Improving Student Writing Skills - cse crafts

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Improving Student Writing Skills Table of Contents (cont.) Chapter 4: Assessment and the Traits of Good Writing.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Trait-Based Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Other Assessment Strategies. . . . . . . . . . . . . . . . . . . . . . . 69 Holistic Assessment .. . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Portfolio Assessment.. . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Assignment-Specific Rubrics .. . . . . . . . . . . . . . . . . . . . 71 The Traits Defined. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Scoring the Traits. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Common Difficulties with Trait-Based Assessment. . . . 90 Chapter 4 Reflection.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Chapter 5: Teaching Using the Traits of Good Writing.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Introductory Trait Lessons.. . . . . . . . . . . . . . . . . . . . . . . 100 Revision Directions for Introductory Trait Lessons.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 The Traits of Good Writing in Instruction .. . . . . . . . . . 113 Monitoring Progress Through the Traits of Good Writing.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Chapter 5 Reflection.. . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Chapter 6: Assignments .. . . . . . . . . . . . . . . . . . . . . . . 123 Expository Prompts.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Persuasive Prompts.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Descriptive Prompts .. . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Narrative Prompts.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 Daily Journal Prompts.. . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Glossary.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 http://www.books-foru.blogspot.com
Introduction As a writing teacher, you will need to make many choices. What will your classroom look like? What will you teach? How will you assess students’ writing? There are many options, ranging from a book-centered approach that depends solely on direct instruction, to a writing workshop, in which students sit on couches and freewrite to the exclusion of instruction. Your preferences (and those of your district) likely fall somewhere between these two extremes and might use elements of each. Also, teachers are becoming increasingly aware of the need to differentiate their instruction to meet the needs of diverse learners. Differentiation can be difficult—you will need to find ways to teach different skills in different ways to students with varying learning styles and abilities. Finally, once you have a stack of finished assignments, what will you do with them? Experienced educators know that these assignments provide a useful window into students’ skills, and that by assessing these assignments with a system that pinpoints the areas of strength and weakness, we can help students practice the areas where they need work. It can be a little overwhelming at first. That is why this book gathers, as concisely as possible, today’s proven best-practices in one place. http://www.books-foru.blogspot.com
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Page 3 and 4: Improving Student Writing Skills Ga
Page 5: Table of Contents Introduction.. .
Page 9 and 10: Vocabulary Review Vocabulary Review
Page 11 and 12: Vocabulary Review presentation Term
Page 13 and 14: Chapter One Your Physical Classroom
Page 15 and 16: Your Physical Classroom How Is Your
Page 17 and 18: Your Physical Classroom Basic Seati
Page 19 and 20: Your Physical Classroom independent
Page 21 and 22: Your Physical Classroom Supplies Ch
Page 23 and 24: Your Physical Classroom Chapter 1 R
Page 25 and 26: Chapter Two Frameworks for Classroo
Page 27 and 28: Frameworks for Classroom Time Also,
Page 29 and 30: Frameworks for Classroom Time Follo
Page 31 and 32: Frameworks for Classroom Time cessf
Page 33 and 34: Frameworks for Classroom Time sched
Page 35 and 36: Frameworks for Classroom Time Writi
Page 37 and 38: Frameworks for Classroom Time allow
Page 39 and 40: Frameworks for Classroom Time Figur
Page 41 and 42: Frameworks for Classroom Time Writi
Page 43 and 44: Chapter Three The Writing Process I
Page 45 and 46: The Writing Process Prewriting Duri
Page 47 and 48: The Writing Process and-fat,” “
Page 49 and 50: The Writing Process Bubbling Exampl
Page 51 and 52: The Writing Process Outline Example
Page 53 and 54: The Writing Process Cartoon Strip E
Page 55 and 56: 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
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The Writing Process note that “yo
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The Writing Process Additionally, p
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The Writing Process with each step,
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Chapter Four Assessment and the Tra
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Assessment and the Traits of Good W
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Chapter Five Teaching Using the Tra
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Teaching Using the Traits of Good W
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Chapter Six Assignments In combinat
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Assignments Persuasive Prompts Spec
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Assignments Narrative Prompts Speci
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Assignments Daily Journal Prompts (
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Glossary expository writing—nonfi
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References References Adams, P. (19
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References Isernhagen, J., & Kozise
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