Q&A Collections: Teaching Writing (Reviews)

During the summer, I share thematic articles gathering answers on similar topics from the last 10 years. You can see all of these collections from the first nine years here.

Here are the ones I’ve posted so far:

The 11 Most Popular Classroom Q&A Posts of the Year

Race and racism in schools

School closures and the coronavirus crisis

Classroom management tips

Best ways to start the school year

The best ways to end the school year

Student motivation and socio-emotional learning

Implement the common core

Challenging normative gender culture in education

Social science education

Cooperative and collaborative learning

Using technology with students

Student voices

Parent engagement in schools

Teaching English Language Learners

Reading instruction

Today’s theme is teaching writing. You can see the list of messages following this snippet of one of them:

* Teaching writing requires leaving students with an “I can do this!” ” Spirit

Three educators share suggestions for teaching writing, including a visual thinking strategy.

* Four strategies for effective writing instruction

Three educators share their best ideas on teaching K-12 writing, including writing frames and graphic organizers.

* Seven strategies for teaching grammar

Five educators share instructional strategies for engaging and effective grammar instruction.

* 17 approaches to encourage students to revise their writing

Five educators offer instructional strategies to use in teaching handwriting review, including the power of an authentic audience.

* Ways to help ignite students’ intrinsic desire for writing review

Five educators make suggestions that might help students want to revise their writing, including using “editing stations”.

* ‘I’m no longer giving grades on student writing assignments, and that’s the best thing ever!’

Five educators talk about how they helped motivate students to review their writing.

* Make writing revision a “collaborative process”

Six educators discuss strategies they used to encourage students to review their writing, such as demonstrating their own practice.

* 12 strategies to encourage students to want to revise their writing

Four educators share suggestions for creating the classroom conditions in which students want to revise their writing.

* Spreading the “love of poetry” in the classroom

Nine educators share instructional strategies they use to teach poetry, including reading aloud and studying and writing odes.

* Teach poetry in a “fun” way

Four educators share multiple ways of teaching poetry, including modeling and imitating writing, so that students can appreciate and appreciate the literary form.

* Six ways to teach poetry

Five teachers share strategies for teaching poetry, including using a “Poem of the Week” to promote social justice and using photos to engage students.

* Students feel more motivated when writing for an “authentic audience”

Shanna Peeples, Mary K. Tedrow, Amy Sandvold, and Laverne Bowers “wrap up” this five-part series on students writing for “genuine audiences”.

* ‘Invite students to write real arguments’

Rita Platt, Alexis Wiggins, Jenny Grant Rankin, Kristen Koppers, and Mara Lee Grayson share their ideas on how and why students can write for audiences other than the teacher.

* ‘Design writing tasks that bridge the gap between the classroom and the outside world’

Martha Sevetson Rush, Donna L. Shrum, Heather Wolpert-Gawron, Michael Fisher, Tamara Letter, and Keisha Rembert share their thoughts on authentic audiences for student writers.

* Ways students can write for “authentic audiences”

Jayne Marlink, Cheryl Mizerny, Erin Starkey, Nicole Brown, Dawn Mitchell and John Larmer share their suggestions on how to encourage students to write for an “authentic audience”.

* “When students send their work to the world, it changes everything”

Katherine Schulten, Kelly Love, Tatiana Esteban, Kimiko Shibata, Alycia Owen, and Jennifer Orr offer suggestions on how students can write for an “authentic audience”.

* Teaching Reading and Writing in the Age of Coronavirus

Keeping it simple, staying flexible, and keeping the routine familiar are among the suggestions three educators give for assigning work to students while learning at a distance.

* Connecting reading and writing “is a highly leveraged movement”

Five educators recommend strategies for using reading instruction as a tool to improve students’ writing skills, including the use of informal writing and sections of reading texts that students can use as role models. their writing.

* Ways in which reading can support the teaching of writing

Five educators share ideas on how teaching reading can help students become more effective writers, including through the use of mentoring texts and through a guided step-by-step process.

