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Teaching and Assessing Writing with the 6-Traits
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Improving Student Expository Writing

Improving Student Expository Writing | 6-Traits Resources | Scoop.it
In Texas we have a new state test called the State of Texas Assessment of Academic Readiness (STAAR) and some schools like mine, were surprised by the student poor performance in writing.


he question is, "What should they be reading?" My son in-law answered this question also, "They need to read the same type of things that you want them to write." So, there you have it. Our students were doing poorly on expository writing so they need to do more expository reading? Well, perhaps not. I'm not sure exactly what expository reading is but what the students need is to read more writing that is expository in nature.

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Ghosts and Fear in Language Arts: Exploring the Ways Writers Scare Readers - ReadWriteThink

Ghosts and Fear in Language Arts: Exploring the Ways Writers Scare Readers - ReadWriteThink | 6-Traits Resources | Scoop.it

Students analyze scary stories to 'break the code...


Via Louise Robinson-Lay, Jim Lerman
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Book Casts using VoiceThread - Group conversations around images, documents, and videos

Book Casts using VoiceThread - Group conversations around images, documents, and videos | 6-Traits Resources | Scoop.it

Imaginative use of Voicethread as a narrated video slideshow to demonstrate construction of book casts by 4th graders intended for viewing by 1st and 2nd graders. -JL


Via tom jackson, Jim Lerman
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Writing to Learn: Deepening Understanding and Improving Retention of Content

Writing to Learn: Deepening Understanding and Improving Retention of Content | 6-Traits Resources | Scoop.it

Robert Marzano

Educational Leadership

Februrary 2012

 

"Writing to learn focuses on deepening understanding and improving retention of content."

 

Writing Across the Curriculum

 

The concept of writing across the curriculum is commonly credited to James Britton (1970, 1972).

  • Writing should be integral to instruction in all subject areas.
  • Writing is fundamentally a constructive process of encoding new information.
  • The act of translating experience into a personalized account aids and extends learning.
  • Writing to learn focuses on deepening understanding and improving retention of content. 

The writing activities, typically:

  • are short
  • informal
  • resemble an advanced form of note taking.

Five Phases for Understanding

  • Phase 1: Record - Here, students record their understanding of the content. 
  • Phase 2: Compare  - In this phase, students share what they've recorded with a partner, noting what's similar and different between their two recordings. 
  • Phase 3: Revise - This phase occurs right after the comparison phase, although a teacher might assign it as homework instead. 
  • Phase 4: Combine - Here, students combine the products of the R–C–R cycles they've completed and then generate and defend one or more generalizations. Students must support their generalizations using specific evidence. 
  • Phase 5: Review - This last phase always occurs before an assessment, although a teacher could request it at any time. 

 

Defined Instructional Practices Build Collective Capacity


The Common Core State Standards make school wide literacy a must do. School leaders are faced with the challenge of increasing the capacity of their entire instructional staff within a brief period of time. In order to raise the collective capacity of teachers, school must employ a locally agreed upon set of defined instructional practices in which all teachers engage in every classroom every day. Defined practices build collective capacity!


Via Mel Riddile
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Big Universe Learning - Engaging Online Reading and Writing Community for Grades K-8

Big Universe Learning - Engaging Online Reading and Writing Community for Grades K-8 | 6-Traits Resources | Scoop.it

BigUniverse.com is an engaging online reading and writing community for grades preK-8.


Via Ana Cristina Pratas
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Khalid Hart's curator insight, February 20, 2014 1:36 AM

Hmm letting kids in grades K-8 read online? Interesting idea. If they can use iPads at home then there should be no stopping them from reading on a computer at school.

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INBOX Ideas

INBOX Ideas | 6-Traits Resources | Scoop.it
In the winter edition of the Harvard Educational Review, researchers Steve Graham and Michael Hebert shared findings which showed that when students receive writing instruction, their reading fluency and comprehension improve. NCTE has been spreading this message for years. In a 1978 College English article, Alice S. Horning wrote, "In order to write, however, one must know how to read. Moreover, one must not only be able to read in the conventional sense, but also one must be able to develop the highly specialized reading skills needed to write successfully: the skills of proofreading, of knowing where to look for information on the printed page, of sorting, storing, and analyzing the print for the total message." NCTE provides many contemporary resources that emphasize the reading and writing connection.
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The Reading-Writing Connection: Writing Improves Reading

The Reading-Writing Connection: Writing Improves Reading | 6-Traits Resources | Scoop.it

When students receive writing instruction, their reading fluency and comprehension seem to improve.

 

In the Harvard Educational Review (Winter 2012), Steve Graham and Michael Hebert (Vanderbilt) report the results of a meta-analysis of 95 literacy studies, which confirmed the following:

  1. Writing about material enhance students' comprehension of text.
  2. Writing skills instruction strengthen students' reading skills?
  3. Increasing how much students write improve how well they read?

Via Mel Riddile
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Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading | Harvard Education Review

Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading | Harvard Education Review | 6-Traits Resources | Scoop.it

Reading is critical to students' success in and out of school. One potential means for improving students' reading is writing. In this meta-analysis of true and quasi-experiments, Graham and Herbert present evidence that writing about material read improves students' comprehension of it; that teaching students how to write improves their reading comprehension, reading fluency, and word reading; and that increasing how much students write enhances their reading comprehension. These findings provide empirical support for long-standing beliefs about the power of writing to facilitate reading.


Via Jim Lerman
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Interested in an Online Graduate Course in the 6-Traits?

UW-Stout: EDUC 654 Teaching and Assessing Writing with the 6-Traits | 3 graduate credits | Online Professional Development for Teachers | NCATE Accredited 8 week 100% online class |