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Enabling the CCSS version of exemplary adolescent literacy.
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6 Things Alfred Hitchcock Can Teach You About Writing

6 Things Alfred Hitchcock Can Teach You About Writing | AdLit | Scoop.it
“ Alfred Hitchcock was an English film director and producer who worked closely with screenwriters on his films. The master storyteller, born 13 August 1899, died 29 April 1980.”

Via CM Elias, Shannon Bolithoe , Penelope, Jim Lerman
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Penelope's curator insight, August 16, 12:44 PM
Alfred Hitchcock had the scream theme down pat. These tips, however, could apply to any writing genre to give it a new heartbeat. Great ideas!

***This review was written by Penelope Silvers for her curated content on "Writing Rightly" ***

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Call for Abstracts”Remix and Mashup: Authentic Engagements with Young Adult Literature" - National Writing Project

Call for Abstracts”Remix and Mashup: Authentic Engagements with Young Adult Literature" - National Writing Project | AdLit | Scoop.it
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Steven Pinker: Linguistics as a Window to Understanding the Brain

Steven Pinker - Psychologist, Cognitive Scientist, and Linguist at Harvard University How did humans acquire language? In this lecture, best-selling autho
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The Power of the Written Word

The Power of the Written Word | AdLit | Scoop.it
It’s time to discover the power of the written word and the spoken word

In the world of academia, there is a host of related material, which, when professionally transcribed, adds value to the academic process for both students and faculty alike.

Among this material which is commonly transcribed are class lectures, research studies and source data, course videos, faculty meetings, seminars, and many others.

 

Academic institutions and other course providers are now finding added value from the transcription of such material as part of their online offerings. In some cases, repurposing material which was only seen in a live lecture previously. This is of enormous benefit to both academic institutions and the students they serve. Through the internet, a student anywhere in the world can now obtain access to educational material from top institutions such as Oxford, Cambridge, Harvard and Yale, something unthinkable not that long ago. This trend is bound to continue. It offers incredibly inspirational and beneficial opportunities for all parties interested in such projects.

 

Apart from the obvious academic material, transcription is also used in a variety of support areas such as focus groups, speeches, and seminars; complementing the now widespread use of audio and video recording of much academic work.


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Webmaster's curator insight, August 24, 9:41 AM

#Discover the #power of the written #word. www.alphabetsecretarial.co.uk 

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CommonLit | Fiction & Nonfiction Literacy Resources

CommonLit | Fiction & Nonfiction Literacy Resources | AdLit | Scoop.it
CommonLit is a free digital collection of fiction and nonfiction texts and question sets, organized by theme, essential question and grade level.
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A Guide to Producing Better Student Writers and Editors With Dictation Tools (EdSurge News)

A Guide to Producing Better Student Writers and Editors With Dictation Tools (EdSurge News) | AdLit | Scoop.it
Learning to use a technology to complete a familiar task in a different way can feel awkward, but like anything, with practice, it becomes fluid. Maybe you’ve tried dictation in the past, and you are waiting for the technology to improve before adopting it. Well, the time has come to try it again. Dictation can offer you—and your students—much more, such as these five items.

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Jim Lerman's curator insight, August 18, 12:22 PM

The time has certainly arrived for we educators to start incorporating dictation into the classroom. The technology has certainly reached the crossover stage for general use and a number of free apps (include Voice Typing in Google Docs) exist.

Jim Lerman's curator insight, August 18, 12:22 PM

The time has certainly arrived for we educators to start incorporating dictation into the classroom. The technology has certainly reached the crossover stage for general use and a number of free apps (include Voice Typing in Google Docs) exist.

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Invention Literacy Research – Part Two

Invention Literacy Research – Part Two | AdLit | Scoop.it

"This is the second post in a series describing the Invention Literacy Research Project that I worked on collaboratively with one of my English Teachers last school year- April Feranda. About 6 months ago, I watched this video by Jay Silver defining the term. I immediately loved this concept because it perfectly describes what I’ve been attempting to do in my library makerspace since May of 2013.  After writing lessons for Makey Makey last year, I realized I went through the ultimate training on Invention Literacy. I wanted to share that journey with you to help you become invention literate as an educator. April Feranda and I would love for your students to become invention literate. Therefore, we are putting this out there for you to hack and personalize and make your own. Read post one here. https://colleengraves.org/2016/06/07/invention-literacy-research-part-one/ "


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My 11 Objectives for the First Month of School - Dave Stuart Jr.