* “Writing helps develop readers”

Asking students to write about what they read and asking them to compose in a variety of formats is part of the advice seven educators offer as they discuss the role of writing in teaching reading.

* “Writing directly benefits students’ reading skills”

Five senior educators discuss how teaching writing can support the development of reading skills for K-12 students and provide tips for doing this important work.

* “We should embrace writing in the social sciences”

Martha Sevetson Rush, Andrew Miller, Melissa Miles, Donna L. Shrum, and Richard Byrne share their thoughts on writing in social studies class.

* Ways to Incorporate Writing into Social Studies Classes

Stan Pesick, Ben Alvord, Dawn Mitchell, Rachel Johnson, and Rebecca Testa-Ryan share their suggestions on incorporating writing into social studies classes.

* “All comments are not equal”

The final article in this series on student writing comments includes responses from Stacey Shubitz, Carol Pelletier Radford, Melanie Ward, Tasha Thomas, Dawn Mitchell, Jen Schwanke, and Donna L. Shrum. I also share readers’ comments.

* “Sometimes the best feedback from students is encouragement to continue”

Regie Routman, Paul Solarz, David Hochheiser, Kathy T. Glass, Catherine Beck, and Keith McCarroll offer their wisdom to provide advice to student writers.

* Ways to give effective feedback on student writing

Susan M. Brookhart, Ph.D., Cheryl Mizerny, Amy Benjamin, Kate Wolfe Maxlow, Karen Sanzo, Andrew Miller, David Campos and Kathleen Fad share their comments on how best to provide feedback on student writing.

* Provide writing comments that “help students tell their story”

Anabel Gonzalez, Sarah Woodard, Kim Jaxon, Ralph Fletcher, Mary Beth Nicklaus and Leah Wilson begin a four-part series on student writing feedback.

* “Writing frames help students organize their thinking”

Matthew Perini, David Campos, Kathleen Fad, Jocelyn A. Chadwick and Diane Mora complete a three-part series on writing frames.

* “Writing frames are the recipes of writing”

Patty McGee, Jules Csillag, Sara Holbrook, Michael Salinger and Kathy Glass share their ideas on pedagogical strategies for teaching writing.

* Strategies for using writing “frames” and “structures”

Beth Rimer, Linda Denstaedt, Gretchen Bernabei, Nancy Boyles, Mary Shea, Nancy Roberts, and Eileen Depka contribute ideas on how to use writing frames and writing structures in the classroom.

* How to “weave writing throughout science lessons”

Anne Vilen, Sheila Wagoner, ReLeah Cossett Lent, Jason Wirtz, Amy Benjamin, Jennifer L. Altieri and Fred Ende provide their suggestions on incorporating writing into science lessons.

* Ways to integrate writing into science lessons

Mary K. Tedrow, Amy Roediger, Maria Grant, Diane Lapp, Ed.D., Mandi White, Tara Dale, and Becky Bone share their suggestions on how to incorporate writing into science class.

* Mistakes made in writing instructions and what to do instead

Lisa Eickholdt, Kathleen Neagle Sokolowski, Mary Ann Zehr, Nancy Frey, and Valentina Gonzalez share their thoughts on teaching writing.

* Avoid “missed opportunities” in teaching writing

Eugenia Mora-Flores, Julia G. Thompson, Karen Sher, Bret Gosselin, Vicky Giouroukakis and Emily Geltz provide their suggestions on teaching writing.

* ‘Don’t write down every piece of writing a student creates’

Tan Huynh, Lynell Powell, Rebecca Alber, Cheryl Mizerny, Mitchell Nobis, and Kai Marks write about mistakes made in teaching writing.

* We need to “slow down” when teaching writing

We end this series on teaching writing with answers from Alan Sitomer, Sean Ruday, Jen Schwanke, Heather Wolpert-Gawron, Kathy Glass, Meghan Everette and Brian Kissel.

* “Writing in math class is a win-win solution for students and teachers”

Linda Dacey, Sandy Atkins, Andrea Clark, Mike Flynn, ReLeah Cossett Lent and Shannon Jones share their ideas on how to integrate writing into math education.

