Are your students, like mine, vocabulary poor? Do they have a large "vocabulary gap?" Having a wide vocabulary is one factor that helps students in reading and writing. However, many students lack the vocabulary knowledge needed to take them to the next level.
In a previous blog, I explained how my students use textual evidence to respond to their Writing Zone Prompts. At the end of Trimester 2, almost every student is now writing six plus sentence responses with evidence. Today, I would like to share some examples of their work.
With the coming of the half-way point in this school year, students should be well ensconced in our class routines: Whole Group, Small Group, READ 180 Software, and even Independent Reading. However, no matter how routine the routines become, I always find there is room for reflection and improvement.
For some, writing comes easy. Words flow into sentences; sentences flow into paragraphs; paragraphs become essays or research papers or books. For others, this symbiotic relationship does not exist. Many of these students end up in our READ 180 classrooms.
One of the most wished for improvements to READ 180 Next Generation is the ability for students to go back and edit their Writing Zone paragraphs. This year, I realized there is an easy way students can edit and revise them through their school emails, or with its recent improvements, Google Classroom.
Reading and writing are reciprocal processes, where improvements in one lead to improvements in the other and vice-versa. By giving students multiple opportunities to write, they become stronger writers. By giving students multiple opportunities to write, they also grow as readers.
In Increase Writing, Part 3, I want to discuss an easy, quick, and powerful way to assess students' compositions - and teach them the value of editing and revision.
Writing is a complex task that requires all writers to multitask a combination of mental and physical processes, which include: content, organization, sentence structure, mechanics, word retrieval, spelling, the physical process of writing and/or typing, timed writing, … and, yes, textual evidence.
Do your students struggle to write more than a couple of sentences? Do your students refuse to write essays? Do they struggle to revise and edit their compositions? Do they need more writing opportunities to develop as writers?
When students log into READ 180, do they spend their 40 seconds of Dashboard time wisely? Or are they looking around the room, talking to other students, surfing the web, opening YouTube? Do they really understand the key data right in front of them? Or do students look at it as unimportant?
Stage C READ 180 Educator | MAYS LANDING, NJ