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Top Posts & Pages
- PARCC Prep: How to Approach the Narrative Writing Task
- PARCC Update: NEW WRITING RUBRICS
- User-Friendly PARCC Writing Rubrics!
- PARCC Prep: Literary Analysis Writing Task
- Literary Analysis Task: How to Infer Themes from a Text (CCS #2)
- Essential Literacy Work Before You Begin Test Prep
- HOW TO PREPARE STUDENTS FOR PARCC WRITING TASKS
- Professional Development Ideas to Support Literacy Instruction
- Essential Vocabulary Resource: ACHIEVE THE CORE’s ACADEMIC WORD FINDER
- ARGUMENT VS. EVIDENCE: Step 1 Revisited
Monthly Archives: December 2012
One way to think about RPM (Rigorous, Purposeful, Measurable) objectives is to ask yourself, “WHAT strategies are we practicing, and WHY?” PS–This is not to say that you shouldn’t also consider how to measure the WHAT, but as you begin … Continue reading
While working on RPM objectives the other day, a teacher asked me if it was OK to use “by” instead of “in order to” to convey the purpose. Here is what I told her: The word “by” answers the question … Continue reading
In an earlier post, we looked at why and how to create RPM (Rigorous, Purposeful, Measurable) objectives. While it makes a lot of sense to teach with RPM objectives, it can be challenging when you first start to develop them. … Continue reading
Today’s post is simply a referral to a good book on literacy instruction. Check out my review of NOTICE AND NOTE: Strategies for Close Reading by Kylene Beers and Robert E. Probst HERE. It’s a must-read.
Although not known as the artist in my family (one brother is an architect, and my sister designs stained glass and beads, among other things), I have managed to learn one artistic concept that helps me when teaching: “negative space.” … Continue reading
While my friends who teach middle and high school English are familiar with the term “quote sandwiches,” I fear that teachers of other grades or subjects don’t know what we mean when we bandy it about in conversation. The truth … Continue reading
If you walked into your classroom and told all of your students to stand up, follow you, and get on a bus without telling them where you were going or how long it would take to arrive, they might look … Continue reading