Provides a set of categorized questions that can be chosen from to create student interest surveys.
This guide is designed for educators working with adolescent readers who are experiencing reading challenges: reading teachers, English language arts teachers, and content-area teachers with students who are struggling to access disciplinary text.
Strategies for developing confident speakers who can share their thoughts and learning.
A resource for students to read Taming of the Shrew with audio recordings, vocabulary, character descriptions, and more!
Chapter 9 of this text focuses on authentic assessment practices for determining adolescent reading proficiency.
In this English Journal article, Tchudi et al. share a revision strategy called “unsettling” and describe how they have used this strategy with writers in their classrooms to deepen writers’ experiences with revision.
Download and complete this document as a part of the requirements for Evidence of Preparation and Planning. An example of a completed table is included.
In this English Journal article, Franklin shares strategies for teaching students how to engage with each other more meaningfully as peer respondents to writing.
“They Say / I Say” identifies the key rhetorical moves in academic writing, showing students how to frame their arguments in the larger context of what others have said and providing templates to help them make those moves. And, because these moves are central across all disciplines, the book includes chapters on writing in the sciences, writing in the social sciences, and-new to this edition-writing about literature.
In this English Journal article, Turley and Gallagher review the purposes and uses of rubrics as a tool of assessment in writing classrooms. They offer four questions intended to “push educators to deliberately articulate ‘judgments about the uses of rubrics’ and why they will or will not use them for assignments.”
Website providing descriptions and tutorials of various assessment types and ways to design them in inclusive ways.
Although this chapter is part of a larger set of chapters on teaching first-year writing, this specific chapter deals with general principles related to creating good assignment prompts.
In this Writers Who Care blog post, Kim Johnson describes a series of strategies she used with her students to practice writing collaboratively in a way that would support the transfer of these writing strategies to a new writing task (a standardized test). Teachers may find this resource useful as they consider how to develop and implement writing strategies throughout a writing unit or to find examples of how to build writing strategies during collaborative writing experiences.
In this Writers Who Care blog post, Amy Worob shares a set of strategies related to mentor texts that she uses in her writing classroom. This resource will help give teachers examples and ideas about how to use mentor texts to develop writers’ strategies in their classes.
As a person who loves poetry and believes that there is a poem out there for each of us when we need it, I want students to find poems they enjoy. I also know that reading poems thoughtfully can help them expand their world views whether they enjoy them or not.
Despite the fact that women do not appear in photographs of railroad workers and businessmen celebrating the project’s completion, they are part of the story, too. Learn more about how they were involved and how the railroad impacted them through the use of primary documents and short activities.
In this text, the authors provide research-based foundations for the use of young adult literature as complex texts. In the first three chapters the authors provide an accessible explanation and discussion of the three components of text complexity. The chapters and materials that follow use well-known and often award-winning young adult titles to exemplify these principles.
In this Moving Writers blog post, Alison Marchetti shares several examples of reflection strategies she uses with students to help them identify the strategies and choices they use as writers and to consider how to adapt and apply these strategies in future writing situations.
In this Moving Writers blog post, Rebekah O’Dell describes how she conceptualizes all of the parts of a writing unit. This post may be helpful for teachers as they develop their writing unit outlines as they consider the different mini-lessons, activities, and strategies they want to teach throughout the unit.
On a chilly evening in London during October 1816, two young men stayed up through the entire night poring over a newly published book.