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What might you take, tweak, and/or synthesize?

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EKC

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Jeff Anderson & Whitney La Rocca

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EKC

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Free resource from Stenhouse

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SWI of "resistance" by Grade 5 Student, Samantha

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Jeff Anderson

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Editing is often seen as one item on a list of steps in the writing process-usually put somewhere near the end, and often completely crowded out of writer's workshop. Too many times daily editing lessons happen in a vacuum, with no relationship to what students are writing.

In Everyday Editing, Jeff Anderson asks teachers to reflect on what sort of message this approach sends to students. Does it tell them that editing and revision are meaningful parts of the writing process, or just a hunt for errors with a 50/50 chance of getting it right-comma or no comma?

Instead of rehearsing errors and drilling students on what's wrong with a sentence, Jeff invites students to look carefully at their writing along with mentor texts, and to think about how punctuation, grammar, and style can be best used to hone and communicate meaning.

Written in Jeff's characteristically witty style, this refreshing and practical guide offers an overview of his approach to editing within the writing workshop as well as ten detailed sets of lessons covering everything from apostrophes to serial commas. These lessons can be used throughout the year to replace Daily Oral Language or error-based editing strategies with a more effective method for improving student writing.
eBook Available Through Major Retailers
We offer ebook editions for most of our print titles so you can access on your computer, tablet, or e-reader from several major retailers including Amazon, Barnes and Noble, OverDrive, and ebooks.com. View the full list of retailers here. For eBook purchases of 10+ please email us for a quote. Purchases of 20+ qualify for a bulk discount.

If you previously purchased an ebook from Stenhouse.com, they will remain available in your digital library.

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Editing is often seen as one item on a list of steps in the writing process-usually put somewhere near the end, and often completely crowded out of writer's workshop. Too many times daily editing lessons happen in a vacuum, with no relationship to what students are writing.

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Some Criteria for Identifying Tier Two Words

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Some Criteria for Identifying Tier Two Words

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EKC

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Potential small group, partner, or individual inquiry

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Possible Lesson Sequence (adapt to YOUR kids!)

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Possible Lesson Sequence (adapt to YOUR kids!)

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Free resource from Stenhouse

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from Vocabularians (2015)

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Jeff Anderson

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"...in reading Jeff's book, I learned something invaluable: how to actually create that 'context' we have all heard so much about, how to make editorial instruction meaningful, engaging, and understandable, even for students who struggle."
-Vicki Spandel, from the foreword

Some teachers love grammar and some hate it, but nearly all struggle to find ways of making the mechanics of English meaningful to kids. As a middle school teacher, Jeff Anderson also discovered that his students were not grasping the basics, and that it was preventing them from reaching their potential as writers. Jeff readily admits, "I am not a grammarian, nor am I punctilious about anything," so he began researching and testing the ideas of scores of grammar experts in his classroom, gradually finding successful ways of integrating grammar instruction into writer's workshop.

Mechanically Inclined is the culmination of years of experimentation that merges the best of writer's workshop elements with relevant theory about how and why skills should be taught. It connects theory about using grammar in context with practical instructional strategies, explains why kids often don't understand or apply grammar and mechanics correctly, focuses on attending to the "high payoff," or most common errors in student writing, and shows how to carefully construct a workshop environment that can best support grammar and mechanics concepts. Jeff emphasizes four key elements in his teaching:

short daily instruction in grammar and mechanics within writer's workshop;

using high-quality mentor texts to teach grammar and mechanics in context;

visual scaffolds, including wall charts, and visual cues that can be pasted into writer's notebooks;

regular, short routines, like "express-lane edits," that help students spot and correct errors automatically.

Comprising an overview of the research-based context for grammar instruction, a series of over thirty detailed lessons, and an appendix of helpful forms and instructional tools, Mechanically Inclined is a boon to teachers regardless of their level of grammar-phobia. It shifts the negative, rule-plagued emphasis of much grammar instruction into one which celebrates the power and beauty these tools have in shaping all forms of writing.
eBook Available Through Major Retailers
We offer ebook editions for most of our print titles so you can access on your computer, tablet, or e-reader from several major retailers including Amazon, Barnes and Noble, OverDrive, and ebooks.com. View the full list of retailers here. For eBook purchases of 10+ please email us for a quote. Purchases of 20+ qualify for a bulk discount.

If you previously purchased an ebook from Stenhouse.com, they will remain available in your digital library.

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"...in reading Jeff's book, I learned something invaluable: how to actually create that 'context' we have all heard so much about, how to make editorial instruction meaningful, engaging, and understandable, even for students who struggle." -Vicki Spandel, from the foreword

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EKC

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Etymonline - Online Etymology Dictionary

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The online etymology dictionary (etymonline) is the internet’s go-to source for quick and reliable accounts of the origin and history of English words, phrases, and idioms. It is professional enough to satisfy academic standards, but accessible enough to be used by anyone.

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I Wonder: Co-teaching for Language Learners

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I Wonder: Co-teaching for Language Learners

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Dr. Andrea Honigsfeld

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Martin Brandt

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" Between the Commas, I believe, will make you a better writing teacher. Martin Brandt's understanding of language, his work with teenagers, and his lucid writing will increase your skills and rhetorical awareness. What you learn will enable you to train your students to create powerful sentences with an eye toward development, both the students' development as writers and your development as teacher."-Tom Romano, Miami University, as reviewed in English Journal

"Making sentences is a profound human capacity, one that defines us as a species. Every intellectual move could happen within them. In this engaging, honest, and innovative book, Marty Brandt makes all that clear. So welcome with me, a new and original voice in writing instruction."-Thomas Newkirk, from the Foreword

"What a special pleasure it is to celebrate Martin Brandt's new book. He illustrates with great clarity and passion the difference between assigning and teaching writing. Here is a book filled with deep, practical wisdom we can all use to teach the craft of writing in ways that will make a difference."-Jim Burke, author of The English Teacher's Companion, 4/e and The Six Academic Writing Assignments

