This video includes a video of a teacher leading a whole class discussion while reflecting on the lesson.
Provides a set of categorized questions that can be chosen from to create student interest surveys.
Strategies for developing confident speakers who can share their thoughts and learning.
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.
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.
A fun way to get students to start thinking about who they currently are as a reader and what their reading goals for the new school year should be. Thumbnail Image Credit: "Reading" by be creator is licensed with CC BY 2.0. To view a copy of this license, visit https://creativecommons.org/licenses/by/2.0/
This article provides helpful guidance for teachers seeking to implement the English language arts Common Core State Standards into their curriculum planning. Their recommendations can be adapted to other standards frameworks and help teachers make informed choices as they approach text selection.
In this blog post, Tricia Ebarvia shares the strategies she developed to set up a writer’s workshop structure in her classroom, including a portfolio she has students submit to document their growth as writers through the process.
A teacher reflects on his experiences trying to teach Standard English and honor students’ dialects.