How are sites utilizing NWP Connect the National Writing Projects online social network to support enhance and develop communities of practice both online and face-to-face Join a conversation with several site leaders who are building Connect...
How are sites utilizing NWP Connect—the National Writing Project's online social network—to support, enhance, and develop communities of practice, both online and face-to-face? Join a conversation with several site leaders who are building Connect communities for their Summer Institute participants, for study groups, and for other kinds of professional learning opportunities.
The Seven Valleys Writing Project (SVWP) will accept applications for its 2012 Summer Institute, a workshop seminar for all teachers across the region in all fields of study.
Applications for the competitive program are due Saturday, June 2, and an orientation session will be held Wednesday, May 16, at the Lynne Parks ’68 SUNY Cortland Alumni House, located at 29 Tompkins St. The three-week institute will be held at Main Street SUNY Cortland, an extension facility the College operates at 9 Main St. in downtown Cortland, from Monday, July 9 to Friday, July 27.
Summarizing text: Explicitly teach students procedures for summarizing what they read. Summarization allows students to practice concise, clear writing to convey an accurate message of the main ideas in a text. Teaching summary writing can involve explicit strategies for producing effective summaries or gradual fading of models of a good summary as students become more proficient with the skill.
"Last year I shared an animated video of Shel Silverstein's The Giving Tree. Yesterday, through an Open Culture post, I discovered eight more short animated versions of Shel Silverstein's works. The videos can be found on the Shel Silverstein Books channel on YouTube. I've embedded Ickle Me, Pickle Me, Tickle Me Too! below."
The E Anthology 2.0 has a new address, a new look, and many new possibilities. Although this new E Anthology 2.0 is intended primarily, as all the former E Anthologies were, for the TCs in summer institutes to share their writing, the E Anthology 2.0 is open to all the members of our national community.
These charts are posted here because I’ve received countless requests for them. Please note - the point of an anchor chart is to anchor the teaching and learning that is happening in your classroom, so they should be reflective of the work that you and your students are doing. Don’t feel obligated to use the same wording or even the same charts that I’ve shown here - these are just examples of charts that I’ve used and/or seen. Also, these charts come from a number of sources - professional books, workshops, curriculum documents, fellow teachers, and the need to solve a problem in the classroom! They will be updated as fast as I can get pictures taken and uploaded. With that said, please enjoy! :)
Based on my experience using Google Docs for the past two years, I have come up with a strategy that I think may help anyone who plans on using Google Docs with students next year. The purpose of this strategy is two fold:
1. Stay Organized (both teacher & student) 2. Promote the writing process, revision & resubmission of work
A few years ago, my local school district invested in software designed to teach students better writing skills.
During my daughter's initial assignment using the software, her first draft earned a 5.9 out of 6. The tenth of a point deduction was for repeating a short phrase. Fair enough. She changed the wording — maybe four words — and her score inexplicably plummeted to a 4. She put the original wording back and her score rose by a couple tenths of a point. Then she spent the next three hours trying to figure out how to get her score back up and left the computer sobbing and declaring that she hated writing and school.
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