"Marty Brandt has captured the tentativeness and problem solving that are inherent in teaching students to write well. He offers new frames for understanding sentence possibilities and new language to use in conferences. The lessons here will empower you to prepare all students well for college writing. You will love Brandt's own playful and interesting writing. I'm certain that this book will make me a better teacher.-Penny Kittle, author of Write Beside Them, Book Love, and 180 Days (coauthored with Kelly Gallagher)

"Frustrated with the pedestrian prose your students produce? Between the Commas describes a fresh approach that focuses on how artfully constructed sentences work both individually and in concert with one another. Brandt's classroom practices will help your student writers develop both compositional confidence and prowess."
-Carol Jago, author of numerous books including The Book in Question, and past president of NCTE

"By providing witty and innovative descriptions of how different sentence patterns help shape students' essays, Marty addresses one of the great difficulties faced by beginning writers (and writing teachers). He guides teachers toward practices that can help students produce essays that are thoughtfully structured and a pleasure to read. And similarly, Marty's own writing is compelling and high-spirited: a timely reminder that the best writing teachers practice what they preach."
-Jonathan Lovell, Director of the San Jose Area Writing Project and Emeritus Professor of English at San Jose State University

"Marty Brandt writes with wry, self-deprecating humor, sharing classroom-tested strategies that help high school kids truly engage with language. This lucid, well-written book is a joy to read and a smart reminder that having fun with language helps prevent school from becoming a Life Sentence-for students and for us."-Bill Strong, Founding Director of the Utah Writing Project and author of Coaching Writing

"If careful attention is a sign of respect, in this book Marty Brandt shows a deep and loving respect both for sentences and for students learning to write them. Brandt, a National Writing Project teacher consultant, draws on a history of focused writing instruction, his own rich classroom experiences, and his network of NWP teacher colleagues, creating a book that will make you laugh while showing you how to support students toward more mature and complex thinking and writing."
-Tanya Baker, Director of National Programs, National Writing Project

"I have been struggling for years to find better ways to teach good writing. Today, I had my 10th graders look at the Krakauer paragraph, and every single student was able to write their own version! They usually groan about writing anything, and it was so wonderful to see them having fun and doing something they didn't think they could do. Between the Commas is an innovative and practical way of approaching writing instruction."-Leisha Cowart, English teacher, Nease High School, Ponte Vedra, Florida

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Activities, exercises and lessons for sentence-level instruction your students will actually have fun with. - Heinemann

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I Wonder: Language Learners and Classroom Talk

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I Wonder: Language Learners and Classroom Talk

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EKC Connections Interview with Dr. Jeff Zwiers

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Spelling Stages - Determining Instructional Focus

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Spelling Stages - Determining Instructional Focus

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EKC

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English to French, Italian, German & Spanish Dictionary - WordReference.com

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Free online dictionaries - Spanish, French, Italian, German and more. Conjugations, audio pronunciations and forums for your questions.

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I Wonder: Supporting Culturally and Linguistically Diverse Learners

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I Wonder: Supporting Culturally and Linguistically Diverse Learners

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EKC Connections Interview with Dr. Andrea Honigsfeld

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Dr. Maria G. Dove & Dr. Andrea Honigsfeld

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“Dove and Honigsfeld’s new book arrives at the perfect time as an increasing number of schools move to a collaborative instructional model and are searching for guidance. The authors not only tell us how to effectively collaborate and co-teach to benefit English l…

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A great resource to learn even more...

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Dr. Andrea Honigsfeld

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Why is it that in a traditional spelling program, students are not taught that a word's spelling represents its meaning, or that all words have a structure? In most every program, they are taught only, and might I add falsely, that a word's spelling correlates to its pronunciation. And because the reality of that doesn't pan out, students learn to spell words as a rote activity. Students spend lots of time looking at words that share similar strings of letters. Ultimately, the expectation is that the student will have seen the word so many times that they will have memorized its spelling. In this model, the students know strings of letters. They do not understand whether those letters form an affix, a base, a combination of more than one of those, or have a sense and meaning on their own. See? The way we teach spelling is not about understanding. The expectation by the teacher and by the student (and by the administration for that matter) is that there is nothing to understand. English spelling is something you just have to memorize.

What a shame. Math would never be taught like this. Who in their right mind would have students memorize one 2-digit by 3-digit multiplication problem at a time with a goal of twenty a week? No one. Instead, we teach the students how to multiply and then expect them to apply the skill to any numbers and situation out there. We expect students to understand the operations and ask questions. We want them to provide step by step explanations for solving problems. But not so with spelling.

The people teaching it right now, are doing the very best job they can. I believe that. They are teaching what they understand to be the truth about English spelling. Ah. But there's the rub. Their own understanding of our language is lacking. Hugely and completely lacking. At some point in our history (several generations back), it was decided that English was much too hard to learn, and so needed to be simplified. Latin would no longer be taught in schools. If you are fortunate enough to know someone who learned Latin in their early schooling, my guess is that they will tell you how very valuable it still is for them in deciphering what words mean. The very fact that at one point Latin was part of a school curriculum tells you that there was once an awareness that spelling represented a word's meaning. But when Latin left the curriculum, so did the idea that spelling and meaning were related. It was decided instead that very young children must learn letters and sounds outside of the context of a word, and then apply that knowledge of, say,"S is for snake - s-s-s-s-" when being told to sound out words. But <s> isn't always representing /s/. Sometimes it represents /z/ as it does in dogs. Sometimes it represents /ʃ/ as it does in sugar. Sometimes it represent /ʒ/ as it does in usual. And <s> isn't the only consonant like that. Yet we start by teaching young children that it only represents /s/.

