Summary of the Process 1. Absent a stylesheet, a processor could not possibly know how to render the content of an XML document other than as an undifferentiated string of characters. This document is intended for implementors of such XSL processors.
I also write--again, not always well.
I share what I've published with my students, but I also share what I've written at all steps of my own writing process, asking for their input. To be perfectly blunt, it's my willingness to make sure I have a teacher model of so many writing assignments that makes me a stand-out teacher in realm known as Language Arts.
I'm certainly not the world's greatest writing teacher, and I am certainly not a very good writer myself, and I so completely understand how difficult it is for other teachers to commit to the extra time teacher modeling adds to our prep work. Here's my simple truth: I wouldn't continue to do it if I didn't thoroughly believe it's what makes my kids genuinely energetic about my writing lessons, and when my kids are energetic, they give me their best effort and their best work.
As the great Carolyn Tomlinson said about another huge, time-consuming-but-vastly-important topic for education--differentiating instruction--"It's okay to start small. This is not an advertisement for my own stuff, but maybe it is.
I know there are teachers reading this right now who've purchased those materials from me, and who--instead of using those ten quiet minutes to establish their own writer's notebooks--they take care of class business and email while their students are being so quiet and their little student pencils are dancing.
If that's you and you don't have a writer's notebook started yet, then stop doing that! My products provide you that ten minutes, and if you still don't have a notebook started, then you bought the materials for the wrong reason. Go start a darn notebook and share your crazy ideas with your kids once you realize how much fun it is to keep one, how much fun it is to ramble some days, how much fun it is to let your thoughts become decoration on what was once a blank notebook page.
It's one of noble missions, folks.
I want more teachers to model their own writing. I share some of my own teacher models in this space below. If these don't convince you to write alongside your students in a notebook, maybe you're hopeless, or maybe I'm in idiotic idealist. I'll let you decide on your own.
I cherish that little composition book. If it was ever lost, I would genuinely weep with sadness. I began requiring journal writing way back in my first year of teaching.
I had taken a methods class at my university that stressed the importance of having students keep journals to record daily responses to topics.
I said, "Why not? Most students tossed their journals in the trash on the last day of class in June; they could have cared less about the responses they'd scribbled in there, and I knew they didn't care about their journals, yet I continued to use this daily practice for those first five or so years of teaching.Lacks central idea • Development is minimal or non-existent • Purpose and main idea may be unclear and cluttered by irrelevant detail •May be unclear.
Sentence Fluency "mentor texts" that are focused on during the NNWP's annual 6-Trait Inservice Classes for Teachers: (Visit our 6-Trait Homepage to learn more about our inservice classes.).
Each year, the NNWP sponsors a variety of inservice classes and workshops that focus on helping teachers make 6 traits the language of their classrooms during writing instruction.
Essay Rubric 6+1 Trait Writing Model Student Name: Copyright IRA/NCTE. All rights reserved. ReadWriteThink materials may be reproduced for educational purposes. 6-Trait Writing Rubric 1 pts: 3 pts: 5 pts: Ideas: 1. My story doesn't focus on one event or subject. (My ideas do not relate to each other.) 3.
I write about one event but my ideas are not specific enough to make the story interesting. 5. I write a paper which holds the readers' attention.
• Clear, focused, interesting ideas with appropriate detail • Evident main idea with some support which may be general or limited • Main idea may.
A list of sites that contain rubrics for teachers to use.