* Teaching of writing and common core – Third part

This article contains comments from Amy Benjamin, Alice Mercer, and many readers.

* Preparing students to write is “about our own collaboration”

Heather Wolpert-Gawron, Kathy Glass and Carol Jago share their ideas.

* Develop student writers by letting them speak …

This article shares comments from educators Mary Tedrow, Ray Salazar, and Tanya Baker.

* Many Ways English Teachers Can Improve Their Art

Authors / educators Penny Kittle and Carol Jago provide their answers.

* “Ten Elements of Effective Teaching”

This article includes plays by Jim Burke and David B. Cohen, as well as reader commentary.

* Many ways to help students develop academic vocabulary

Several educators / authors — Marilee Sprenger, Jane Hill and Kirsten Miller, and Maria Gonzalez — provide guest responses.

* Celebrate the good writing of our students

This article shares guest responses from three educators: Mary Tedrow, Doug Fisher, and Nancy Frey.

* Helping Our Students Become Better Writers, Part 2

Three educators, Aimee Buckner, Carolyn Coman and Tanya Baker bring their ideas here.

* Helping boys become stronger writers

Educator and author Ralph Fletcher shares his insights on how we can specifically help boys become stronger writers.

* A “towel curriculum for writing”

Author and teacher Barry Lane provides his perspective in this article.

* Teach writing while respecting students’ ideas

Professors Renee Moore and Ray Salazar share their contributions, and I add my suggestions.

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Public Libraries Respond to COVID-19: Free Webinar Series

The PLA is committed to providing information on the rapidly evolving situation with COVID-19 to PLA members and others working in public libraries. This free webinar series, originally running from March 26 to April 23, 2020, featured updates on the current state of the pandemic, examples of how libraries are handling closures and serving their communities virtually, and opportunities to share and learn from each other. A link to the recording of each webinar is available below.

Public Libraries Respond to COVID-19: The Current Landscape
Thursday 03/26/2020

What are public libraries doing in response to COVID-19? How do they make decisions? Where do they get information and how do they share it with their communities? Participants in this webinar will learn about the current landscape of public libraries in the midst of COVID-19 and hear library leaders talk about what they’ve been up to.

Patrick Losinski, Director General, Metropolitan Library of Columbus (OH)
Patty Ross, Library Director of the Puyallup Public Library (WA)
Larra Clark, Deputy Director of the APL

Public Libraries Respond to COVID-19: Effective Ways to Work Remotely
Thursday, 2/4/2020

With library closings and mandatory quarantines, public library staff can find it difficult to transition from a role facing the public to working from home. In this webinar, attendees will learn about software and technology options and learn best practices for being an effective remote employee or manager.

Cindy Fesemyer, Adult and Community Services Consultant, Public Library Development, Wisconsin Dept. of Public Instruction
Toby Greenwalt, Director, Digital Strategy and Technology Integration, Carnegie Library of Pittsburgh, PA
Larra Clark, Deputy Director of the APL

Public Libraries Respond to COVID-19: Managing Stress and Anxiety
Thursday, 04/09/2020

In times of uncertainty, taking care of yourself should be a top priority. Library managers need to think about the well-being of their staff, and staff need to think about the well-being of its patrons. How do you deal with stress and work with an anxious audience in these difficult times? In this webinar, attendees will hear from members of the PLA Social Worker Working Group on ways to approach self-care, prioritize wellness, and manage stress and anxiety.

Debra Keane, LCSW, Coordinator, Social Work, Jefferson County Public Library (CO)
Susan Voss-Rothmeier, LCSW, Project Respond Library Crisis Services, Multnomah County (OR) Library
Kathleen M. Hughes, PLA Publications Manager

Public Libraries Respond to COVID-19: Innovative Solutions in Times of Crisis
Thursday 04/16/2020

Public libraries are constantly evolving to meet the needs of their communities. When the doors are closed, how do libraries evolve to meet users where they are? What about planning for the future? Attendees of this webinar will hear from examples of library staff who have responded to this time of crisis with innovative solutions to services and programs.