I'm not suggesting that children don't need to know the alphabet. They do. Absolutely, they do. But what if we taught them to look at letters as we see them in words? What if we taught children about graphemes and phonemes as they live and breathe inside of words? What if we picked a word the student uses - better yet, what if we let the child pick the word they are interested in, and we looked at it together. The adult guides by speaking about spelling features, structure, and a word's story in straight forward terms. The adult does not talk down to the child or invent silly rules or names for things. The adult explains and lets the child ask questions that will help them make sense of English spelling.

One great way to introduce structure to a child is to have them look at a family of words that share a single base. Believe me, structure won't be the only thing that gets talked about, but it is the big topic starting point. Teaching specific base elements will familiarize children with how we can add and remove affixes to build a family of words. It will also familiarize them with the fact that many of the words in our language are related to one another by their history and their meaning. It opens them up to exploring that not only are we merely forming additional words that share the base, but that some specific suffixes will build word relatives that are nouns whereas others might form adjectives. Students will learn the suffixing conventions in a more meaningful way - with a more intrinsic understanding than they do currently. As is, they come into fifth grade knowing how to spell a bunch of words, but not understanding the structure of any of them. They know that some have similar spellings toward the end of the word or at the beginning, but they have no understanding of why or if it means anything as far as how we use the words in our writing or reading.

When children are starting out learning about a word's structure, it's important to help them recognize the affixes they see often in their reading. Even if their reading is not fluent yet, they can compare the words on a list and recognize that letters have been added to the base. They will most certainly recognize these words once read aloud and be able to talk about them. Let's look at <water>. I found it on a first grade sight word list.

The first question should be, "What is water?" Let the child explain what they understand about water. Looking at the word by itself, use what you know about IPA to guide their pronunciation and match it to the graphemes representing it. Here is the IPA for water: /ˈwɔtɚ /. Please take into consideration any dialects present where you and the child live. That might make a difference to the pronunciation. If we make a list of words with <water> as a base, it might look like this:

Perhaps these could be written on cards (separate cards for each base and suffix) that the child can match up and spell out. As each base is matched with either another base and/or suffix, have a discussion with the child about how that word might be used. The words might also be written in color as I have done to point out bases and affixes. You might begin to introduce to the child the idea that when added to this word, some suffixes will indicate the word is an action. An example of this is 'watered'. I watered my flowers today. See how watered is an action? But water by itself is a thing. I might drink a glass of water. Draw pictures next to the words to represent either a thing (noun) or an action (verb).

There are some truly great descriptions of activities to do with younger learners at Beyond the Word, Lyn Anderson's blog, and also at Rebecca Loveless' blog. I encourage you to check both of them out to read some step by step directives as well as to see how students react.

Another thing to notice about these words in particular is that the parts of the words that are in green are bases. When two bases are joined, they form a compound word. How is rainwater different from bathwater or dishwater? Why are some paints called watercolors? What do you know about watermelon that makes you think of water? What is something that lives underwater?

Before my own children knew how to read, they loved making books. They would tell me a story and I would write it down. Then we would fold paper and they would sew the pages together with a large dull needle. I would write a sentence or two of their story on each page, and they would add the pictures. Every day we would read one of their books together. Bookmaking could be a fun activity using a particular family of words such as water.

If I could design spelling tests, this is certainly how I would do it. After a week of discussing the meanings and uses of these related words, asking the students to spell them seems reasonable. If each week there were words related in this manner, over time students would recognize many prefixes, suffixes, and bases. They would begin to internalize that often words are related to one another; not because they rhyme, but because they have meaning and spelling in common.

Students are ready to understand the suffixing conventions much earlier than most educators think they are. When focusing on one of those conventions, the spelling list could include a base that is likely to use one. Here is a list with <make> as its base. Looking at the word by itself, use what you know about IPA to guide their pronunciation and match it to the graphemes representing it. Here is the IPA for <make>: /meɪk/. Please take into consideration any dialects present where you and the children live. That might make a difference to the pronunciation. Here is a possible spelling list:

Here are some points that come to mind:

~What does it mean when we make something?
~How do we construct 'maker'? Is there an <-r> suffix or an <-er> suffix?
~What kind of a sense does the <-er> suffix add to the word <shoemaker>?
~How many of these words are compound words?
~What is a peacemaker?
~Do you notice how the <c> in <peacemaker> has an /s/ pronunciation? Why is that?
~Why don't we replace the final non-syllabic <e> when constructing the word <makeup>?
~What is the suffixing convention in which we replace the final non-syllabic <e>?
~Many teachers have learned that the final <e> is dropped. That is also what they teach their students. Why is 'replaced' a better word to use?
~Write these as word sums and announce each one.

Equally as important as discussing these concepts as a class, is the ability for each student to read aloud a word sum, explaining as they go, why they are or aren't replacing the final non-syllabic <e> on the base! Until your student can explain this, keep the following flow chart handy:

If you want to focus on the suffixing convention in which the final consonant of the base is sometimes doubled, perhaps you could use this list. Looking at the word by itself, use what you know about IPA to guide their pronunciation and match it to the graphemes representing it. Here is the IPA for <stop>: /stɑp/. Please take into consideration any dialects present where you and the children live. That might make a difference to the pronunciation. If we make a list of words with stop as a base, it might look like this. As you read it, can you spot some great things to focus on during a week of working with these words?

Here's what I see when I look at these words:

~What does it mean when something stops?
~Which words on this list are compound words?
~Use 'stoppable' and 'unstoppable' in sentences. What is the difference in meaning? Which morpheme in those words is responsible for that difference in meaning?
~What is a stopwatch? How does it relate in meaning to stop?
~Look at the <igh> trigraph in <stoplight> that is representing the phoneme /aɪ/. What other words can we think of that have the same <igh> trigraph?
~Now notice the <tch> trigraph in <stopwatch>. I wonder about that <tch>. I can think of beach, pinch, coach, and bench. The last grapheme in these words is <ch> and it represents the phoneme /tʃ/. Let's start collecting two lists of words. One list will have words with a final <tch>. One list will have words with a final <ch>. Then we will see what we can notice about the two lists. There must be a reason that we use <tch> in the word 'stopwatch' and not <ch>.
~What is that spelling convention in which we sometimes double the final consonant of the base or stem? When do we double it? When don't we?
~Write these as word sums and announce each one.

