# data[].attributes.body
One writing strategy I would employ in a foreign language classroom is to assign a penpal assignment where students respond to a penpal by email. Students would first to get to see an example of letter writing so they could see what formatting and information to include. I would also include activities and exercises that cover Writing Process strategies: Prewriting, drafting, revising, editing, and sharing.

# data[].attributes.body
Since my future classroom will ideally be a middle school science class a useful writing instruction strategy would be the strategy approaches found in chapter 6. This approach would be very useful because they teach planning, drafting and revision to their writings. These are beneficial writing skills to have in a science class because they are useful when doing labs and completing lab reports. Using the POW strategy students can Pick their idea to write about, Organize their notes and then Write and say more where they can continue writing. For example when writing hypothesis before completing a lab the POW strategy can be implemented.

# data[].attributes.body
I think the best approach for me to take when teaching would be the rule based approach because I am planning on teaching Special Ed K-3. At this age students are still learning the basics of writing both letters and shapes and so it is important to really solidify all the important rules to use when writing. Where to start writng a letter where it ends and how to put them together with other letters to make words. Then getting into writing sentences there are many rules about structure, capitalization,  and punctuation that come into play as well.

# data[].attributes.body
Being that music does not primarily deal with literacy from words but from pitches and rhythms, I in my classroom, would teach my students from the scientific/strategic ruled based concept. That being said if I am introducing a scale; the ascending melodic minor scale, I would teach my students how to construct this scale in a scientific way using the major scale. At the end of the task, students will learn that there are only 3 scale degrees that are manipulated that will change the major scale to the ascending melodic minor scale. This system will not only allow the students to construct this scale in one particular key center, but all key centers because the students can use this scientific method if they have trouble identifying the ascending melodic minor scale in other key centers.

# data[].attributes.body
In the future my classroom will be a high school science classroom. I really liked the emphasis chapter 11 put on using diverse genres of writing. I think having different activities in the classroom helps hold students interest. Also using different strategies could help a student understand the content better. An example of this would be having students create a comic strip for a specific scientific process. In this scenario they have to think about what is happening to explain it and be able to visualize it to draw the process. Another way literacy will be used in my classroom is through lab reports. This will help me to see feedback how well the students understood the lab.

# data[].attributes.body
I currently teach first grade. In previous years we did a writing program that our principal kind of made up from a few different sources. It has the routine and background lessons of the 6 traits of writing from the Smeken’s Writer’s Workshop and several things from teacherspayteachers.com. It kind of aligns with the genre approach. The program she put together focuses on the types of writing. The kids always do fantastic with personal narratives and how to books, but struggle every year with fairy tales and book reports. Our reading program does a lot with conventions. This year since we are not in school, we are choosing to do smaller weekly writings from our reading program instead of the month long Writer’s Workshop units. This might be easier for first graders to handle without being able to get the support they need like they would in the classroom.

# data[].attributes.body
Chapter 6 had a lot of interesting instruction strategies - albeit most of them seemed aimed towards elementary classroom I do think some of them can be applied towards higher up classrooms. My content area will be 7-12 Math, and the concept of Process Writing seems like it could be particularly helpful. This process focuses more on the thoughts and ideas students are generating at the start and more or less ignoring proper grammar and pronunciation. Encouraging students to organize their thoughts into different categories by putting the planning strategy POW will also help them to think more systematically as is generally required by math. The process of brainstorming and generating ideas is multidimensional and can guide discussion over any topic if approached correctly.

# data[].attributes.body
I think that the TREE strategy would be beneficial to my students if incorporated into my classroom. My content area is music, but by having my students write, they will learn how to both speak about music in a formal and academic tone while learning skills about structuring, planning and writing a paper that can transfer over to other classes that they are in or classes that they will take in the future. This process makes the writer stop and think about what they are writing from the reader's perspective, allowing them to consider any questions that the reader may have and answer them within their paper.

# data[].attributes.body
My future classroom is going to be high school band/any other music. Literacy in music is more than just reading and writing. It is speaking, listening and social skills that grow in a music classroom. However, with writing music, I would have my students do experimenting with different sounds on a software like GarageBand or MuseScore. This will allow students to figure out what combinations of sounds they would like to use. Another strategy I could use is allow them to play around on a keyboard to experiment with different pitches.

# data[].attributes.body
My future classroom would be a high school spanish class. In spanish, literature is super important. I think first, I would need to make sure that my students new the rules of the english language (parts of the sentence, grammatical rules). Therefore, when it come time to do it in spanish, they know what I am talking about when I say "adverb". Another strategy I would use is self-assessment. I think this would be useful because they could see how much spanish they are truly learning. To do this, I would probably have them write a story in spanish every month, and they could use that story to compare to the last month's story.

