writing to learn

Preserving the Cultural Identity of the English Language Learner

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Author: Wilma Ortiz and Karen Sumaryono

Summary: With an advocacy goal of helping immigrant students retain their cultural identities and succeed within the mainstream classroom while also learning a new language, the authors share several effective writing practices that validate students’ primary language in meaningful ways and promote a strong sense of self. These include: helping all students use key words from a variety of languages; inviting students to use their primary language in response to journal entries, writing prompts and free writes; using multilingual mentor texts; employing “”writing to learn”” in native languages to explore content; and using cooperative grouping to support speaking in English. The details and examples in this article make it an excellent resource for study groups, professional development or individual teachers seeking ways to support language learners.
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Working at the Intersections of Formal and Informal Science and Literacy Education

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Author: Tanya Baker and Becky Carroll

Summary: This resource describes the multi-faceted work of the NWP (and partners) Intersections Project which supported local partnerships to design programming and innovative projects that connected science and literacy learning. The authors present two cases and their benefits to participants: one focuses on enhancing museum/science field trips and the other describes a STEAM partnership project (Science, Technology, Engineering, the Arts, Mathematics) between a writing project and a local science/engineering “discovery” center. Video, art, and student reactions are embedded. This resource could provide schools and teachers with ideas about partnerships with area museums or science centers, as well as literacy integration for science or STEM learning.
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Book Review: English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone

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Author: Debra Schneider

Summary: How can we best support English language learners in classrooms where rigorous curricula focuses on intellectual practices across content areas? How can we engage in practices that enable students to construct rather than reproduce knowledge, develop deep understanding of disciplinary knowledge and forge connections between school and the outside world? In this book review, Debra Schneider shares insights and successful strategies emerging from her own practice and study group related to the chapter on Academic Literacy [see PDF], suggesting that teaching content “”deeply”” enables teaching standards in authentic ways. An excellent resource for study groups, inquiry groups, or those leading professional development.
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On the Use of Metawriting to Learn Grammar and Mechanics

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Author: Douglas James Joyce

Summary: In this short article, the author proposes a strategy to support adolescent composition students to develop an awareness of grammatical patterns underlying their writing (errors). The article includes an assignment and student examples.
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Writing and Reading in the Classroom

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Author: James Britton

Summary: Within this foundational piece, Britton describes examples of K-university classroom practice, as well as theory and research supporting learning environments where reading, writing, and talk become catalysts for communication, collaboration and learning. The depth and breadth of this chapter might lead to some intriguing opportunities for study groups to draw parallels and contrasts between 1987 and today; to historically and theoretically situate practices such as dialogue journals, free-writing/free-reading, collaborative learning, and real world learning; and to explore further suggestions for teachers and administrators.
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Helping Teacher-Writers Begin to Write

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Author: Troy Hicks, Anne Elrod Whitney, James Fredricksen, and Leah Zuidema

Summary: How can we best support our own and our colleagues as teacher-writers? In this chapter from Coaching Teacher-Writers: Practical Steps to Nurture Professional Writing, planners and leaders will find constructive strategies to motivate teacher-writers to begin, sustain, and complete professional writing. A valuable resource for facilitators, the chapter offers, “descriptions of key practices…developed over years of coaching, teaching, and collaborating with K12 teachers who write about classroom instruction, teacher research, or advocacy for better policy and pedagogy.
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Introduction: Why Digital Writing Matters

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Author: National Writing Project, with Dànielle Nicole DeVoss, Elyse Eidman-Aadahl, and Troy Hicks

Summary: What does it mean to write digitally? What does it mean to be a teacher of writing in a digital age? In this introduction to the book, Because Digital Writing Matters, the authors provide an overview in response to these questions. They include a review of historical perspectives on writing, of expanding definitions of digital writing, and of the impact of the integration of technology on the teaching and learning of writing. In addition, they explore what digital writing might look like in classrooms including a discussion of the new media Literacy tools, strategies, skills, and dispositions that are necessary to operate within our expanding participatory culture. This chapter and related resources may be especially useful for study groups, as well as those planning professional development or developing grant proposals focused on digital literacy.
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Because Digital Writing Matters: A Conversation with the Authors

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Summary: The NWP book, Because Digital Writing Matters, examines what teachers, administrators, and parents can do to help schools meet the challenges of digital writing and to equip students with the communication skills they need to thrive in an information-rich, high-speed, high-tech culture. It provides a roadmap for teachers and administrators who are implementing digital writing initiatives in their classrooms, schools, and communities.
Offering practical solutions and models for educators and policymakers involved in planning, implementing, and assessing digital writing initiatives and writing programs, Because Digital Writing Matters examines such questions as the following:

  • What is digital writing?
  • What happens in an effective digital writing classroom?
  • How does digital writing support learning across disciplines?
  • What are fair ways to assess digital writing?
  • How can schools create effective programs to prepare teachers and students to succeed in a digital, interconnected world?

The authors make the case that digital writing is, more than just a skill, a complex activity and mode of thinking that entails, in all grades and disciplines, interfacing with ideas and with the world.
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Math Blogs: Fostering Voice, Ownership, and Understanding Online

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Author: Howard Rheingold

Summary: This article describes how a mathematics teachers became a connected educator, and how he and his precalculus students in Winnipeg began blogging. Students took turns with daily scribing — reflecting, summarizing, and connecting with each other locally and, serendipitously, with others beyond their school, e.g., a 5th grader in Georgia. Other forms of social media provided opportunities for their teacher to share student strategies and resources through live tweets with teachers and other students across the globe. This practical piece provides inspiration and wisdom for educators seeking ideas to jump start and support digital learning in mathematics.
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Portfolios That Make a Difference: A Four-Year Journey

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Author: Judith Ruhana

Summary: In this article, a teacher recaps her journey with portfolio assessment over four years. The writer shows how teachers can and need to adjust their teaching based on their students’ reflections on learning. The article will be of interest to teachers grappling with issues of assessment and grading. It includes rich samples of student writing and useful rubrics.
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