Just in the nick of time, here is the Affix Squad, ready to explain the doubling convention!

Equally as important as discussing these concepts as a class, is the ability for each student to read aloud a word sum, explaining as they go why they are or aren't doubling the final consonant on the base! Until your student can explain this, keep the following flow chart handy:

The word 'business' has always been a sticky word for fifth graders to spell. But that is because they haven't been taught to see it as anything but a complete word. They haven't been taught to see it as < b-u-s - toggle the y to i - ness>. From the time our students are little, we teach them that spelling is about memorizing a letter sequence without understanding the order or structure in that sequence. Or we do them a bigger disservice and tell them to sound out words to help with spelling. All that does is reinforce to the child the false notion that English spelling is ridiculous and unpredictable. BUT IT DOESN'T HAVE TO BE THAT WAY!

Here is a list with <busy> as its base. Looking at the word by itself, use what you know about IPA to guide their pronunciation and match it to the graphemes representing it. Here is the IPA for <busy>: /ˈbɪzi/. Please take into consideration any dialects present where you and the child live. That might make a difference to the pronunciation. Here is a possible spelling list:

This list provides the opportunity to discuss and solidify so many great consistencies of spelling!

~What does it mean to be busy?
~To begin with, <y> is sometimes a suffix. Is it a suffix in the base <busy>?
~Which words on this list are compound words? What is a compound word?
~Why do we use the <-es> suffix rather than the <-s> suffix to make <business> plural?
~If you want your reader to know there is more than one busybody, what spelling changes will you make to the word?
~What is the suffixing convention for bases that sometimes toggle the final <y> to an <i>? How do you know when to toggle and why?
~Write these as word sums and announce each one.

Here's a video of my students explaining just that!

After talking about when to toggle a base or stem's final <y> to an <i>, then there is the extremely important step of having the students read aloud the word sums. Here is an example of what I have my students do when they read word sums and need to explain their choices regarding this suffixing convention.

Until your students understand what they are doing and why, keep this flow chart handy:

Can you see how several spelling lists of related words in which the base has a final <y> will gradually help the student understand these conventions? And not just a surface understanding, but a deep understanding with (for many) an automatic application of these conventions? After focusing on several word families that need specific suffixing conventions, it is time to include a word family like <hap>, that has several family members that use more than one convention.

Looking at the word by itself, use what you know about IPA to guide their pronunciation and match it to the graphemes representing it. Here is the IPA for <hap>: /hæp/. Please take into consideration any dialects present where you and the child live. That might make a difference to the pronunciation. Here is a possible spelling list:

This is an especially interesting family of words to discuss. Many students are surprised to find out that the word <happy> can be further analyzed. But that comes from rote memorization without talk of structure. They are even more surprised to find out its denotation is "chance, a person's luck". I love to look at this list with the students and let them point out the connection between each word and this base's denotation.

~Which words in this family use more than one suffixing convention?
~When the suffix <-ness> is added to the stem <happy>, an adjective becomes a noun. What other nouns can we think of that have an <-ness> suffix? Are these concrete or abstract nouns?
~Which suffix could be used to modify a verb?
~Thinking of mishap, mismatch, miscount, and misinformation, what sense does the prefix <mis-> add to a word's meaning? Can we think of other words with a <mis-> prefix that carries that same sense?
~Write these as word sums and announce each one.

Structuring spelling tests in this way strengthens what we understand a word to mean. It helps students see the connectedness between words that share a base that they have not been taught to see before. This will help when encountering words from a family that perhaps they had not looked at during the focused list, but because of that list and the understanding they acquired, are recognizing it in a new word in their reading. A student will gain flexibility in their use of words in writing because they will have a deeper sense of a word's meaning. Just as we have a deeper sense of who a person is when we've met their whole family, we can have a deeper sense of a word too.

Structuring spelling tests in this way will require students to apply the suffixing conventions over and over and to make sense of when to use them. Currently, students memorize the spelling of many words without knowing which letters even ARE part of the base or affix. Learning that words have structure is such an eye opener for children. They begin to look at words differently. They begin inspecting words and thinking about what their structure might be and what meaning might be revealed in that structure. They notice the suffixes and recognize which suffixes cue that a word is a noun, adjective, adverb, or other.

And finally, structuring spelling tests in this way will give students the opportunity to expect spelling to make sense. Imagine that! Spelling makes sense! Students will be empowered to ask questions. They will challenge their teachers with the questions they ask. How refreshing! The class will become a learning community instead of a teacher with the answers and students who are afraid of giving wrong ones. It will become a place where learning is celebrated!

Of course, this is just a jumping off place. It's an idea for spelling tests so the teacher can assess individual understanding. These will not feel like spelling tests to the students because they are writing word sums that they can make sense of. But I guarantee you that the word inquiries will pop up in every subject and at all hours. I was once stopped on the bridge downtown in the middle of summer by a former student who wondered about the structure of a word he noticed at his house. What could be better than that?

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Why is it that in a traditional spelling program, students are not taught that a word's spelling represents its meaning, or that all words have a structure? In most every program, they are taught only, and might I add falsely, that a word's spelling correlates to its pronunciation.

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By Austin Kleon

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10 years later, Steal Like an Artist is now available in a deluxe hardcover edition, with a bigger trim size, ribbon bookmark, sketchbook endpapers, and a brand-new afterword.

To get a copy, head to your local independent bookstore or buy a copy online.

If you'd like a signed and personalized copy, order from Bookpeople here in Austin, Texas.

A peek inside:

Classic edition

Audiobook

About the book

Download the cover, author photo, and flip through the book in the blogger kit.

