Creative Writing
http://www.stumbleupon.com/su/2PZNga/:sCC3wUjI:d3iWJJnw/www.creative-writing-now.com/writing-character-profiles.html/
Synonyms
http://www.stumbleupon.com/su/AHj9kF/:seNg+scQ:bkEaava$/www.synonym-finder.com/synonym/
Writers Block
http://www.stumbleupon.com/su/3HdBNa/:+WadX0+p:bkH5cgq-/www.onlineschools.org/study-hall/100-tools-to-turn-to-when-you-have-writers-block/
Become a better writer in 10 days
http://www.stumbleupon.com/su/2D3GdP/:eOXKoxXe:aKoWd+TQ/victoriamixon.com/2010/08/16/10-things-to-do-to-become-a-better-writer-in-10-days/
Doodle Ideas
http://www.stumbleupon.com/su/6iu0rV/:1dB8PwC6F:SFtEsG@z/blog.allisonlehman.com/wp-content/uploads/2011/04/30Day.jpg/
Journal Ideas
http://www.stumbleupon.com/su/2O7DqF/:rrWILaGx:WGxW@anF/www.writing.upenn.edu/library/Mayer-Bernadette_Experiments.html/
Examples of similes
http://www.stumbleupon.com/su/5eOEtN/:1CLGA9Kyx:U-DpPEzN/www.globusz.com/ebooks/UsefulPhrases/00000010.htm/
Snowflake writing Technique!
http://www.stumbleupon.com/su/2ChZGy/:1chGfnU9.:Tcb0o-4V/www.ehow.com/how_4681591_write-novel-using-snowflake-method.html/#
Writing Tools
http://www.stumbleupon.com/su/2r2dMq/:1PN4grFXU:QyEbXISl/www.lifehack.org/articles/lifehack/fifty-50-tools-which-can-help-you-in-writing.html/#
Mad Libs
Put up madlibs.
Students get dictionary and/or spelling lists.
They use words they do not know that well.
I read the mad lib.
They must represent the story in some way. DRAWING would be best. OR acting it out!
Students get dictionary and/or spelling lists.
They use words they do not know that well.
I read the mad lib.
They must represent the story in some way. DRAWING would be best. OR acting it out!
Text Features
Cut out text features and have students analyze the features and text separately.
Combine later and have students see the parallelism between the two and have them tell how the features add to the text and what can they look for when they encounter text features next.
Then they get to make up rules about what certain features are good for etc.
Combine later and have students see the parallelism between the two and have them tell how the features add to the text and what can they look for when they encounter text features next.
Then they get to make up rules about what certain features are good for etc.
Teaching Grammar
http://busyteacher.org/11342-how-to-teach-english-punctuation-sustem.html
Creative Writing Exercises
http://www.stumbleupon.com/su/2gVUuZ/:+NBko0M2:U_858noU/www2.hn.psu.edu/faculty/jmanis/assign/e50xs2.htm/
http://www.stumbleupon.com/su/5EVTTp/:EB08@T1j:WHrtq2cM/www2.hn.psu.edu/faculty/jmanis/assign/e50xs1.htm/
http://www.stumbleupon.com/su/5EVTTp/:EB08@T1j:WHrtq2cM/www2.hn.psu.edu/faculty/jmanis/assign/e50xs1.htm/
Using better Words
http://www.stumbleupon.com/su/5xF16i/:sLaH4.G9:SFsfy65k/blogsold.psychcentral.com/adhd/wp-content/uploads/2010/04/Sheet-for-Emotions.jpg/
List of more specific words for happy, sad etc.
List of more specific words for happy, sad etc.
Goals as Grades!
Writing
- have students write something (COULD SHOW THEM SOME END POINTS THAT THEY WANT TO WORK TOWARD. LIKE GET THEM TO SHOW US THEIR FAVORITE AUTHOR OR POEM AND THEN THEY CAN TRY TO SET GOALS TO WRITE LIKE THEM)
- conference with each and ask them to create +/- 3 goals that they want for their writing
- grade them based on them trying to meet that goal
- can grade the strategies they use to meet it
- grade them in actually meeting it. Can get an A if they improve!
- Wont all get the same level but can all get A's!
Fairytale Generator
http://www.stumbleupon.com/su/2GX2AH/www.brown.edu/Courses/FR0133/Fairytale_Generator/gen.html/
Classic Books
http://www.stumbleupon.com/su/9KOk9A/www.literature.org/authors/
Opening Lines in the Best Books
Writing
This sentence has five words. Here are five more words. Five-word sentences are fine. But several together become monotonous. Listen to what is happening. The writing is getting boring. The sound of it drones. It’s like a stuck record. The ear demands some variety. Now listen. I vary the sentence length, and I create music. Music. The writing sings. It has a pleasant rhythm, a lilt, a harmony. I use short sentences. And I use sentences of medium length. And sometimes, when I am certain the reader is rested, I will engage him with a sentence of considerable length, a sentence that burns with energy and builds with all the impetus of a crescendo, the roll of the drums, the crash of the cymbals–sounds that say listen to this, it is important.
http://www.stumbleupon.com/su/3nMzpK/www.robmacdougall.org/blog/2010/09/this-sentence-has-five-words/
http://www.stumbleupon.com/su/3nMzpK/www.robmacdougall.org/blog/2010/09/this-sentence-has-five-words/
Embedded Spelling Program
Hands on- students are active in choosing their spelling words
Integrate their spelling words with their writing.
They look at words and use them in writing. This allows them to create meaning.
Conforms to 4 conditions
Work with students to come up with more words that fit the problem.
