-
design
and deliver writing instruction that focuses on writing as a
recursive process
-
provide
numerous effective models of diverse text, including literary works from other cultures and
teacher's own writing
-
furnish
strategic reading
instruction in order
to develop a repertoire of strategies for reading comprehension.
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Provide
appropriate time for reading in class
at a student's independent reading level.
-
Frequently hold student/teacher
writing conferences as
well as peer conferences.
-
design
learning experiences involving a variety of language structures,
usage, and conventions as well as providing opportunities for
student choice in reading
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Teach the
conventions of
writing within the context of
writing and not in isolation.
-
vary
content to include literature and writing, vocabulary and grammar in
order to make the connection that
writing and reading
are related
-
establish
interconnectedness of all 6 literacies: reading and writing,
listening and speaking, viewing and representing (using art, music,
drama, poetry, etc.)
-
incorporate
real-world reading and writing experiences such as business and
technical writing, newspapers and magazines, reports and proposals,
letters, e-mail, and the Internet
-
provide a
variety of ways students can demonstrate a broad range of language
skills including word walls.
-
employ
varied classroom structures, which may include individual and small
group activities, reflective assessment, writing workshops
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engage in
vertical planning
-
integrate
tools of technology where appropriate and meaningful
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participate
in writing as a process-- planning, drafting, editing, revising, and
publishing
-
practice
reading within a reader's workshop
model
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express
ideas articulately and concisely on a variety of topics for varied
audiences
-
communicate
messages in a variety of forms and technologies
-
read
numerous forms of expression such as novels, essays, speeches,
electronic texts and other media
-
interact
with texts from different cultures and time periods
-
apply
knowledge of grammatical structures, usage, and conventions of
language
-
recognize
literary characteristics of various forms
-
evaluate
their own and others= products
-
research,
synthesize, and evaluate information from a variety of sources
-
develop
their own forms of expression to communicate ideas
-
select
reading material to gain knowledge and discover, to develop skills
and problem solve, to understand and take action, to appreciate and
enjoy
-
read self
selected text for
pleasure
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Learning
-
student
choice, i.e., writing topics, literature, modes of assessments
-
discussion
of ideas and concepts as well as facts
-
acceptance
of risk-taking
-
acceptance
of mistakes as part of learning
-
factual
support for opinions and ideas
-
spirit of
helpfulness in order to problem solve
-
diversity
honored
-
reflection
and evaluation honored
-
validation
of sound thinking
-
frequent
open-ended questions
-
positive
outlets for emotions such as debates, role play, skits
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focus on
student work
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spirit
of adventure and humor as facets of learning
Physical
environment
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