proficient readers.Our assessment journey feb 26
Our assessment journey feb 26Andrea Hnatiuk
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This document discusses assessment in education. It defines assessment as being systematically conducted to contribute to an overall picture of each student's achievement. There are three types of assessment discussed: formative assessment which informs practice and provides feedback for improvement, summative assessment which evaluates student mastery of outcomes, and assessment as/for learning which involves student self-assessment. The document provides examples of formative assessment activities and notes assessment evidence can come from observations, conversations, and student products. The purpose of assessment is to understand what students have learned and still need to learn in order to improve instruction.Educational Leadership November 2011 Grading
Educational Leadership November 2011 GradingAndrea Hnatiuk
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The passage discusses the importance of summarization in an age of information overload. It notes that with the massive amounts of data available online, being able to quickly understand the key points of lengthy documents, articles, or reports is crucial. The ability to produce clear, concise summaries helps people save time by getting the gist of new information without having to read entire lengthy sources.GSSD Literacy Model
GSSD Literacy ModelAndrea Hnatiuk
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The document outlines the key areas of learning and cross-curricular competencies in the curriculum, including developing thinking, identity, literacies, and social responsibility. It also describes an outcome-based curriculum focused on what students need to know and do in each subject. Finally, it provides the contexts and goals for English Language Arts, which are comprehending and responding to material, composing and creating works, and assessing and reflecting on the learning process.
Gssd fountas and pinnell targets recalibrated 2012
Gssd fountas and pinnell targets recalibrated 2012Andrea Hnatiuk
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This document outlines target instructional reading levels for students in different grades according to the Fountas and Pinnell reading assessment system. It provides levels from A to Z that students should meet in the fall and spring for pre-reading through 8th grade to determine if they are not yet meeting expectations, approaching expectations, meeting expectations, or exceeding expectations based on grade level.Class act
Class actAndrea Hnatiuk
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The Good Spirit School Division employs three full-time Literacy Coaches - Andrea Hnatiuk, Janine Neufeld-Ruetz, and Nicole Piercey. The Coaches provide a variety of support roles to teachers including assisting with curriculum implementation, improving classroom instruction, aligning instruction with student data, and expanding teachers' resource knowledge. They work collaboratively with teachers at designated schools to help achieve the division's literacy goals and ensure student growth in reading comprehension.
Sk curriculum my writing
Sk curriculum my writingAndrea Hnatiuk
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Students engage in writing as a process that involves pre-writing, drafting, revising, and finalizing. During pre-writing, students generate ideas and develop initial plans by considering purpose, audience, point of view, and format. In drafting, students focus on content over mechanics as they compose rough versions. Through revising, students refine their writing by reorganizing ideas, adding or removing content, and providing feedback to peers. Finally, students produce polished drafts and decide whether to share or publish their work. The writing process is recursive, and teachers support students by modeling strategies, creating a collaborative environment, and maintaining resources to facilitate writing development.6 + 1 traits info
6 + 1 traits infoAndrea Hnatiuk
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The document discusses the 6+1 Traits model for writing assessment and instruction. The 6+1 Traits include ideas, organization, word choice, sentence fluency, conventions, presentation, and voice. Using this common language and framework, teachers can provide specific feedback to help students improve their writing. The traits are divided into revision traits like ideas and organization, and editing/publishing traits like conventions. Teachers should embed the traits into teaching the full writing process from the beginning stages of developing content to the final stages of editing.Visualizing using poems[1]
- 1. SCARECROW ~ Alice Schertle ~ Last night, alone, he saw the rising moon set silver fires among his stalks of corn and watched the tassels burn like candlewicks. At dawn he saw the noisy crows return. They know him for a friend, this man of sticks in boots that dangle just above the dirt, the handle of a rake shoved through his shirt. On summer days when grass around him sways like wave that fat follows wave upon the ocean, Ive seen him shake, a dancer on a stake, as if he feels a music in the motion. And once I saw his round astonished eyes observe with more than painted-on surprise a black snake flow like water down a hole, and heard him sigh upon his wooden pole. A Lucky Thing Poems by Alice Schertle
- 2. In the Almost-Light ~ Joyce Sidman ~ In the dark, in the night, in the almost-light, in the leaf-crisp air just before sunlight, sprouts a secret, silent, sparkling sight; berries grown on the vines of night. On the grass, on the buds, on the bark of trees, on the small clear wings of the bumblebees, on the spiderwebs (and the spiders knees), come the jewels of the dawn in the cool nights breeze. And the sun when it comes through the purple haze touches each clear gem with its sidelong gaze, fingers each clear drop with its lazy rays, gather each one back for the summers days. Butterfly Eyes and Other Secrets Poems by Joyce Sidman
- 3. STORY ~ Eloise Greenfield ~ I step into the story. I leave my world behind. I let the walls of story Be the walls of my mind. New faces and new voices. I listen and I see, and people I have never met mean everything to me. I worry when they worry, I quake when dangers near, I hold my breath and hope that all their troubles disappear. I dont know what will happen, I never know what Ill find, when I step into a story and leave my world behind. In the Land of Words