Teachers are invited to use the Teachers.Net Meeting Room to gather for informal peer support and discussion of the 6 Traits Writing process on Fridays 8 - 9 pm Eastern Time.
it is great for helping LD students learn the parts of speech and how they work in a sentence. I promise you there is relevance in diagramming or I wouldn't do it.
On 10/22/08, peg wrote: > it is great for helping LD students learn the parts of > speech and how they work in a sentence. I promise you there > is relevance in diagramming or I wouldn't do it.
I want to hear from others teaching comprehension strategies to Gr. 8's. I have a class of gifted students who read adult level novels. They are at or above grade level. Teaching them and having them practice comprehension strategies has become just busy work. Any comments?
Also, many of my ESL students have difficulty differentiating between specific or proper (específico) nouns and common (cualquier) nouns. I use photographs and illustrations along with the words to show the difference. I've also made up a card game, like "WAR", where Proper Nouns trump Common Nouns. They have a ball and learn a great deal more this way.
On 6/30/09, Richie wrote: > Another trick is to eliminate "to-be" verbs: is, am, are, was, were, > be, being, and been. These over-used crutches replace vivid verbs and > keep the writer chained to the subject-verb-complement sentence > structure. Four problem-solving approaches with good examples as to > how to revise sentences with "to-be" verbs are found at > [link removed].
For Example Card 1- said Card 2- exclaimed Card 3- jump Card 4- hurdle
Mix up the cards and hand them out. Students will look for their synonym pairs and figure out which word is boring and which word is vivid. Then students can form more vivid words..
Jump/Hurdle pair can sit and think of more words like leap, hop, etc
I am trying to come up with a smartboard lesson for the IDEAS trait in the 6+1 Traits of Writing. Has anyone done one they would be willing to share? It is for Grade 3 but I will take anything!
On 11/04/08, Tanya =^..^= wrote: > Hi, > > I am trying to come up with a smartboard lesson for the > IDEAS trait in the 6+1 Traits of Writing. Has anyone done > one they would be willing to share? It is for Grade 3 but > I will take anything! > > Thanks! > > Tanya
I have been using a program by a Texas teacher who taught 4th grade for 12 years and has increased many schools scores by his program. This program focuses the first 8 weeks on understanding how to prewrite and doing it effectively then working on each individual paragraph (intro, body, concl) along with incorporating ideas, voice, organization, etc. Week 9 focuses on putting a whole composition together. Because I only have 50 min. to 1 hr. to teach writing, I have yet to get to week 9. So I guess all in all, these results were to be expected.
In all honesty, I can see how this program can work. The gentleman who developed it taught in the southern tip of Texas where the majority of his students were ESL and econ. disad. students. Many of the schools who are using his program have gone from 4 fours to 24 fours in one year. But for some reason, I just can't figure out why this program isn't working for me and my students. Am I too anxious? I just don't want to try anything new with them since they have been doing his program for 13 weeks now.
I used the TAKS scoring rubric when I scored their compositions.
Is there any way to fix this problem? Can I still get them where they need to be before the test?
The district I am in has an exemplarary status, and I don't want to be the one who ruins it for the district.
I am extremely stressed to the point it is affecting me physically and mentally. I want writing to be fun and enjoyable for my students, but I don't know how when I don't feel like they have used what I have taught them thus far.
I need a workbook or on-line resource to help a student learn to build more robust sentences that incorporate multiple pieces of information. His sentences are typically simple sentences with a few adjectives or simple sentences joined with a conjunction. He cannot seem to move past this point.
This is a high school student with a high IQ and an SLD in reading and written expression. Problems are visual processing problems,retrieval problems, and dysgraphia that is unaccommodated in the classroom.
On 3/09/09, paula wrote: > How old is this child? > > Have you ever tried the "Farmer in the Dell" chart used by GLAD? > > Won't go into detail, until you respond, but might help. > > paula