To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating an understanding of the subjects they are studying, and conveying real and imagined experiences and events. They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.
The goals and priorities for this course are intended to provide opportunities for teachers to create a learning environment which allows students to thrive as writers. Teachers will master the foundations for student authentic writing using the model and framework of “Writer’s Workshop”. These strategies can be adapted and modified into each teacher’s classroom using these best writing practices and provide a context for implementation within the classroom.
Participants will work through the process of teaching students how to communicate clearly to an external, sometimes unfamiliar audience, and must learn how to adapt the form and content of their writing to accomplish a particular task and purpose. Participants will review practical methods for developing their student’s capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. The Writer’s Workshop framework is based on the premise of three components to encourage the real-life application of writing into daily life, such dialogue and building confidence with student writing, through short, concise mini-lessons, leading into independent writing/conferencing and concluding with share time.
This course will address strategies for teachers who work with students in Grades 3-5. The underlying principles, which focus on best practices for writing using specific strategies, are the heart and inspiration for this course. These principles allow for hands-on learning application so that students can truly enjoy and become passionate about their own writing capabilities!
Connections between the standards for English Language Arts and the Danielson’s Framework with real-life, hands-on application of literacy instruction within the classroom will be provided for teachers in a variety of ways that will result in the specific application of instructional strategies, student choice, building confidence as writers and through frequent, ongoing collaboration and dialogue.
This course is offered for educators in the following locations:
- Ashland University, (3 Graduate Credits)
- Arizona, (45 Clock Hours)
- Hawaii, (45 Clock Hours)
- Illinois, (45 Clock Hours)
- Michigan, (50 SCECH Credits)
- National Open Enrollment, (45 Clock Hours)
- New York City, ASPDP (3 Salary Advancement P-Credits)
- New York State Re-Certification (45 CTLE Clock Hours)
- Ohio, (40 Clock Hours)
- Pennsylvania, Approved ACT 48 Provider
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