ISBN: 9780761169253 | Foreign Translations | Ordering FAQ

When I was asked to talk to students at a community college in upstate New York in 2011, I sat down and wrote a talk based on a list of 10 things I wished I'd heard when I was starting out:

1. Steal like an artist.

2. Don't wait until you know who you are to get started.

3. Write the book you want to read.

4. Use your hands.

5. Side projects and hobbies are important.

6. The secret: do good work and share it with people.

7. Geography is no longer our master.

8. Be nice. (The world is a small town.)

9. Be boring. (It's the only way to get work done.)

10. Creativity is subtraction.

The text and slides from the talk "rocked the creative world" () and went viral. I expanded the post into a book-length work stuffed full of brand-new writing and illustrations, published by Workman Publishing in February 2012.

The book now has over half a million copies in print and has been translated into over twenty-seven languages.

Praise for the book

Amazon.com Top Best-Selling Book of 2012
Brain Pickings Best Art Books of 2012
2012 Goodreads Choice Awards Nonfiction
"You can flip through this book in 30 min and be inspired by it for weeks.... I highly recommend it for anyone who is interested in making art. It provides a helpful reminder that inspiration is everywhere."
- Jason Segel

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Steal Like An Artist - a book by Austin Kleon

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10 years later, Steal Like an Artist is now available in a deluxe hardcover edition, with a bigger trim size, ribbon bookmark, sketchbook endpapers, and a brand-new afterword. To get a copy, head to your local independent bookstore or buy a copy online.

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Filled with ideas to explore...

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Writing Out & Spelling Out Word Structure

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Writing Out & Spelling Out Word Structure

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Pete Bowers

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Brenda Overturf, Leslie Montgomery, and Margot Holmes Smith

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Word Nerds takes you inside classrooms at a high-poverty urban school and shows how two teachers implement creative, flexible vocabulary instruction that improves their students' word knowledge and confidence, enhances classroom community, and increases achievement. Leslie Montgomery and Margot Holmes Smith weave vocabulary into each school day using multisensory instruction that includes music, art, literature, movement, games, drama, writing, test-taking skills, and technology. Along the way, they turn every student into a lover of language.

You can create a quote by adding products to your cart and selecting Quote in checkout.

Shipping Details

In stock. Free ground shipping. No minimum.

Word Nerds takes you inside classrooms at a high-poverty urban school and shows how two teachers implement creative, flexible vocabulary instruction that improves their students' word knowledge and confidence, enhances classroom community, and increases achievement. Leslie Montgomery and Margot Holmes Smith weave vocabulary into each school day using multisensory instruction that includes music, art, literature, movement, games, drama, writing, test-taking skills, and technology. Alo

About the Author(s)

Table of Contents

Acknowledgments
Introduction
Chapter 1: What's the Big Deal About Vocabulary Instruction?
Chapter 2: Classrooms That Foster Word Confidence
Chapter 3: Making Introductions
Chapter 4: Squeezing the Juicy Words-Adding Synonyms and Antonyms
Chapter 5: Active Vocabulary Practice
Chapter 6: Celebrating to Validate
Chapter 7: Spreading Vocabulary Wings
Chapter 8: Learning Through Assessment
Epilogue: End of the Year
Appendixes
References
Index

Word Nerds takes you inside classrooms at a high-poverty urban school and shows how two teachers implement creative, flexible vocabulary instruction that improves their students' word knowledge and confidence, enhances classroom community, and increases achievement. Leslie Montgomery and Margot Holmes Smith weave vocabulary into each school day using multisensory instruction that includes music, art, literature, movement, games, drama, writing, test-taking skills, and technology. Along the way, they turn every student into a lover of language.

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Word Nerds takes you inside classrooms at a high-poverty urban school and shows how two teachers implement creative, flexible vocabulary instruction that improves their students' word knowledge and confidence, enhances classroom community, and increases achievement. Leslie Montgomery and Margot Holmes Smith weave vocabulary into each school day using multisensory instruction that includes music, art, literature, movement, games, drama, writing, test-taking skills, and technology. Alo

About the Author(s)

Table of Contents

Acknowledgments
Introduction
Chapter 1: What's the Big Deal About Vocabulary Instruction?
Chapter 2: Classrooms That Foster Word Confidence
Chapter 3: Making Introductions
Chapter 4: Squeezing the Juicy Words-Adding Synonyms and Antonyms
Chapter 5: Active Vocabulary Practice
Chapter 6: Celebrating to Validate
Chapter 7: Spreading Vocabulary Wings
Chapter 8: Learning Through Assessment
Epilogue: End of the Year
Appendixes
References
Index

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Word Nerds takes you inside classrooms at a high-poverty urban school and shows how two teachers implement creative, flexible vocabulary instruction that improves their students' word knowledge and confidence, enhances classroom community, and increases achievement. Leslie Montgomery and Margot Holmes Smith weave vocabulary into each school day using multisensory instruction that includes music, art, literature, movement, games, drama, writing, test-taking skills, and technology.

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Brenda Overturf, Leslie Montgomery, and Margot Holmes Smith

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No More "Look Up the List" Vocabulary Instruction (G3-8)

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No More "Look Up the List" Vocabulary Instruction (G3-8)

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Charlene Cobb and Camille Blachowicz

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"Just as word learning is incremental, so is learning about vocabulary instruction. Teachers need exposure to research, best-practice strategies, and fellow practitioners."
-Charlene Cobb and Camille Blachowicz

The way we've learned influences the way we teach, but the vocabulary instruction many of us received-looking up words and writing sentences or completing worksheets- just doesn't work. So what can we do instead?

No More "Look Up the List" Vocabulary Instruction is your guide to engaging, research-proven practices for teaching words effectively. Practitioner Charlene Cobb and researcher Camille Blachowicz share why old-fashioned methods don't work, what the research shows does work, and how to put the research into action.

Charlene and Camille answer teachers' most commonly asked questions about vocabulary instruction, including:

How many words, and how do I select them?

How can I foster student independence using dictionaries and glossaries?

How do I find time for meaningful vocabulary instruction?

How can I assess and hold students accountable?

