We are still looking for participants for an important pilot study!
If you teach students in grade 4, 5, 6, 7,8 or 9, you are invited to participate in a special pilot study for a federally funded research project, the e-Learning for Educators Initiative. This initiative aims to provide effective online professional development that will improve teacher content knowledge and teaching practices, and will ultimately lead to increases in student achievement.
The Technology and Assessment Study Collaborative (inTASC) at Boston College is conducting a pilot study to examine the characteristics of test items that will be used in the large-scale research project and you may be eligible to participate in this pilot study.
***ELIGIBILITY***
In order to be eligible you must: *Be a teacher in grades 4- 9 *NOT be a teacher in the following list of states. (The larger research study will occur in these states and thus these teachers cannot participate in the pilot study). Alabama Delaware Kentucky Mississippi Missouri New Hampshire Pennsylvania South Carolina West Virginia *Be able to administer an online test to a class of students.
***COMPENSATION***
All teachers who participate will receive instant feedback about student performance. You can use this feedback to assess your students and inform future instruction.
In addition to the feedback about your students’ performance, the first 140 teachers to complete the requirements (10 in each sub-content area) will receive $100 for each sub-content area. Completing the requirements means taking the teacher survey and administering two online tests to your students.
***REQUIREMENTS***
You can participate in multiple sub-content areas (listed below). Participation requirements are:
*You will take one online survey, estimated to take 30-45 minutes to complete.
*You will administer two online tests to a class of at least 15 students. Each test takes one full class period; the total amount of participation time needed from your students is two class periods.
These requirements are for EACH sub-content area chosen. The sub-content areas are:
4th and 5th Grade ELA sub-content areas: Vocabulary Reading Comprehension: Narrative Reading Comprehension: Expository Writing
5th and 6th Grade Math sub-content areas: Fractions Algebraic Thinking Measurement
7th and 8th Grade ELA sub-content areas: Vocabulary Reading Comprehension: Narrative Reading Comprehension: Expository Writing
8th and 9th Grade Math sub-content areas: Proportional Reasoning Functions Geometric Measurement
For more information about the study and to sign up, please visit
[link removed]
or contact the researchers at efe.[email removed]
The study will begin on or about October 23. Please register now and we will keep you informed on the exact start date. We hope you will participate in this important study!
There is, indeed one in French - at least at the Grade 2 level bc my literacy supervisor just supplied one for our school just before Christmas. It's fabulous! I can check at school for the info.
On 10/29/06, Janie wrote: test > I did a collaborative writing assignment with my 10th and > 11th graders that worked out great. Each student was given > a piece of paper and had to begin a story, on any subject > matter that was appropriate. > > After about 5-8 minutes of writing, the students had to get > up out of their chairs and move 4 seats back, read what was > written by the previous student, and continue their story. > > I did this about four times, and the last time I told the > students they would have to "conclude" the story. Then we > shared them in class. > > It was a blast! The students liked reading what the other > students wrote, continuing it, and getting them out of their > seats kept them going. > > Janie > > On 10/28/06, nat wrote: >> who has a great creative writing assignment they did that >> worked? how about sharing it? >> >> this could be fun and helpful to everyone... >> nat
I do that one also and it is fun! Make sure they use readable handwriting. Another one is persuasive letter writing. One is from the turkey to Farmer Ted to not pick him for this year Thanksgiving dinner. Another one is that Rudolph's nose has gone out and he needs a replacement. Write a persuasive letter as to why you should be chosen. We read those outloud and choose the leader for Santa.
I teach 4th grade.
On 11/01/06, test wrote: > On 10/29/06, Janie wrote: test >> I did a collaborative writing assignment with my 10th and >> 11th graders that worked out great. Each student was given >> a piece of paper and had to begin a story, on any subject >> matter that was appropriate. >> >> After about 5-8 minutes of writing, the students had to get >> up out of their chairs and move 4 seats back, read what was >> written by the previous student, and continue their story. >> >> I did this about four times, and the last time I told the >> students they would have to "conclude" the story. Then we >> shared them in class. >> >> It was a blast! The students liked reading what the other >> students wrote, continuing it, and getting them out of their >> seats kept them going. >> >> Janie >> >> On 10/28/06, nat wrote: >>> who has a great creative writing assignment they did that >>> worked? how about sharing it? >>> >>> this could be fun and helpful to everyone... >>> nat
I am a reading specialist at and elementary site and have been doing a lot of staff development with writing...writers workshop and 6 traits. An issue that keeps coming up is what to do with the student that will not write...it seems every class has 1-2. When teachers are caught up in writers workshop conferencing with other students, for example, what do you do about the kid that just sits during that time and does nothing?