In the first month of school, my aim is to establish a beachhead from which to launch a successful year with students in which we accomplish more together than any prior year of my career.
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How a Curious Condition Solved a Neuroscientific Mystery

How a Curious Condition Solved a Neuroscientific Mystery | AdLit | Scoop.it

"A stroke patient, neuroimaging—and Colombian guerrillas—helped settle a decades-long debate on how the brain understands words"



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Supreme Court to Consider Legal Standard Drawn From ‘Of Mice and Men’

Supreme Court to Consider Legal Standard Drawn From ‘Of Mice and Men’ | AdLit | Scoop.it
The court will consider whether Texas’ Court of Criminal Appeals erred in upholding the death sentence of an intellectually disabled man based in part on “the Lennie standard.”

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Lynnette Van Dyke's insight:
Use as paired text I
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Mary Daniels Brown's curator insight, August 23, 3:41 PM
When life imitates art, instead of the other way 'round.
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18 Digital Tools and Strategies That Support Students’ Reading and Writing

18 Digital Tools and Strategies That Support Students’ Reading and Writing | AdLit | Scoop.it
The tech team in Littleton, Colorado is trying to build self-sufficiency in students by compiling digital tools for reading and writing that students can choose
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6 Great Digital Storytelling Apps to Use with Your Students ~ Educational Technology and Mobile Learning

6 Great Digital Storytelling Apps to Use with Your Students ~ Educational Technology and Mobile Learning | AdLit | Scoop.it

Via Maria Margarida Correia, Timo Ilomäki
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5 Tips for Making Writing a Daily Habit - LiveWriteThrive.com

5 Tips for Making Writing a Daily Habit - LiveWriteThrive.com | AdLit | Scoop.it
5 Tips for Making Writing a Daily Habit gives writers helpful tips on how to write daily.

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Martim Neto Mariano's curator insight, August 19, 7:25 AM
5 dicas para fazer da escrita um hábito diário
Savaniah McNulty Villmer's curator insight, August 23, 11:19 PM
...I want to write in my blog daily
Sofy Bertel's curator insight, August 24, 12:13 AM
First of all, when I saw this article  I considered that it´s really important for us inasmuch as we are in a process of making our thesis project in which we need to practice and improve our writing skills in order to make a great final job. This writer give us 5 interesting tips for making writing as part of a daily routine in our lifes. She says that the importance to write grows when we set a goal, we don't put limits, we always have a pen and paper in our hands, we take advantage of time and we have self-discipline and be responsable.
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How to fight summer learning slide with audiobooks (infographic)

How to fight summer learning slide with audiobooks (infographic) | AdLit | Scoop.it
Summer slide is a loss of learning skills and knowledge during the summer months. One way to combat it is to secure…
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A Picture Of Language: The Fading Art Of Diagramming Sentences

A Picture Of Language: The Fading Art Of Diagramming Sentences | AdLit | Scoop.it
Once a popular way to teach grammar, the practice of diagramming sentences has fallen out of favor.
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Creativity in English LAnguage Teaching 

Creativity in English LAnguage Teaching  | AdLit | Scoop.it
The book Creativity in English Language Teaching edited by Daniel Xerri and Odette Vassallo is available to download by clicking on the image below:  ​

 

FREE DOWNLOAD. FROM THE TABLE OF CONTENTS, THIS LOOKS LIKE QUITE AN INTERESTING VOLUME. -JL

 

Thanks to Nik Peachey for this link.


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Jim Lerman's curator insight, August 18, 12:33 PM

From the Foreword:

 

"WHY DO WE NEED ANOTHER BOOK ABOUT CREATIVITY?

We need another book because questions about creative language teaching are re-ignited by every teacher in every classroom in every country. Each time a language teacher enters a class, a silent experiment in hope and creativity is taking place: hope that the lesson will make a difference to at least one of its learners in some way; creativity in that teachers strive to give the lesson something of their own that goes beyond imitation or compliance. The teachers who describe their last lesson with a sparkle in their eye, rarely describe the joys of “doing what they are told” by the course book or the test paper. Instead they describe a sense of doing something of worth, and making a difference to their learners (Bell, 1995; Johnstone, 2009; Tsui, 2009). This is why we will never run out of the need for teachers to tell us their stories about what they did, why, and how they know it worked."

Jim Lerman's curator insight, August 18, 12:34 PM

From the Foreword:

 

"WHY DO WE NEED ANOTHER BOOK ABOUT CREATIVITY?