Pam Sandlian Smith, Director, Anythink Libraries, Adams County, CO
Marcellus Turner, Executive Director and Chief Librarian, Seattle Public Library (WA)
Kelvin Watson, Director of Libraries, Broward County Libraries Division (FL)
Mary Hirsh, Deputy Director of the PLA

Public Libraries Respond to COVID-19: Results of National Investigation
Wednesday 22/04/2020

More than 2,500 public libraries responded to the largest national survey on public library responses to the COVID-19 pandemic, from March 24 to April 1. What have we learned about closures, services and staff that can help libraries understand how their peers are responding to the current crisis and plan for future recovery? How do organizations like PLA and ALA use this data, and what could you do with it? Because the landscape is changing so rapidly, PLA plans to conduct another investigation on this topic.

Linda Hofschire, Director, Library Research Service, Colorado State Library
Kolleen Taylor, Library Director, Bertha Bartlett Public Library, Story City, IA
Emily Plagman, PLA Manager, Impact and Advocacy

Public Libraries Respond to COVID-19: Strategies to Advance Digital Equity Now
Thursday 23/04/2020

Over 20 million people do not have broadband access at home at a time when virtually every aspect of our lives has a digital component. Public libraries have long been part of a digital equity solution with devices, Internet access, and technology training. What are libraries doing while our buildings are closed and the need for digitally disconnected people is greater than ever? Speakers will share strategies ranging from amplifying WiFi signals and deploying mobile hotspots to mapping and advertising public WiFi access. Participants will have the opportunity to share and ask questions.

Betsy Fowler, Director, Williamsburg Regional Library (VA)
Misty Hawkins, Director, Arkansas River Valley Regional Library
Julie Walker, Georgia State Librarian
Larra Clark, Deputy Director of the APL

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Lessons from the Field Webinar Series – Back to School: Strategies to Support Staff

The US Department of Education is hosting a series of webinars to help educational communities safely maintain or resume face-to-face teaching. The series presents lessons learned and best practices from faculty, staff, schools, districts, higher education institutions, early childhood education providers and other educational settings outlining approaches to operate during the COVID-19 pandemic.

On behalf of the US Department of Education (ED), Office of Elementary and Secondary Education’s Office of Safe and Supportive Schools, the National Center on Safe Supportive Learning Environments (NCSSLE) invites you to participate in the upcoming webinar, Returning to School: Strategies for Support Staff on Wednesday, July 28, 2021 from 3:00 p.m. to 4:15 p.m. EST.

Please join us as we explore information from the Centers for Disease Control and Prevention, US Department of Health and Human Services, and US Department of Education on supporting staff health and wellness as educators are going back to school this fall. Following updates from the federal agency, practitioners in the field will share the strategies they have found effective in supporting staff well-being.

Speakers and panelists will include Christian Rhodes, Chief of Staff, Office of Elementary and Secondary Education, US Department of Education; Jessica Cardichon, Assistant Deputy Secretary, Office of Federal Policy, US Department of Education; Jyotsna Blackwell, public health advisor, Centers for Disease Control and Prevention; Sangeeta Parikshak, Behavioral Health Manager, Office of Head Start, US Department of Health and Human Services; and Kathy McHugh, panelist, Delran, NJ.

This event will reference the following resources, which we encourage you to access prior to the webinar to inform attendance:

National Association of School Psychologists: from the special series on back to school

American School Counselor Association (staff welfare is included in these documents)

National Association of State Boards of Education

National Association of Education

Other CDC Resources

For reference, the slides for this presentation will be displayed on the event webpage on the day of the event. This event will be recorded and published on the event webpage one day after the webinar.

You must register to participate in this presentation.

Please contact NCSSLE if you have any questions. The NCSSLE looks forward to sharing this information with you and hearing from you about the important work you do in your schools, communities, and states to meet the needs of your students and staff as they return to in-person learning. .

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Proposed reopening plan for Chico Unified schools includes full-time education and safety measures

CHICO, Calif .– On Wednesday night, residents of Chico could find out what the fall semester will look like for your child’s school if they are in the Chico Unified School District.

