Week 4 ppt rdg555
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This document summarizes several articles on best practices for teaching writing. Ennovy's article discusses using technology and project-based learning. Kenterra's focuses on small group work and student-chosen topics. Megan highlights brainstorming, peer editing, and encouragement. Melba outlines establishing a positive atmosphere, organizing for writing, and constructive feedback. Nadeen recommends teaching the six traits of writing and incorporating strategies, journals, technology, and wikis/blogs.
Week 4 ppt rdg555
- 1. Ennovy Pacheco Kenterra Haynes Megan Fitzparick Melba Valdres Nadeen Brown July 8, 2013 Jessica Carloni
- 2. Summary of Articles Ennovy In this article teachers test the ability of enhancing the ELL students to achieve better writing skills by the integration of technology into the lesson. They used Project based learning to create products by the end of the lesson. It is to give a real world concept to student work. Technology is used as a means of creating a final draft of the product. By providing students with a classroom conductive to learning for a long term benefits not just right now with practices like time and opportunity to write, a reason for writing, a genuine audience, access to role models, a safe environment, useful feedback, and a sense of community (Fougler, 2007). Although these are skills are focused in the article for ELL students I have found that my students react in a positive manner to this same skills. Kenterra This article interviewed fourth grade teachers on the writing approach an how it had an influence on their instruction. Through this study showed that writer’s workshop and traditional skills instruction still occur but a new trend in writing instruction has occurred as well. Melba Bitchener, Young, & Cameron (2005) study investigated the extent to which different types of feedback (written and conference) on three targeted error categories (used of preposition, past simple tense, and definite article) helped L2 writers improve the accuracy of their use in new pieces of writing. Nadeen Lacina and Block 2012) discusses the issue of writing in schools as they believe that there is a “need to better understand writing practices at the upper elementary through middle school levels across the US.” (Lacina & Block, 2012). They wanted to empower leaders’ and school teachers’ on improving writing instruction as a process for change. Based on information from previous research, it has shown that the writing process should entail scaffolding of the teaching of writing, using literature as a model for writing, using a process- based approach, teaching writing within the content areas, and teaching reading and writing using the new literacy’s. (Lacina 7 Block, 2012). Megan This article uses three people to explain the process of writing. Three different people are highlighted to inform the reader; a former high school teacher preparing for doctoral candidacy, a doctoral student interested in research/writing practices and a university supervisor for teacher education preservice students. Each person explores and explains the writing process from their perspective and offers insight into their own writing processes and how that translates into the classroom
- 3. Ennovy’s Best Practices •Preplanning Sheet – it allows students to brainstorm about the topic •RAFT- Role Audience Format and Topic- allows students to use what they know •Journal writing or double entry journal- students are asked to reflect on a topic to build background and activate the thinking process •Read aloud and analyze- students are read to and must reflect on it •Technology is used a reference and research tool
- 4. Kenterra’s Best Practices •Minimize lecture •Allow small group work •Motivate children to write about topics they chose •Encourage a social dimension
- 5. Megan’s Best Practices •Brainstorm – allowing students to brainstorm ideas with each other or with the teacher allows them to be invested in what they are writing. They feel that they are part of the writing process when they are playing an active role in deciding what to write about •Drafting/Peer Editing – after writing begins, keeping students engaged can be difficult. Having students sharing their drafts with other students in the classroom allows for peers to engage with each other. It also allows for students to edit if necessary or help another student along who may be struggling with the “just right” wording of an idea. •Encourage – teachers should encourage students to be active writers. Writing in a journal, writing for a grade, writing to imitate authors are all ways that we can encourage students to engage in writing
- 6. Melba’s Best Practices By Charles Whitaker, PH.D. •Establish a positive atmosphere for writing, reading, and learning. •Organize for writing. •Arrange for meaningful-to-students reasons to write. •Arrange for students to read, respond to, and use a variety of materials written for a variety of purposes and audiences. •Write regularly across the curriculum and grade levels. •Arrange for students to have constructive response to their writing and to offer response to other writers (classmates, teacher, others). •Provide opportunities for students to collaborate as writers, thinkers, learners. •Conduct mini-lessons on writing.
- 7. Nadeen’s Best Practices •Introduce students to the 6 traits of writing •Gradually teach students strategies for planning, revising, and editing their writing. •Include journal/writer's notebooks into classroom activities. •Incorporate technology (allow students to see and hear their favorite author talking about writing). •Implement wikis or blogs.