We need another book because questions about creative language teaching are re-ignited by every teacher in every classroom in every country. Each time a language teacher enters a class, a silent experiment in hope and creativity is taking place: hope that the lesson will make a difference to at least one of its learners in some way; creativity in that teachers strive to give the lesson something of their own that goes beyond imitation or compliance. The teachers who describe their last lesson with a sparkle in their eye, rarely describe the joys of “doing what they are told” by the course book or the test paper. Instead they describe a sense of doing something of worth, and making a difference to their learners (Bell, 1995; Johnstone, 2009; Tsui, 2009). This is why we will never run out of the need for teachers to tell us their stories about what they did, why, and how they know it worked."

Jim Lerman's curator insight, August 18, 2:57 PM

From the Foreword:

 

"WHY DO WE NEED ANOTHER BOOK ABOUT CREATIVITY?

We need another book because questions about creative language teaching are re-ignited by every teacher in every classroom in every country. Each time a language teacher enters a class, a silent experiment in hope and creativity is taking place: hope that the lesson will make a difference to at least one of its learners in some way; creativity in that teachers strive to give the lesson something of their own that goes beyond imitation or compliance. The teachers who describe their last lesson with a sparkle in their eye, rarely describe the joys of “doing what they are told” by the course book or the test paper. Instead they describe a sense of doing something of worth, and making a difference to their learners (Bell, 1995; Johnstone, 2009; Tsui, 2009). This is why we will never run out of the need for teachers to tell us their stories about what they did, why, and how they know it worked."

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Making Book Reports Exciting with mysimpleshow

Making Book Reports Exciting with mysimpleshow | AdLit | Scoop.it
It was that time of the quarter again – time for book reports. Some students love reading and writing about the book they’ve been assigned, but over the years I’ve found that most pre-teens don’t dream …
Via Debbie Pop, Arizona State University, Claire McLaughlin
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Arizona State University, Claire McLaughlin's curator insight, August 22, 2:46 PM
If your students have access to technology, this could be a fun way to do book reports.  The simple formats could be helpful with organization.
Rescooped by Lynnette Van Dyke from The EFL SMARTblog Scoop.it Page
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The mysterious ancient origins of the book

The mysterious ancient origins of the book | AdLit | Scoop.it
The debate about ebooks v paper books is nothing new. Keith Houston explains how a very similar debate raged as the first books came to be in ancient Rome.

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Rescooped by Lynnette Van Dyke from Mohammed Hassim Online Resources
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How to Create an Ebook From Start to Finish [+ 18 Free Ebook Templates]

How to Create an Ebook From Start to Finish [+ 18 Free Ebook Templates] | AdLit | Scoop.it
Learn how to create professional-looking ebooks with this how-to guide and free customizable ebook templates in PowerPoint and InDesign.

Via Ana Cristina Pratas, Mohammed Hassim
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Rescooped by Lynnette Van Dyke from Instruction & Curriculum (& a bit of Common Core)
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E-reading Leading to Alarming “Digital Brain” Phenomenon

E-reading Leading to Alarming “Digital Brain” Phenomenon | AdLit | Scoop.it

Via Helen Teague
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Helen Teague's curator insight, August 23, 3:08 PM
“I worry that the superficial way we read during the day is affecting us when we have to read with more in-depth processing,” said Maryanne Wolf, a Tufts University cognitive neuroscientist and the author of Proust and the Squid: The Story and Science of the Reading Brain. Post by Mercy Pilkington
Rescooped by Lynnette Van Dyke from Instruction & Curriculum (& a bit of Common Core)
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Rewordify.com | Understand what you read

Rewordify.com | Understand what you read | AdLit | Scoop.it
Rewordify.com helps you read more, understand better, learn new words, and teach more effectively.

Via Helen Teague
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Helen Teague's curator insight, August 23, 4:53 PM
Rewordify allows students to paste a link and get back a version with simpler words and sentence constructions. When students hover over highlighted areas the original, richer text shows up so they can gradually build their vocabulary and familiarity with difficult texts.
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Principles Underlying Mechanics Instruction that Sticks By Dave Stuart Jr

 Principles Underlying Mechanics Instruction that Sticks

By Dave Stuart Jr.
Note from Dave: Below, my colleague and friend Doug Stark introduces his brand-new, triple-leveled Mechanics Instruction that Sticks series of warm-ups for English teachers. For my secondary English teacher readers, you’ll probably be interested in this whole post; for my non-ELA teacher readers, let me suggest the section of the post titled “Principles Underlying the Warm-Ups.” In this section, I think Doug lets us into the thought processes that lead to him being a perennial favorite teacher in our high school, not to mention a very high-achieving one (his open-enrollment AP Language course draws about a quarter of our high school’s upperclassmen (over 100 kids), and his students exceed the national pass rate by more than 20%.

