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Teachers — Training of
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1.

Creating a Community of Writers [electronic resource]

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Participants explore practical strategies--from desk arrangements to classroom organization to writing routines--that allow young adolescents to share their writing in an atmosphere of trust and safety. Reveals how these strategies help middle school students recognize their identities as lifelong writers and readers.
Online
2004
2.

Making Writing Meaningful [electronic resource]

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Explores how the task of writing gains new meaning and purpose when teachers introduce subjects that matter to middle school students or allow them more freedom to choose and develop topics. Participants examine how five middle-level teachers help their students connect to writing and understand its capacity to transform their own lives and the world around them.
Online
2004
3.

Teaching Poetry [electronic resource]

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Reveals how young people can explore feelings and learn about the power of written expression through poetry. Showcases two master teachers as they help their students develop as writers and readers of poetry.
Online
2004
4.

Teaching Persuasive Writing [electronic resource]

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Visits two middle-level classrooms to see how teachers can help young writers develop effective and authentic persuasive pieces based on their own experiences and interests.
Online
2004
5.

Teaching Multigenre Writing [electronic resource]

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Discusses multigenre writing, which offers students a wide range of options for expressing ideas and communicating knowledge. Examines two different, but equally successful, examples of this eclectic and engaging writing approach.
Online
2004
6.

Responding to Writing [electronic resource]: Teacher to Student

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Shows how five middle-level teachers use both formal and informal student/teacher conferences to monitor their students' progress and help them improve as writers.
Online
2004
7.

Responding to Writing [electronic resource]: Peer to Peer

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Reveals how peer response can help young adolescents develop as thinkers and writers. Participants explore strategies for structuring peer interactions and for teaching students to respond positively and productively to each other's work.
Online
2004
8.

Teaching the Power of Revision [electronic resource]

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Visits three classrooms to examine strategies that help even reluctant writers see the power and purpose of revision.
Online
2004
9.

Delivering the Message [electronic resource]

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Looking at the presentational mode of communication, this session shows how students and teachers consider a variety of audiences as they create and deliver written presentations.
Online
2004
10.

Becoming Readers and Writers [electronic resource]

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Visits a kindergarten class where 5- and 6-year old students listen and respond to a story about pumpkins, create sentences using the word wall, and chant a poem on the letter D. Guided by their teacher, they write a group account of the pumpkin life cycle, and then work independently on their writing.
Online
2002
11.

Writer's Journal [electronic resource]

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Observes the literacy routines of John Sinnett's kindergarten class. The students, many of whom are from China, Vietnam, and other Asian countries, focus on print and "what good readers do." They learn "what good writers do" as Mr. Sinnett guides them through independent writing in their personal journals. Students practice reading and writing at their own levels at the classroom's work stations. These routines and classroom management techniques provide a consistent structure for student learning.
Online
2002
12.

Building Oral Language [electronic resource]

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Shows how oral language development and individual responsibility are promoted in a kindergarten class. The Chinese- and English-speaking students take leadership roles as "Room Readers and Writers," guiding classmates through daily routines and gathering useful information for the class. They participate in hands-on activities to explore celebrations of Valentine's Day and the Chinese New Year as they make connections with their own and each other's linguistic and cultural knowledge.
Online
2002
13.

Thalia Learns the Details [electronic resource]

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Profiles Thalia Valdez, a kindergarten student in a bilingual school. With the support and guidance of her teacher, Thalia steadily learns the details of the basics of reading and writing such as one-to-one word correspondence, letter sounds, and left-to-right text. She uses her fine motor skills in adding text to her inventive drawings.
Online
2002
14.

Connecting Skills to Text [electronic resource]

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Visits a Ms. Evans' first-grade classroom, where reading is skills-oriented and fun. Students interact with a talking puppet or are contestants in the Word Wall Game Show. Ms. Evans balances skill development with authentic reading and writing tasks to encourage a love of learning. Students revisit poetry charts, read decodable texts in guided reading groups, and write in their journals about a challenging, read-aloud chapter book.
Online
2002
15.

Promoting Readers as Leaders [electronic resource]

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Visits a first-grade class that is a learning climate where students see themselves as readers, writers, and leaders who manage their classroom routines. They take attendance, help each other discover the motivation of a character in a text, and make decisions about when they need support in reading. Ms. Kostandos makes sure students understand the purpose behind each lesson.
Online
2002
16.

Students Making Choices [electronic resource]

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Shows how one first-grade teacher uses a workshop approach to meet individual needs and provide many choices for learning. Students can read books, poems, draw and write about a book, work at a classroom center, or participate in a performance reading called readers' theatre. She stresses purposeful instruction and assessing students' progress closely.
Online
2002