Improving Student Writing Skills - cse crafts

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Improving Student Writing Skills Conventions Students should find and correct all mistakes (corrected paragraph shown below). On January 31st and February 1st, teams of the top junior cross-country ski racers from across the . intermountain region will compete at Lindley Park. This, the second of three Junior Olympic qualifiers, will bring teams from Idaho, Utah, and Montana to compete against Bozeman’s own Bridger Ski Foundation youths, including hopeful Nathan Park, who will try to live up to the high standards set by last year’s national juniors champions Leif Zimmerman and Kristina Trygstaad-Saari. Races start at 10 a.m. Saturday, with sprints divided into age groups. For easy access, park in the hospital lots off Highland Blvd. Bring your puffy coat and your cowbells. Sunday features longer races. Believe it or not, a beautiful 15K is groomed into Lindley Park. On either day, regular folks of any age can pit their thighs against the youths in sprint, 10K (female), . or 15K (male) format. Registration is $18 per race. Look for details on the B.S.F. website (http://www. xcbozeman.org) or ask at Bangtail Bike and Ski on Main St. Presentation Give students time to organize and illustrate the information included in the example. Ask volunteers to show their work and discuss the presentation with a focus on how students used presentation to highlight meaning. Include a discussion on what aspects of legibility and cleanliness could be improved (i.e., was it written on lined, on ripped paper, in pencil, in pen?). 112 http://www.books-foru.blogspot.com
Teaching Using the Traits of Good Writing The Traits of Good Writing in Instruction While the basis of the Traits of Good Writing is an assessment rubric, you may also use the traits while instructing. Differentiation Using the Trait Assessment Data Once you have assessed, you can use the scores to choose lessons that are relevant to each student (Betts, 2004). You might ask the student who had the lowest-scoring trait to take special care with this trait on the next project or provide the student with extra practice on the trait. You can also use the traits to differentiate on a perclass basis. For example, you may notice that your class’s use of word choice lags behind other scores. In this case, you may choose to target the class with a lesson on word choice. The same is true of choosing small groups. No longer do we designate “bluebirds,” “redbirds,” and “finches” for groups based on reading level (Caldwell & Ford, 2002). Today’s small group is flexible, convened perhaps just for a few minutes in the course of one class period. In the next class period, you might create different groups altogether. Using the traits, if you notice that, for example, three students struggle with their use of ideas, you might pull them aside for a little extra help while other students are working independently. However, differentiating isn’t always easy. Like yesteryear’s one-room schoolhouse, we have many different instructional levels in our classrooms, and we need to find ways to teach each of these levels within our existing frameworks (Tomlinson, 2004). The crux of differentiating instruction (other than assessing in order to learn where each student needs additional work) is in finding http://www.books-foru.blogspot.com 113
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Improving Student Writing Skills Ga
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Table of Contents Introduction.. .
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Introduction As a writing teacher,
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Vocabulary Review Vocabulary Review
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Vocabulary Review presentation Term
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Chapter One Your Physical Classroom
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Your Physical Classroom How Is Your
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Your Physical Classroom Basic Seati
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Your Physical Classroom independent
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Your Physical Classroom Supplies Ch
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Your Physical Classroom Chapter 1 R
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Chapter Two Frameworks for Classroo
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Frameworks for Classroom Time Also,
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Frameworks for Classroom Time Follo
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Frameworks for Classroom Time cessf
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Frameworks for Classroom Time sched
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Frameworks for Classroom Time Writi
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Frameworks for Classroom Time allow
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Frameworks for Classroom Time Figur
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Frameworks for Classroom Time Writi
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Chapter Three The Writing Process I
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The Writing Process Prewriting Duri
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The Writing Process and-fat,” “
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The Writing Process Bubbling Exampl
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The Writing Process Outline Example
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The Writing Process Cartoon Strip E
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The Writing Process Drafting Each u
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The Writing Process Revising Revisi
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The Writing Process dents will revi
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The Writing Process parents choose
Page 63 and 64: The Writing Process note that “yo
Page 65 and 66: The Writing Process Additionally, p
Page 67 and 68: The Writing Process with each step,
Page 69 and 70: Chapter Four Assessment and the Tra
Page 71 and 72: Assessment and the Traits of Good W
Page 101 and 102: Chapter Five Teaching Using the Tra
Page 103 and 104: Teaching Using the Traits of Good W
Page 113: Teaching Using the Traits of Good W
Page 125 and 126: Chapter Six Assignments In combinat
Page 127 and 128: Assignments Persuasive Prompts Spec
Page 129 and 130: Assignments Narrative Prompts Speci
Page 131 and 132: Assignments Daily Journal Prompts (
Page 133 and 134: Glossary expository writing—nonfi
Page 135 and 136: References References Adams, P. (19
Page 137 and 138: References Isernhagen, J., & Kozise
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