Whenever I hear about a teacher like that — one who both connects with kids and helps them achieve abnormal levels of success — I’m curious. I want into that teacher’s head.

Without further ado, here’s Doug.

A Preface to the Second Edition of Mechanics Instruction that Sticks

About a year and a half ago, Dave Stuart talked me into putting together a workbook featuring some practical warm-up exercises for English teachers to use as a supplement to writing instruction. Dave had been trying to convince me to take on this project for some time, but I was hesitant to give up my downtime, especially considering that I had recently been sent to AP training and was preparing to take on four sections of AP Language and Composition.

Anyway, using his well-developed powers of persuasion, Dave broke me down, and I gave in. I spent several weeks of my summer trying to put together an organized, practical book of warm-up exercises that teachers could use and adapt as they saw fit. The result was the first edition of Mechanics Instruction That Sticks (fantastic title—Dave’s idea).

Since the release of that first edition in August of 2015, my teaching assignment has changed. I’m currently teaching 11th and 12th graders instead of 9th graders. Moving from 9th graders to upperclassmen has forced me to streamline and deal with some of the very specific problems I am noticing with these older students. Accordingly, I’ve been trying to adapt some of the activities that I did with freshmen to match the needs of older students.

I’ve also received useful feedback from teachers across the country who purchased the original version. I’ve taken this feedback and used it to help me develop three new editions of Mechanics Instruction That Sticks.

Mechanics Instruction that Sticks - Gumroad Cover Image All Levels

LEVEL A: These exercises were designed with middle school students in mind. Before creating this edition, I examined grade level standards for 6th-8th grade and identified essential background information needed to help students understand how to correct sentence level errors. For instance, it’s pretty difficult for a kid to differentiate between a complete sentence and a fragment if he/she doesn’t understand the function of a subject and a verb within a sentence.

Level A tends to focus on very concrete concepts and includes more “grammar” instruction than the Level B and Level C editions. When you look over the unit map that Dave has included (see the Appendix file), you’ll notice the difference.

LEVEL B: This is a revised version of the original, single-volume Mechanics Instruction That Sticks. I kept the basic format of the exercises, but I tried to make it more teacher friendly. I split all of the activities into A and B sides. This gives the instructor the option of printing out the A & B sides together or using A on one day and B on the next. The A sides focus on the unit topic while the B sides tend to be review activities.

This version includes more units (17) and exercises than the A or C version and is highly adaptable as you can choose mini-units based on your students’ needs.

LEVEL C: This edition is designed for high school students, specifically in grades 10-12. I suggest an overlap in the grade levels because of the way high school classes work (with honors classes and various tracks). I plan on using these Level C units with my English 11 students, but they could easily be used in a 10th or 12th grade classroom. Most of the students I have in my English 11 course will already have been exposed to some of the warm-ups in the Level B edition.

For what it’s worth, I designed Level C to align more closely with the standards required by the SAT Writing Test/ACT English Test. The review activities focus on errors in sentence structure, conventions of usage, and conventions of punctuation expressly stated by the SAT in The Official SAT Study Guide published by the College Board.

(To read the full introduction to Mechanics Instruction that Sticks, for free, click here.)

Principles Underlying the Warm-Ups

I should point out the key principles that I believe make these warm-ups as effective as they can be in supporting student achievement.

1. Repetition leads to mastery.

Most kids don’t master a concept because the teacher “touched on it.” Instead, they learn the concept by repeatedly engaging with it at various points throughout the school year. This is why I space out and review the sentence structures throughout the entire year. It is also why I incorporate a review element in the warm-ups.

2. Knowledge comes before mastery.

Many of our students need to develop a base of knowledge or a vocabulary that helps them identify problems within their writing and the writing of others. I want my students to be able to explain to me WHY one sentence is better than another. They can’t do that unless they can understand some basic concepts and define certain errors or problems.

