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How to Write Well: What Makes Writing Good

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How to Write Well: What Makes Writing Good

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How to Write Well: What Makes Writing Good

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a) How have you grown as an author? Through my literature review, I learned more about the APA format. Due to many exceptions of rules, throughout the whole graduate program I struggled with APA format. As my papers have been peer-reviewed or reviewed by my professors, rather than editing it for me, they have advised and guided me to the correct sources where I can grow as a writer and an author. Now, I am able to use the correct format more without referring to the APA manual as much.
(b) What did you learn in relation to the writing/ text-authoring process? As I have mentioned in the discussion post reflection, I have learned to document the sources of my sources diligently to provide evidence for my readers and audience. Lastly, I learned to not take criticisms so personal when others show and correct my mistakes because it guides and allows me to be a stronger author and writer.
(c) How might you implement what you learned in language arts?  In first grade, we provide evidence by citing the page number of our language arts stories. I want to continue to teach my students to become good writers and authors, I want to continue to emphasize providing evidence by quoting their resources. Implementing writing skills early will help my students to become effective long-term writers.

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Differentiation Strategies (Portion of Literature Review)

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Differentiation Strategies (Portion of Literature Review)

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Various differentiation strategies were researched to enhance teaching and learning in the elementary school classrooms (Buteau & True, 2009).

1) Cognates where while students learn new vocabulary words in English, they share their native language to help them make connection to the word.  By making connection with their native language and enriching the importance of their native language, it can enhance the students’ English vocabulary development.

2) All together now refers to choral reading as it allows the ELLs to practice their reading with support from the teacher and peers.  Similar to shared reading, while the teacher displays a text or the students obtain their own text as the teacher reads aloud and lead thoughtful discussion of the story.  During the lesson, the teacher points out and talks about words in the story.  After, the students read along with the teacher and practice their fluency to master the words and the text. Center for Improvement of Early Reading Achievement (CIERA, 2001) suggests that teachers choose a predictable text at most of student’s independent level that is not too long for this strategy so students can read along.

3) React and rhyme connecting the words to the picture and copying the way the character is feeling.  For example, students may make a frown with their face while reading the words “He has a frown. His smile is turned down” as there it encourages letter sound correspondence and comprehension.

4) Be a master thespian is when acting out stories often in an exaggerated way.  It creates opportunities to see words in action.

5) Creating an individualized word library provides a sense of pride for the students as they build their English vocabulary.

6) Creating meaningful partnerships is established through peer support or buddy system to grow socially and academically within the context of school.

7)Creating “language free” activity spaces are changes to engage in non-prescriptive activities that don’t require knowing English.  It may be quietly reflecting, sharing materials or center time.

8) Avoid using idioms during class help lessen and avoid confusions for ELLs.

9) Recognizing cultural differences while encouraging parental involvement creates opportunities for family members to socialized in a relaxed setting and reassure that school is an inviting space for both parents and students.

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The following three posts of my mini-writing portfolio includes as follows:
1. Discussion Post & Reflection
2. "I Am From" Poem & Reflection
3. Differentiation Strategies (Portion of Literature Review)

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Creative Writing Piece: "I Am From" Poem REFLECTION (Week 8)

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Creative Writing Piece: "I Am From" Poem REFLECTION (Week 8)

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(a) How have you grown as an author? Due to immigrating to the states later in elementary school years, I have never liked writing poems because I had trauma of learning English. Writing poems was one of the most difficult writings growing up. Even now, I do not particularly like writing poems. However, as this assignment being so personal to me, I enjoyed writing about myself as it was a way of expressing who I was. As an author, I was able to make personal connection to my writing, which made me more confident about writing this type of piece.
(b) What did you learn in relation to the writing/ text-authoring process?  In relation to the writing, I learned that personal writings help the author to be at ease. Writing process becomes easier when there's a personal connection to the piece. With the consistent beginning line of "I am...", the flow of the poem was easier to write.
(c) How might you implement what you learned in language arts?  I want to implement my students writing a poem about themselves in my culture unit at the end of the year. As I provide my example next year, I will challenge them to write an "I am..." poem piece that allows them to express who they are, their likes, and where they come from. I believe making language arts personal to the students as they use the language every day will help them retain the information for a long-term, rather than merely for assessments for the academic year.

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(a) How have you grown as an author? As a writer, I have learned to provide details and examples to support my claim. Compared to the beginning of the year, I have grown to become an author who gives multiples reasons so the readers are able to understand and have a depth of my claims. Even writers can cite quotes, articles, or videos to make the claim stronger.
(b) What did you learn in relation to the writing/text-authoring process? Through the weeks or writing and text-authoring process, I learned the importance of providing multiple resources to build understanding for the readers. Resources and reasonings are to help the readers and the audience to connect with the author on the meaning or idea the author wants to portray.
(c) How might you implement what you learned in language arts? Connecting to Writing Workshop and my course experience, I want to continue to apply revising and editing process. In relation to Writing and Reading Workshop and Language Arts, as we study the author of the story or the objective of the language, I want to challenge my students to think about the purpose of the story and what the author is trying to portray to the audience.

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Discussion Post: Applying Reading Comprehension Strategies in Content Areas (Week 7)

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Discussion Post: Applying Reading Comprehension Strategies in Content Areas (Week 7)

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According to Stanford University's resources, under Mathematics, the Common Core, and Language by Judit Mschkovich, she mentions the following needed strategies to teach math with language:

1. Teaching for Understanding
2. ELs' abilities to participate in math discussions
3. Use imperfect language or every day language, rather than mathematicians
4. Focus on mathematical practices (showing understanding), rather than focusing on vocabulary = evidence throughs student work and interactions
5. Understanding what the mathematics are the students

In addition to the strategies mentioned in the video and paper, my district EL TOSA has recently taught my first grade team a strategy of how we can have integrated ELD using language in math word problem (aka number stories) with comprehension. By reading the word problem and guiding students to visualize the problem to relate to real-life and using TKL (Tactile Kinesthetic Learning) helped students to comprehend what they have read, which has allowed them to then solve the math word problem.

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Educational Videos & Lessons for Children