Integrate their spelling words with their writing.
They look at words and use them in writing. This allows them to create meaning.
Conforms to 4 conditions
- the word or spelling pattern must be an approximation of the conventional spelling
- the students must be confident that the word in not spelled conventionally
- all phonemes must be represented sufficiently through symbol use (OHVORE for over)
- students must play a role in choosing words or patterns for further study.
Work with students to come up with more words that fit the problem.
Helping Students Edit/Add More
When editing together or with teacher have the person editing make a list of questions that cou
Writing Conferences
Do not just check their work
Ask them questions so you cam figure out what they know about what they are writing
Ask "What is your paper about?"- this could lead to a thesis.
Make sure that I have no questions after I read your paper.
Ask them questions so you cam figure out what they know about what they are writing
Ask "What is your paper about?"- this could lead to a thesis.
Make sure that I have no questions after I read your paper.
"Writers make their own decisions"
Figuring out Genre
- Give groups different genres
- They have to describe the books, make lists
- Groups write up posters/giant post-its with descriptions
- Choice some leaders to organize them into bundles of books that are alike
- They will see what each genre has in general and they can then use that to write their own stories
- Make them figure out what they would need to do to write a book in "this" genr
Lift a Line out of the Text
- Choose a line from a book that is interesting, or confuses you etc. (Problematic preferred)
- Write about that line, ask questions, predict etc.
- Talk about you line with the group and then all discuss
Expressing Writing Goals
- Show them what kind of writing they will be able to do by the end of the year. Perhaps a students work from last year! Motivation! And different genre's because they will identify the same text features.
- Have them analyze the text, what does it have, what is good about it. Ex. everything spelled correctly, accurate punctuation. Describe as much as they can.
Writing to an Authentic Audience
Students are used to having one audeince: teacher
Students should expect that peers will read them, parents, other school staff etc.
Always have opportunities for them to publish their work: maybe share among schools, send to another school, put them somewhere in the library, a bulletin board, or the classroom library.
Chance to see themselves as a n author. Night with the authors. Give them real bound version of their books. Do cookbooks maybe? How to books. Poetry book of the class.
Students should expect that peers will read them, parents, other school staff etc.
Always have opportunities for them to publish their work: maybe share among schools, send to another school, put them somewhere in the library, a bulletin board, or the classroom library.
Chance to see themselves as a n author. Night with the authors. Give them real bound version of their books. Do cookbooks maybe? How to books. Poetry book of the class.
Subtractive Bilingualism
Students come to school proficient and literate in their first language and after learn English they no longer are proficient in their language.
We want full bilingual and bi-li students.
We want full bilingual and bi-li students.
Interactive Writing (ELL)
- share pen, students and teachers share pen, student responds to teacher or peer tutor
- model and interact
- use the text and copy format
- read, model and make your own book
Language Experience Approach
Let ELL students write after something how it relates to them.
- It let's student experience, discuss the experience, record the experience with pictures and print dictation.
Writer's Workshop
- Work at own pace
- Students are given the opportunity to create anything they want to in writing.
- Ad? Brochure. Letter. Persuasive writing. Poems. Story. Something digital. Informational text. Idiots guide to. Autobio, Biography. Memoir. Fable, Fairytale. Movie. Musical
The language arts encompass all of the language modes—reading, writing, speaking and listening.
- How children from a variety of cultural and language backgrounds develop reading, writing, speaking, and listening competence (Standard III-A; TESOL Standards 2.1, 3.1);
- Assessments that enable you to determine how well children are learning (Standard III-C);
- Comprehensive language arts programs that promote increasingly sophisticated literate behavior in elementary-aged students (Standard III-B).
Effective Literacy Instruction
Phonemic Awareness and Phonics instruction
Fluency Instruction- what do you do when you see a comma?
Vocab. Instruction
Good Instructional Choices- how are you breaking up your groups.
Clarity of Purpose and Timing
Constant Use of Data
Culturally Responsive Instruction
Intellectual Challenge for All
Grouping Practices and independent student activities
Teacher and student action (balanced approach to literacy)
Time spent on reading
Alignment of standards, Curriculum and instruction
Fluency Instruction- what do you do when you see a comma?
Vocab. Instruction
Good Instructional Choices- how are you breaking up your groups.
Clarity of Purpose and Timing
Constant Use of Data
Culturally Responsive Instruction
Intellectual Challenge for All
Grouping Practices and independent student activities
Teacher and student action (balanced approach to literacy)
Time spent on reading
Alignment of standards, Curriculum and instruction
Core Instruction fo
Daily indep reading and writing
Rading: learning skills and strategies
Rading: application of skills and strategies
Writing: Learning to Write
Writing: Developmentally appropriate writing
Rading: learning skills and strategies
Rading: application of skills and strategies
Writing: Learning to Write
Writing: Developmentally appropriate writing
Discussions
Opinions?
How much of our opinion should we put into our discussions?
I do feel like there are right and wrong answers sometimes
How much of our opinion should we put into our discussions?
I do feel like there are right and wrong answers sometimes
Goal Setting
- talking about your work is a goal
- meaningfulness is connected with the work done
- students need to get involved in our reading and writing, if they are not they will not relate
- put it in their protfolios
- Math- we will be able to use ______ to solve______ (type problems). Know that what they are using is useful
- SS- we will be able to use _______ info. to relate to _________ in the past/future
- LA- we will be able to use _____ (skill) to communte ________- to/fr
Avoid Deficit View
Categorizing children into what they CANNOT do
Tablouis?
Together will make a scene with their bodies. Respond to question asked. Respond to reading, favorite part, least fav. etc.