Poetry Created by Immigrant Children

28/07/2017

Did you ever ask your students to write poetry?  I highly encourage it.  Read more about it in Language Unleashed: The Powerful Poetry of Multilingual Students at http://ww2.kqed.org/mindshift/2016/07/26/language-unleashed-the-powerful-poetry-of-multilingual-students/


Teaching Sight Words? What’s New?

28/07/2017

Interesting reading in Sight Words Are So 2016: New Study Finds the Real Key to Early Literacy at https://www.parent.co/sight-words-are-so-2016-new-study-finds-the-real-key-to-early-literacy/.

Excerpt:

Dr. J. Richard Gentry, who writes the column Raising Readers, Writers, and Spellersfor “Psychology Today”, suggests that children should be allowed the time and space to piece together invented spellings using their own knowledge of letters and sounds. Gentry then suggests that “having the child read back his or her own writing in conventional English written by the teacher [or parent] integrates the child’s invented spelling into a reading and fluency lesson.”

In other words, rewriting what the child has written, and allowing them to read it again will help deepen their understanding of the letters and sounds used.

So, the next time you’re tempted to correct your young child’s spelling, instead encourage him or her to read back what has been written and praise the attempt. From time to time, rewrite the sentence in conventional spelling for your child to read back to you, but don’t make a big deal out of pointing out the differences or correcting the misspellings. The key is for your child to internalize the letter-sound associations as he or she learns to write.

With a solid understanding of how letters and sounds combine to make words, your child will be on the path to reading success.

 

 


ELT Writing: RAFT Strategy

21/07/2017

Great ideas in Using the RAFT Writing Strategy at http://www.readwritethink.org/professional-development/strategy-guides/using-raft-writing-strategy-30625.html

Excerpt:

RAFT assignments encourage students to uncover their own voices and formats for presenting their ideas about content information they are studying.  Students learn to respond to writing prompts that require them to think about various perspectives:

  • Role of the Writer: Who are you as the writer? A movie star? The President? A plant?
  • Audience: To whom are you writing? A senator?  Yourself? A company?
  • Format: In what format are you writing? A diary entry? A newspaper?  A love letter?
  • Topic: What are you writing about?

ELT: Video of a Lesson Plan on Split Dictation

06/07/2017

Informative video for teachers:  https://www.teachingchannel.org/videos/split-dictation-sfusd


Business English Writing: 5 Tips On How To Write a Letter of Complaint

05/07/2017

Good to know!  https://englishwithatwist.com/2017/06/29/business-english-writing-5-tips-on-how-to-write-a-letter-of-complaint-guest-post/


Practice Writing, in 10-Minute Activities

28/06/2017

Find more at Ten-Minute Paragraphs: Making Writing Accessible at

https://www.scholastic.com/teachers/blog-posts/justin-lim/tenminute-paragraphs-making-writing-accessible/


Lesson Planning Tool: Attribute Charts

20/06/2017

Check out a presentation about them at http://documentslide.com/documents/attribute-charts-an-esl-strategy-juan-garcia-and-caroline-sweet.html


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