"Without practice in the full range of ways we use a word," write Charlene and Camille, "our word knowledge is limited and falls from our grasp as the next cycle of words enters." No More "Look Up the List" Vocabulary Instruction offers a solution-deepen students' engagement with words, increase their exposure to them, and expand their word knowledge.

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No More "Look Up the List" Vocabulary Instruction

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"Just as word learning is incremental, so is learning about vocabulary instruction. Teachers need exposure to research, best-practice strategies, and fellow practitioners." -Charlene Cobb and Camille Blachowicz The way we've learned influences the way we teach, but the vocabulary instruction many of us received-looking up words and writing sentences or completing worksheets- just doesn't work.

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Michael Graves

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"Graves' second edition of The Vocabulary Book is a timely, valuable, language-friendly, and compact resource for K-12 teachers. Many strategies and suggestions were provided with sufficient detail so that any K-12 educator can confidently employ the plethora of activities with the likelihood of success."

- Teachers College Record

"a timely, valuable, language-friendly, and compact resource for K12 teachers. Many strategies and suggestions were provided with enough detail so that teachers could immediately begin to use them with their students."
-Journal of Language and Literacy Education (JOLLE)
Praise for last edition:

"An essential resource for all K-12 teachers, regardless of content area." -Oneota Reading Journal, Fall 2006

Praise for last edition:

"(A plan) broad enough to instruct students with small vocabularies, exceptional vocabularies, and every child in between." -Reading Today,vol.23, no.3, Dc. 2005/ Jan 2006

"If you believe vocabulary instruction is vital to reading, writing, and thinking, then Michael Graves' Second Edition of The Vocabulary Book will give you the tools for powerful instruction, as many teachers discovered with the First Edition. This book will shift your perspective and you will reap the benefits of placing vocabulary at the center of your instruction."
- Peter Dewitz, district level reading consultant, Mary Baldwin College

"Now that 'vocabulary' is included on the Nation's Report Card, teachers will want to know how to help students increase their word power. Graves's advice will be invaluable in what to do-and what not to do."
-Robert Calfee, professor emeritus, Stanford University

"This book is an excellent resource for practitioners interested in developing a comprehensive program for building vocabulary in children. It is also of great value for researchers who wish to design and test vocabulary interventions."
-Diane August, senior research scientist, Center for Applied Linguistics

"Michael Graves provides clear, practical, empirically grounded strategies and techniques for each component that K-12 classroom teachers and reading specialists will find invaluable. This is a must-have professional resource for the desk of all literacy and subject-matter teachers."
-James F. Baumann, University of Georgia

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"Graves' second edition of The Vocabulary Book is a timely, valuable, language-friendly, and compact resource for K-12 teachers. Many strategies and suggestions were provided with sufficient detail so that any K-12 educator can confidently employ the plethora of activities with the likelihood of success."

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Next Steps for Academic Conversations (G3-12)

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Next Steps for Academic Conversations (G3-12)

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Dr. Jeff Zwiers

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Jeff Zwiers, an educational researcher at Stanford University, has spent the last 15 years analyzing classroom conversations to see how they can be better used and improved in classroom settings. Teachers who have worked with him report significant growth in students' engagement, content learning, language, creativity, and sense of agency.

Jeff shared his initial vision for classroom conversations in his 2011 book, Academic Conversations. In this follow-up book, Next Steps with Academic Conversations, he builds on those original ideas by offering:

an updated synthesis of conversation work across disciplines and grade levels

highlights of the most recent classroom-based research and theory on classroom conversation

answers to questions that have emerged during this work with teachers and administrators

new classroom strategies and practices for fostering and assessing classroom conversations

This resource is the product of his extensive research, co-teaching, and collaborating with a wide range of educators. It was written for busy teachers who want a practical guide for strengthening the quality and quantity of productive conversations in their lessons.
eBook Available Through Major Retailers
We offer ebook editions for most of our print titles so you can access on your computer, tablet, or e-reader from several major retailers including Amazon, Barnes and Noble, OverDrive, and ebooks.com. View the full list of retailers here. For eBook purchases of 10+ please email us for a quote. Purchases of 20+ qualify for a bulk discount.

If you previously purchased an ebook from Stenhouse.com, they will remain available in your digital library.

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Conversation was not invented to help people choose right answers on tests. It evolved to solve problems, build ideas, build relationships, and understand others and the world. Yet despite its power to grow minds and hearts, effective conversations are still too scarce in our schools.

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by Don & Jenny Killgallon
Resources for elementary, middle, and high school using both fiction and non-fictioin textx and available on Heinemann along with free downloadable teacher edition booklets. They also have their own website with some background and resources:
http://sentencecomposing.com/paragraph-series/

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A Sentence-Composing Approach: A Student Worktext

Special Offer: Save 30% off our list price automatically when you buy 15 or more.

Don and Jenny Killgallon's sentence-composing approach has transformed how writing is taught in thousands of elementary classrooms, helping students all across America develop into more proficient and sophisticated writers. Now in this unique, powerful student worktext, the Killgallons use their highly effective method to link good writing to that perennially difficult-to-teach subject-grammar.

, Story Grammar for Elementary School: A Sentence Composing Approach offers varied practice in building better sentences by exploring and imitating the grammatical structures of children's favorite stories, including Harry Potter, A Series of Unfortunate Events, Chronicles of Narnia, Bridge to Terabithia, How to Eat Fried Worms, Tales of a Fourth Grade Nothing, Charlie and the Chocolate Factory, The Hobbit A Wrinkle in Time, and hundreds more.

A narrative treasury in miniature, Story Grammar teaches the story in the sentence (interesting content) plus the sentence in the story (grammatical structure). It links stories and grammar in ways that are innovative-and fun. Through chunking, combining, unscrambling, imitating, and expanding, students learn and use the same grammar authors use to build sentences. No Dick-and-Jane sentences here. Instead, engaging sentences from stories for students to imitate.