The district plans to open most of its schools full time. This means schools are abandoning the am-pm model that the district used for most of the pandemic.

This reopening plan is also accompanied by COVID-19 security measures.

Some of these measures include covering students inside a building and making sure students are three feet apart if they are eating or drinking. The same protocols are in effect during recess.

Students ‘and teachers’ desks will also be spaced out as much as possible.

“I think it’s a good idea for schools to follow state recommendations,” said a man who lives near Neal Dow Elementary School. “I think it’s important that the community stays safe. I hope we are done with this as soon as possible.”

The state still requires masks for K-12 schools, but students do not have to wear them outdoors.

A district teacher said she was also in favor of students continuing to wear masks this coming semester.

“I think until all children have a chance to get the vaccine, wearing masks indoors is a very easy way to protect everyone,” said Nora Hunter. . I don’t want to wear a mask all the time, but I feel like it’s an easy thing to do. “

If the board approves this plan, it will also include the first semester of Chico High School in the block schedule.

This means that students will have four 90-minute lessons each day – in rotation each day.

The Chico Unified School Board will also consider sending a letter to the state for what it calls local control over mask warrants.

In the letter, the district emphasizes “in these seven months we have been able to operate without increasing contagion rates on campus, approximately 80% of our staff have been fully vaccinated.”

The Orland Unified School District also sent a similar letter to the state late last month.

The Chico Unified School Board meeting will meet at 5 p.m. on Wednesday to vote on the reopening plan.

To see the full plan for the reopening of Chico Unified School Board, CLICK HERE.

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Preference for teaching in English is increasing in South India, except Karnataka

The number of children preferring English as the language of instruction has increased in states such as Tamil Nadu, Delhi, Haryana and Punjab

The new National Education Policy revived the debate on the mother tongue as the language of instruction in primary education

English has become the preferred language of instruction in all southern states except Karnataka, where more than half of school children preferred Kannada as the language of instruction, according to the Unified Information System of the District 2019-2020 (UDISE) recently published.

Among the states, Jammu and Kashmir has nearly one hundred percent enrollment in English-speaking schools, followed by Telangana where 73.8% of children are in English-speaking schools while the rest prefer Telougou as the language of education. Likewise, in Kerala, only 34.8% of students prefer Malayalam while the rest follow English. 42 percent of children in all states still prefer Hindi as the language of instruction, according to the report.

In 2014-2015, a large majority of school children in Telangana, Kerala and a few other states preferred English as the language of instruction, while in states such as Tamil Nadu, Delhi, Haryana and Punjab , the percentage of children preferring English has recently increased, with almost half of children preferring English as the language of instruction in 2019-2020.

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Read also : Tongue line erupts again in TN during postal service review

In Tamil Nadu, the proportion of students preferring English for instruction increased from 42.26% in 2014-15 to 57.6% in 2019-20. The situation is similar in several other states where children prefer to learn in English rather than in their mother tongue.

Haryana saw the maximum increase in the number of children preferring English in 2019-2020 compared to 2014-15. The state saw an increase of over 23% from the 27.6% of children who preferred English in 2014-15.

According to data published by UDISE, Indians strongly believe that the only way to learn English properly is to learn everything in English. It flies in the face of logic and empirical evidence both in India and the world. Children in many countries are now learning English as a foreign language.

Some state governments themselves force children to learn English, such as the government of Andhra Pradesh. Recently, the AP government decided to make English the medium of learning at all university colleges in the state starting this academic year.

The Andhra Pradesh Department of Higher Education believes that the introduction of English-language education at the undergraduate level would improve the career prospects of graduates.

The government of Andhra Pradesh announced in September 2019 that it would introduce English as the language of instruction in all public schools and gradually convert all Telougou schools to the English language while teaching the mother tongue Telougou as a compulsory subject. .

Read also : Why India’s premier linguistic state is caught in a linguistic row

The new National Education Policy has revived the debate on the mother tongue as the language of instruction at primary level. While educators report numerous studies that show the benefits of mother tongue learning from an early age, English continues to be the preferred language of instruction.

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