Is there a good writing book out there that incorporates structured daily grammar lessons into the creative writing activities? My students' grammar and writing skills are very poor, and they need a more structured approach to learning grammar; they also need structured ideas to help with their creative writing (graphic organizers, etc.)
I've been using 6 Traits for three years now, and was wondering if teacher editing is part of the model. I used to edit rough drafts myself after peer editing and my collegues do too. However, is that what we're supposed to do according to the 6 Traits method? Or, does it make more sense to use the rubric on what the student produced without teacher help? Just wondering what others are doing.
On 11/16/06, toothius wrote: > I've been using 6 Traits for three years now, and was > wondering if teacher editing is part of the model. I used > to edit rough drafts myself after peer editing and my > collegues do too. However, is that what we're supposed to > do according to the 6 Traits method? Or, does it make more > sense to use the rubric on what the student produced > without teacher help? Just wondering what others are doing.
I edit with my third graders, but I only score what they were able to accomplish on their own. It seems unfair to score the work we've edited with them, it gives them and their parents a false sense of their abilities.
One day, I came into school with a tent. We pushed all the desks back and then I had them assemble the it, without the directions! Chaos ensued and then a really good discussion started to take place. What are these things? What are we supposed to have, Where do these go? Something needs to go first, but what? It was great. Finally, after about 15 minutes of this someone asked, "Where are the directions?"
Then I hand them the directions and they start a whole other discussion! The result is, we end up with a fully functional tent in our classroom, an experience we can relate to and write about, and a clear example of why how-to articles/essays are important.
Not using the brochure, we then work together to put together all the information/materials they will need for their article on assembling a tent, and we write, revise, edit, and rewrite the article together. I do this every year with my 4th graders and they love it. A friend of mine did it with her 9th graders and they loved it too.
If they see it, hear it, do it, use it, they'll remember more. We do all the assembly, discussion, and recapping in 45 minutes on the first day, then work on a group write of the exercise on the second day.
I also love the "Plan a Thanksgiving Dinner" project which ties in the kids' math, science, writing, and reading. They gain a deep appreciation for what their mothers do to prepare a Thanksgiving meal.
Hope this helps! Whatever you do, have some fun with the project!
Sorry...apparently my link got cut off. Click below where it says CLICK HERE to sign up for this cool new thing.
On 12/12/06, Darrin wrote: > just came across this and signed up immediately. Thought > I would pass it on to all of you who already know about > the WritingFix website. > > [link removed]
I just wanted to share that I found this web based software that is tied to the traits and my students love it! I think you can download a free trial version.
On 12/29/06, Barbara wrote: > On 12/29/06, Barbara wrote: >> I just wanted to share that I found this web based software >> that is tied to the traits and my students love it! I think >> you can download a free trial version. > Sorry-I forgot to put the website. It takes kids through the > writing process while teaching descriptive, expository, > narrative and persuasive writing.
On 12/29/06, Barbara wrote: > On 12/29/06, Barbara wrote: >> I just wanted to share that I found this web based software >> that is tied to the traits and my students love it! I think >> you can download a free trial version. > Sorry-I forgot to put the website. It takes kids through the > writing process while teaching descriptive, expository, > narrative and persuasive writing.
I will be attending a workshop on 6 Traits and am wondering if it is worth my time and money. Most everything I see on this site and others is geared to higher grade levels, though I realize any curriculum can be adapted.
I also hear a lot about Kid Writing and wonder if there are similarities.
As a kindergarten teacher, i found you could teach Organization by reading a story and asking questions about beginning, middle and end. You can also ask who the major characters were, what problem (s) they had and how they solved it.
You can teach Voice by asking questions about who was telling the story. You can model it in interactive writing. They can help you decide who tells the story and what that character says.
Kindergarteners can learn and remember words like setting, characters, problem and solution.
I bet if you look again at the traits, you will see other opportunities to teach them. I did it gradually throughout the year. I didn't require mastery, just awareness, and I was pleasantly surprised.
Good luck!
On 12/31/06, Virginia wrote: > I will be attending a workshop on 6 Traits and am > wondering if it is worth my time and money. Most > everything I see on this site and others is geared to > higher grade levels, though I realize any curriculum can > be adapted. > > I also hear a lot about Kid Writing and wonder if there > are similarities.
I'm sure there is ... i got a pamphlet last year... didn't
keep it since no money to buy them... but there is one...
nat