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Top Posts & Pages
- PARCC Prep: How to Approach the Narrative Writing Task
- PARCC Writing Rubrics UPDATE, 10-13-16
- PARCC Prep: Narrative Writing Task Lesson Cycle
- User-Friendly PARCC Writing Rubrics!
- PARCC Prep: Research Simulation Task Writing Lesson Cycle
- Teaching Writers How to Select and Explain Evidence
- PARCC Prep: Literary Analysis Writing Task
- PARCC Preparation: Tackling the Research Writing Task
- PARCC Update: NEW WRITING RUBRICS
Tag Archives: Topic Sentences
Here are some things to work on before you begin preparing students for the genre of standardized testing this year: Review/teach The Comprehension Process using the TLC Comprehension Process Staircase here. You will need an anchor chart of this process … Continue reading
[This post originally appeared in slightly different form on MiddleWeb on April 12, 2016.] Lately I have become obsessed with the beauty and utility of paragraph responses. When students are struggling to write clear, coherent essays or aren’t explaining their … Continue reading
In many schools where I work, they have opted to divide the responsibilities for mastering the PARCC writing tasks: the ELA teachers own the narrative and literary analysis tasks; the Social Studies/Science teachers own the research writing tasks. This post … Continue reading
In response to popular demand, I have added a new page to the TLC Website: Open-ended Response Writing! No matter what grade or subject you teach, your students will benefit from the tools featured on this page. Check it out!
My previous entry on annotation may have oversimplified things. Although annotation is important, that doesn’t mean it’s EASY. Students often struggle with it, for several reasons which we need to address: We fail to establish the rationale for annotating. In … Continue reading
By the end of our previous post, I hope you noticed that we have reached a point where it becomes clear how reading and writing are two sides of the same coin. You need to be able to identify topic … Continue reading
Once students have had some practice in distinguishing between argument and evidence and in matching arguments with RELEVANT evidence, you can move on to Step 3: Given arguments, students must support them with their own relevant evidence and explanation. Although students … Continue reading