Writing Flashcards

Question

``` Claim Evidence Warrant Backing Qualifications & Arguments ```

Answer 1

Claim= Any statement can or can't be substantiated. Good can be substantiated Evidence= Good data that supports the claim Warrant= explains how evidence supports claim Backing= Backing further explanation, definition, and support of the warrant. Qualifications Counterarguments Dealing with probability going beyond a reasonable doubt, etc.

Answer 2

Vee diagram.

Answer 3

combining two sentences to make one smoother sentence.

Answer 4

write one word per post it and split it up and re-combine

Answer 5

Informative concrete conveys information argumentative to make a decision.

Answer 6

Text Structures: Description, sequence, compare and contrast, cause and effect, problem solving. Lesson cycle: Vocabulary words, Text Structure, Modified Sentences, re-writing, text.

Answer 7

Short Report, Featured Article, Non Fiction, Picture Book, Published interviews, How-to books, Encyclopedias, Travel Books, Recipes, Book/ Movie Review, Consumer Report, Newspaper Article.

Answer 8

T Chart the one side is observations the other side is questions?

Answer 9

A preposition usually indicates the temporal, spatial or logical relationship to the rest of the sentence as in the following: the book is on the table.

Answer 10

Two minutes to stop and think about what they are writing.

Answer 11

From a prombt

Answer 12

Reading Comprehension and writing. Using a reading. Coach and reader. Explain who or what most important thing. Say the main idea in 10 words or less. 1st Reader reads. Coach says: 1. Name the who or what. 2. Tell the most important thing about the who or what. 3. Say the main idea in 10 words or less.

Answer 13

Choose the write graphic organizer for the type of text that we are reading.

Answer 14

the effect is reciprocal and the two activities enhance each other. They should both be addressed and both be presented.

Answer 15

Sample size.

Answer 16

It is no surprise that writing to learn helps to increase reading comrehension. The trick is to design a class that incorporates both. Nothing really wows me my brain is dead. We don't have enough writing in school. But we do have violations of trust caused by failure of expectations. No one says though that the expectations are too numerous to fullfill.

Answer 17

Chart with topics role the dice.

Answer 18

What is taught and what is graded. | Close reading as a passing fad.

Answer 19

Flexible instructional. Self Regulated Schedule. 20 studies. Common Causes Acquiring utilizing and managing strategies. Uni-dimensional writing fact telling. Effective writers write more and revise more. Transcription skills getting thoughts into ideas Persistence "Perseverance". Use SRSD

Answer 20

if more than 80% cannot perform a skill they need to have more. We cannot intervene our way out of a tier I problem. We need to go back and teach the skill.

Answer 21

1. Develop Background knowledge 2. Discuss it. 3. Model it. 4. Memorize the technique 5. Support it. 6. Independente Generalization

Answer 22

Curriculum is the common core state standards. Programs= resources/tools used to teach not curriculum they are a means to and end. Does not teach how. Cannot have the "Sacred" Cow. What skills they need to be successful.

Answer 23

Not identifying the subject.

Answer 24

A clause is a group of words that contains a verb (and usually other components too). A clause may form part of a sentence or it may be a complete sentence in itself. For example:

Answer 25

Phrases A phrase is a small group of words that forms a meaningful unit within a clause. There are several different types, as follows:

Answer 26

I would try to tie the assignment into something that related to them personally. I would provide them word banks. Partner read selected texts.

Answer 27

A scaffolding for identifying the main ideas and supporting details for writing. FRAME

Answer 28

``` Writing is thinking with a pencil. Writing strategies need to adapt to the student expectation as recieved across grade level. They need to become fluent fast structured and proficient writers. Temporary How to explicit Future oriented ```

Answer 29

Sustained extended meaningful tasks Photo analysis chart: Observation, inference, Questions Quick Write Quick draw kind of like the KWL Journaling 6 + 1 Ideas Organization Voice Word Choice Sentence Fleuncy Conventions Presentations + 1 for assessment Anticipated Outcomes Instructional Challenges Zine Writing Question Answer defend the question. Cornell Notes

Answer 30

Anchor standards 1-3 Text Type and purposes: Argumentative, graphic organizers, summary chart, index cards with headings. 4-6 Production and distribution scaffolding scope producing a website code switching 7-9 Research to build present knowledge leveled questions four square organizer. 10 Write routinely