Writing Flashcards
Comprehension Instructors
Scaffolding understand contrast, vocabulary, text comprehnsion, teacher preperation, strategy guides.
Cathy Schino & Cari Hauptman
Comprehension 2
Extracting and interacting with the text.
Surface
literal text
Schema
Pulling it together
Hand Hand
Reading Similar Corelation curriculum handwriting, sentence construction, typing, word process, superordinates k30
Genres
Non-fiction, fiction, and journaling
Connecting
Writing and spelling 2nd proofreading youself
Recommendations
1: Time 2:Process 3: fluency 4:Community Motivation
Teach Writing Daily
Six traits
effect size
.82 strategies, .82 eummarize, .75 collaborate, .70 goals, .55 word processing, .50 sentance combining
Six Sentance summary
3:2:1
3 big ideas
2 connections or questions
1 question you still have
Cognitive Systems in writing production
Planning translation Context Processor Translation meaning processors, phonology processor, orthographic processor, graphomotor, reviewing, Memory processes writing, short term, long term, working memory
Time for writing
3-5 times per week 30 minutes
Grammar
Words parts sleech phase (Noun Verb Prep)
Dependant Clause
Can’t stand alone
Indepentant clause
Can stand alone
Phrase
Sub ordinate pred
Writing Next
Writing Strategies: Communication, Collaboration, writing, specific product goals, word processing, sentence combining,
Writing Next process
Pre-writing, Inquiry Activities, Process writing process
Prewriting
Graphic Orginizers
Claim
States your position on an issue (Thesis)
What an good argument is not?
Not obvious not overly vague
Common core Writing Anchor 1. K-4, 8th
Arguments supporting claims substantive topics. Persuasive is the elementary model. Counterclaim
Persuasion Vs. Argument
Per= Ethos Pathos Arg= Lgos Reason
Claim Evidence Warrant Backing Qualifications & Arguments
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.
Pre-Writing tool
Vee diagram.
Sentence Combining
combining two sentences to make one smoother sentence.
Sentence Dividing
write one word per post it and split it up and re-combine
Expository (Informative) vs. Argumentative
Informative concrete conveys information argumentative to make a decision.
A lesson structure for teaching expository reading and writing.
Text Structures: Description, sequence, compare and contrast, cause and effect, problem solving.
Lesson cycle: Vocabulary words, Text Structure, Modified Sentences, re-writing, text.
Activites for writing about text
Short Report, Featured Article, Non Fiction, Picture Book, Published interviews, How-to books, Encyclopedias, Travel Books, Recipes, Book/ Movie Review, Consumer Report, Newspaper Article.
Lesson Study Keep in mind.
T Chart the one side is observations the other side is questions?
Prepositions
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.
Chunk and Chew
Two minutes to stop and think about what they are writing.
Quick Write
From a prombt
Paragraph Shrinking
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.
Informational Summary
Choose the write graphic organizer for the type of text that we are reading.
Does writing about materials enhance reading comprehension
the effect is reciprocal and the two activities enhance each other. They should both be addressed and both be presented.
In a metaanalysis what does “n” stand for?
Sample size.
Writing resoonse writing journal
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.
The Argument Game
Chart with topics role the dice.
Chapter 15 Review
What is taught and what is graded.
Close reading as a passing fad.
Using Self-Regulated Strategy Development to support Support Students Who Have trouble.
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
Tier I skill
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.
Self Regulated strategies Stages
- Develop Background knowledge
- Discuss it.
- Model it.
- Memorize the technique
- Support it.
- Independente Generalization
CCSS
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.
Dangling modifyer
Not identifying the subject.
Clause
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:
Phrase
Phrases
A phrase is a small group of words that forms a meaningful unit within a clause. There are several different types, as follows:
How would you scaffold for a level two ell student
I would try to tie the assignment into something that related to them personally. I would provide them word banks. Partner read selected texts.
Homework Discussion
RTI Model
Frame Routine
A scaffolding for identifying the main ideas and supporting details for writing.
FRAME
Writing strategies for the not-so-common learner.
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
Writing Strategies Group 4 181 191 Anchor Standard number 10 Range of writing
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
Anchor Standards
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