An online teacher's guide accompanies Story Grammar for Elementary School: A Sentence-Composing Approach and includes advice, tips, resources, answer keys, and even curricular plans for teachers who are either new to the Killgallon approach or sentence-composing veterans.

No one can forge the link between grammar and writing like Don and Jenny Killgallon. Discover or rediscover for yourself how powerful the sentence-composing approach can be, and watch how elementary students can be eased into grammar like never before-and grow as writers too. From writers of yesterday, for writers of tomorrow, something for today: a story grammar book for building better sentences.

Teacher's Booklet -- guidance for teaching with this particular student worktext, including pacing suggestions and answer key

(click any section below to continue reading)

Introduction to the Sentence-Composing Approach

Contents

Story Grammar Imitating Story Sentences Sentence Parts
Subjects and Predicates

Tools (Words, Phrases, Clauses)

Reviewing Sentence Parts: Lemony Snicket's The Bad Beginning (Book the First in A Series of Unfortunate Events)
Sentence Positions
Opener

S-V Split

Closer

Reviewing Sentence Positions: Lemony Snicket's The End (Book the Last in A Series of Unfortunate Events)
Writing Story Sentences Meeting Your Invisible Teachers

Companion Resources

Teacher's Booklet -- guidance for teaching with this particular student worktext, including pacing suggestions and answer key

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Special Offer: Save 30% off our list price automatically when you buy 15 or more. Don and Jenny Killgallon's sentence-composing approach has transformed how writing is taught in thousands of elementary classrooms, helping students all across America develop into more proficient and sophisticated writers.

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Breaking Down the Wall: Essential Shifts for English Learners' Success

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Breaking Down the Wall: Essential Shifts for English Learners' Success

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Publisher's Acknowledgments

A Note About Our Terminology

Chapter 1. Debbie Zacarian and Diane Staehr Fenner: From Deficit-Based to Assets-Based

Chapter 2. Shawn Slakk and Margarita Espino Calderón: From Compliance to Excellence

Chapter 3. Tonya Ward Singer and Diane Staehr Fenner: From Watering Down to Challenging

Chapter 4. Maria G. Dove and Andrea Honigsfeld: From Isolation to Collaboration

Chapter 5. Ivannia Soto and Tonya Ward Singer: From Silence to Conversation

Chapter 6. Margarita Espino Calderón and Shawn Slakk: From Language to Language, Literacy, and Content

Chapter 7. Margo Gottlieb and Andrea Honigsfeld: From Assessment of Learning to Assessment for and as Learning

Chapter 8. Ivannia Soto and Margo Gottlieb: From Monolingualism to Multilingualism

Chapter 9. Debbie Zacarian and Maria G. Dove: From Nobody Cares to Everyone/Every Community Cares

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Publisher's Acknowledgments A Note About Our Terminology Chapter 1. Debbie Zacarian and Diane Staehr Fenner: From Deficit-Based to Assets-Based Chapter 2. Shawn Slakk and Margarita Espino Calderón: From Compliance to Excellence Chapter 3. Tonya Ward Singer and Diane Staehr Fenner: From Watering Down to Challenging Chapter 4. Maria G.

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Equtable Access for English Learners, Grades K-6

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Equtable Access for English Learners, Grades K-6

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Mary Soto, David E. Freeman, Yvonne S. Freeman

online resources:
https://resources.corwin.com/equitableaccessk6

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PART I: The Equitable Access Approach

Chapter 1. Foundations for the Equitable Access Approach for English Learners

Chapter 2. Language Objectives: A Seeds, Plants, and Plant Growth Unit

Chapter 3. Making the Input Comprehensible: A Habitats Unit

Chapter 4. Characteristics of Texts That Support Readers: Our Amazing Oceans Unit

Chapter 5. Teaching Academic Language and Meaningful Content: Our Earth, Natural Disasters Unit

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Equitable Access for English Learners, Grades K-6

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PART I: The Equitable Access Approach Chapter 1. Foundations for the Equitable Access Approach for English Learners Chapter 2. Language Objectives: A Seeds, Plants, and Plant Growth Unit Chapter 3. Making the Input Comprehensible: A Habitats Unit Chapter 4. Characteristics of Texts That Support Readers: Our Amazing Oceans Unit Chapter 5.

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Tonya Ward Singer
Ch. 5 focuses on building background and teaching vocabulary

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SECTION I: ESSENTIALS FOR EL EXCELLENCE

4. SUPPORT ELS STRATEGICALLY

6. SCAFFOLD LANGUAGE DURING A TASK

7. TEACH LANGUAGE BEYOND A TASK

SECTION IV: APPLY STRATEGIES TO DIFFERENTIATE ACADEMIC LITERACY

8. MAKE EL EXCELLENCE ROUTINE

11. READ TO ANALYZE AND INFER

APPENDIX: GRAPHIC ORGANIZERS

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SECTION I: ESSENTIALS FOR EL EXCELLENCE 4. SUPPORT ELS STRATEGICALLY 6. SCAFFOLD LANGUAGE DURING A TASK 7. TEACH LANGUAGE BEYOND A TASK SECTION IV: APPLY STRATEGIES TO DIFFERENTIATE ACADEMIC LITERACY 8. MAKE EL EXCELLENCE ROUTINE 11. READ TO ANALYZE AND INFER APPENDIX: GRAPHIC ORGANIZERS

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Infusinig Vocabulary Into the Readinig-Writing Workshop 

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Infusinig Vocabulary Into the Readinig-Writing Workshop 

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Amy Benjamin

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Book Description

Learn how to make vocabulary instruction more effective by making better use of mini-lessons and word study time to achieve durable learning about words and how they work. In this essential new book, literacy expert Amy Benjamin presents her 4E model (Exposure, Exploration, Engagement, Energy) for teaching vocabulary so that students gain deep understanding, improving their overall language and literacy skills. Benjamin guides you through bringing these 4Es to life in your K-8 reading-writing workshop.