This doesn’t mean that they need to know anything and everything about grammar. I’m a high school teacher, and, quite frankly, I do not have time to go back and re-teach every grammatical concept that students should have mastered during their time in elementary school. For this reason, the notes I use with my warm-ups tend to be fairly simple and concise. For instance, I don’t break down phrases into various categories because I don’t believe that doing so is an efficient use of my time. If I can get my students to understand the difference between an independent clause, a dependent clause, and a phrase, I’m doing pretty well. I approach each mini-unit thinking, “What information do the kids really need to know in order to master this concept?” Then I try to hammer that information into their heads (gently and lovingly, of course).

3. Kids learn best when they receive feedback and are able to talk through their learning.

I “teach” these warm-ups. When I say that, I mean that I actively lead the students through them. I read through instructions and complete certain problems with them if I think they need the help. While they’re working on the warm-ups independently, I walk around the classroom, targeting students who I know need added support.

Most importantly, we correct every warm-up in class. I call on students randomly as we go over the correct answers. Students learn to quickly and concisely explain their edits or revisions.

I also call on at least three students to read the sentences they’ve created (following the models provided). When they read their sentences aloud, I have them read the punctuation aloud so the entire class can hear where they’ve placed it. If a student makes a mistake, I gently explain why the sentence was wrong.

This may sound like it takes a long time, but it doesn’t. As I will lay out further in the Introduction, the entire process should take between 8 and 15 minutes, with the longer end of that happening if you have to stop and really explain a concept that kids aren’t getting.

My Procedures

At this point in my practice, my basic procedures are as follows:

My students get a three-ring binder at the start of the year. In this binder is a notebook and a copy of our school’s Academic Writing Guide (school property—I can’t sell it to you). I add in a section that includes all of the unit notes (not the warm-ups, just the introductory notes) from Mechanics Instruction That Sticks. You have those introductory notes for each unit in your copy of the book.
We begin each mechanics/grammar unit by turning to the introductory notes in our binder. We take 10-15 minutes to read through and fill in these notes together. That is our “warm-up” for the day.
After we’ve gone through the introductory notes, we move on to the warm-ups. I will begin class with a warm-up 3-4 days a week. If we don’t have time for a warm-up on a particular day, we don’t do one.
We apply what we’re currently learning (or have learned) to any and all writing assignments that we’re doing in class. Sometimes I’ll require students to include a particular sentence structure in their writing. When we are editing or revising, we place special emphasis on whatever focus area we’re currently studying.
Most importantly, my students write a LOT.[1] I don’t grade all of it for mechanics and grammar because I’m not Superman (I guess those people in the documentary will have to keep on waiting…), but I do make sure that we engage in some type of intentional editing or revising activity with every writing assignment—even if I’m only going to give kids a quick homework grade for completing it.
Final Thoughts

I think good teachers are able to set their egos aside in order to better serve their students. Good teachers are able to detach themselves emotionally and examine their teaching practices rationally so that they can make adjustments and improve their instructional methods on a year-by-year basis.

Because I firmly believe in setting aside the ego, I won’t be offended in the least if you play around with these warm-ups and use them as you see fit. If you want to teach the units in a different order, go for it. If you want to add or subtract from particular activities, feel free. If you want to print these out and hand them out to students as they walk through the door, go ahead. If you want to put a copy on the data projector and have kids work on them in their notebooks, no problem.

My hope is that you can find a way to use these activities productively within your classroom and that they make your life a little easier. Like Dave always says: more learning, less stress. Best of luck.

Sincerely,

Doug Stark

Footnote:

[1] When I taught ninth graders, we wrote six major essays (typed, 3-5 pages), along with at least 1-2 shorter compositions per week (1 or 2 paragraphs in length). My AP Language and Composition students write 18-20 full-length essays/papers, along with at least 20-30 shorter compositions (1 or 2 paragraphs). (Note from Dave: Doug is an animal.)

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One Response to Principles Underlying Mechanics Instruction that Sticks


Gerard Dawson August 21, 2016 at 8:08 pm #
Doug and Dave,

I was enjoying this article as I read through the principles, and then came to this:

“I think good teachers are able to set their egos aside in order to better serve their students. Good teachers are able to detach themselves emotionally and examine their teaching practices rationally so that they can make adjustments and improve their instructional methods on a year-by-year basis.”

This is the kernel of wisdom in this article that transcends grammar instruction, English Language Arts and teaching in general. This is such a good point, and a hard thing for me to do in the classroom consistently.

Thanks for a great mixture of practical tips and a reminder of what’s important.

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