# data[].attributes.body
Being that my content area is ELA, there are definitely various instruction ideas and strategies that could be used within the classroom. I feel that each student needs to be aware of their progress with whatever they are learning. Therefore, self monitoring and recording their own progress would be beneficial. For example, at the end of each week there could be a survey that each student fills out. This would allow the student to discuss how well they understanding the previous lessons taught or what they still need help on. I feel that this would be a positive way for each student to truly discuss their thoughts and self monitor their own progress. Of course, the teacher (me) would also do these survey's, but allowing each student to personally discuss their own thoughts is a great way to document progress and allow for more learning opportunities.

# data[].attributes.body
Chapter 6 had a lot of interesting instructional strategies, and although they were mostly aimed at elementary aged students, one strategy that particularly stood out to me is process writing. Since I plan to teach high school chemistry, I honed in on that as a strategy to help formulate research papers for the class. I think this strategy would be particularly useful because it involves brainstorming to think of a topic, creating drafts, and finally editing to create a cohesive text that conveys a contextualized message. This would help my students because it isn't centered around syntax and spelling, though those elements will later come into play as they create a final draft, but instead allows them the opportunity to choose a topic of interest in the class and develop organizational writing skills around that topic. Since sciences are propagated by well organized literature, this will give the students a chance to sort of act as a researcher. Creating drafts will help them realize their mistakes with writing and the final draft will be a creation that can be looked at as an achievement of not only understanding science, but also an achievement of writing a coherent piece that allowed them to convey the research the worked hard on.

# data[].attributes.body
My content area is second grade english and language arts. In my classroom i would chose to focus on the rules-based approach. At age it is important to teach students how to write sentences correctly. Students are still learning about sentences and spelling at this grade level. Students could benefit from this by understanding how to pick out different parts of the sentence. They would also have a better understanding of things like nouns, adjectives, and spelling. If we work with students on building their skills of sentence structure, they will strengthen their writing skills.

# data[].attributes.body
In this week's additional reading, there was an article that took a look at smart pens and graphic organizers. My short time in the field has given me some perspective on the benefits of graphic organizers. Students are able to visualize parts of the text by seeing how ideas flow with the writing through the grouping that goes into the organizer. Seeing the ideas chunked out can be very useful to those that need a visual image. Furthermore, it is general knowledge that the act of physical writing is greatly beneficial to memory so the exercise of writing reinforces their comprehension. The article showed students drawing, as well. I would like to use drawing in my class with the graphic organizers because it adds a multimodal element and creativity to the lesson.

# data[].attributes.headline
This is an EXAMPLE: Post your name here (Dr. Mathew)

# data[].attributes.subject
This is an EXAMPLE: Post your name here (Dr. Mathew)

# data[].attributes.body
Post your response here

# data[].attributes.body
I would use the TREE strategy for my students as a intervention specialist because I would like to know what they can comprehend and know through their eyes. With using the TREE strategy the students Tell me what they believe, then they explain themselves by providing 3 or more Reasons; of why
they believe this? They End and Examine what they have written about to make sure it makes sense. I like this strategy because the students learn how to be persuasive in their writings, as well as making them familiar with evaluating their work, which is only beneficial for them to be successful in writing.

# data[].attributes.body
One writing instruction idea or strategy I would use in my content area as an intervention specialist would be the "POW strategy" the POW strategy is a planning strategy that guides students through the writing process. This would help my students because It helps students pick ideas (decide what to write about), organize their notes (organize ideas into a writing plan), and have them write and say more (continue to modify the plan while writing). It really helps to break down the writing process for the students who may need a little bit more individualized instruction or enrichment.

# data[].attributes.body
Writing instruction strategies I would use in my classroom would be to incorporate self-instruction, proximal goal setting,  self-monitoring strategies, and self-correction in order to reinforce my students to become independent writers in their journals. I believe that providing the students to draft and re-draft option before submitting the writing assignments can be beneficial to them as it can help the students promote self-awareness at what they struggle with in their writing skills to work to overcome those struggles. As students learn and overcome their writing struggles through correcting their drafts, it gives them the opportunity to become confident in their writing assignments.

# data[].attributes.body
One aspect of the reading in chapter 6 that I think would be useful is sentence combining. A lot of the things we've been focusing on have to deal with early education, but it is mentioned that sentence combining was actually studied more on high school/college students so I was immediately intrigued because that is my content area. This strategy allows students to learn how to combine short, choppy sentences into longer and more effective sentences. In proof reading my peer/siblings papers, I see how many older students still use short sentences instead of combining them to be more effective. This is something I am aware that I used to do, but have since then changed the way I write in order to be more efficient because my professors have helped build better sentence structure techniques loosely through proof reading our papers together. I am interested in using this because I think it is a vital skill for writers to have, especially as they move on from high school. The reading even mentions that students who become proficient in this are able to write longer and more complex sentences.