-Exposure: Enrich your teacher talk with sophisticated words and phrases to facilitate natural language acquisition and application of new words.

-Exploration: Promote consistent vocabulary growth with a multifaceted instructional approach that incorporates etymology, word associations, word families, spelling, and morphology.

-Engagement: Build students' confidence by encouraging meaningful use of new words, both in and out of the classroom.

-Energy: Enliven your workshop and increase participation with a variety of word games, puzzles, projects, and cooperative learning activities.

Each chapter provides practical examples and scenarios to help you apply the model to your own classroom. The appendices include a variety of strategies for organizing reading-writing workshops, a thorough introduction to academic word lists and their role in vocabulary instruction, and an analysis of forty Latin and Greek word roots for mini-lessons.

Table of Contents

Contents

Meet the Author

Introduction

Chapter 1: Exposure

Chapter 2: Exploration

Chapter 3: Engagement

Chapter 4: Energy

Appendix A: Balanced Literacy and the Reading-Writing Workshop

Appendix B: The Coxhead List: The Academic Word List and Spanish Cognates,

Organized by Frequency

Appendix C: The Zwier List: Basic Toolkit of Academic Vocabulary, Organized by Purpose

Appendix D: Analysis of 40 Latin and Greek Roots for Mini-Lessons

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Infusing Vocabulary Into the Reading-Writing Workshop: A Guide for Teachers in Grades K-8

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Learn how to make vocabulary instruction more effective by making better use of mini-lessons and word study time to achieve durable learning about words and how they work. In this essential new book, literacy expert Amy Benjamin presents her 4E model (Exposure, Exploration, Engagement, Energy) for teaching vocabulary so that students gain deep understanding, improving their overall language and literacy skills.

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Pete Bowers

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Our Teacher Resource Book

Teaching How the Written Word Works offers an introduction to the core concepts of how the ordered way English spelling works. It uses a series of lessons designed to help teachers, tutors and parents make sense of English spelling along with their young co-learners. The lessons focus on morphological analysis with the matrix and word sum.

Research Tested

These tools are central not only to understanding how morphological families of words are structured, but also how morphology interrelate.

The main series of lessons in this book were the lessons I used in my Grade 4/5 intervention ( Bowers & Kirby, 2010) that showed generative vocabulary learning.

The lessons take teachers and students through all the morphological suffixing patterns and much more including...

1. Guidance morphological problem-solving so that you can use these lessons as a jumping off point to investigate any words that grab your interest or that of your students;

2. Links to other on-line resources;

3. Links to related Real Spelling resources.

When students and teachers work with word sums and morphological matrices for a little while, these are the kinds of questions that grab the attention of a class.

Integrating morphological analysis into shared and guided reading lessons

As well as explicit lessons taking teachers through "teacher-led inquiries" of words, this books models ways teachers can integrate word structure instruction into reading and writing in any content area by using morphological problem-solving as a tool for shared and guided reading.

By practicing spelling investigations with lessons in the book, you will be prepared when students ask you spelling questions that you are not able to explain right away. You will have practices the process of investigaging spelling, so now you can move into "inquiry-led teaching" by applying the problem solving skills you learn through these lessons.

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WW Revised Teacher Resource Book & 70 Matrices DVD

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Our Teacher Resource Book Teaching How the Written Word Works offers an introduction to the core concepts of how the ordered way English spelling works. It uses a series of lessons designed to help teachers, tutors and parents make sense of English spelling along with their young co-learners.

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Debbie Miller

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Introduction: We Can Do This

Asking Beautiful Questions

Paying Attention to What Doesn't Feel Right

Asking, "What If?": Creating Space for Possibility

Chapter One: What If Each Day's Teaching Focused on Children's Agency?

Finding Our Way to a Beautiful Question: The Disengaged Child

What's the Best That Could Happen? Agency Fosters Engagement

Imagining New Possibilities for a Child

Conferring to Support Access and Choice

Paying Attention During Independent Work Time

Conferring to Inquire and to Offer Community

Postscript

Chapter Two: What If We Made What Children Make and Do Our Priority?

Finding Our Way to a Beautiful Question: Workshop Planning

What's the Best That Could Happen? Meaningful Work

Planning for What Children Will Do First

Planning for What Teachers Will Do During Work Time

Figuring Out What to Teach

Playing with the Sequence

Taking Ownership

Chapter Three: What If Our Classroom Environment and Routines Offered Choice?

Finding Our Way to a Beautiful Question: Frustration over Supplies

What's the Best That Could Happen? Managing Their Own Work

Being Intentional in Our Language

Cocreating Routines

Designing Agentive Environments

Chapter Four: What If We Owned the Units We Are Asked to Teach?

Finding Our Way to a Beautiful Question: The Units We're Given

Are These the Right Goals?

Which Texts Work Best?

How Will We Know When We're Done?

How Can This Happen Within Daily Workshop?

What's the Best That Could Happen? Perfection in Imperfection

Chapter Five: What If Read-Aloud Sustained Children's Independent Thinking?

Finding Our Way to a Beautiful Question: The Wisdom in Children's Thinking

Expecting Brilliance

Finding Time for Read-Aloud

Reading Aloud for Joy

Teachers and Children Thinking Aloud

What's the Best That Could Happen? Being Inspired to Act

Conclusion: In Pursuit of Beautiful Questions

We all have difficult moments in our teaching, and without a question to drive us forward, we can get stuck. But that difficult moment might be the question we need to ask ourselves. Questions can bring a positive attention, creating a presence in the moment. When I ask children, "Are you the kind of kid who...?", I'm inviting them to imagine a new possibility for themselves, one in which they have more power than they did before. I want those new possibilities for teachers, too. Are you the kind of teacher who is ready to try something new, something that will make your students stronger, more joyful readers and bring you greater joy in your work? I think you are.

Asking questions leads to opportunities-it's about growth, openness, and a willingness to change, which top-down models don't allow. It's a way for us to focus our thinking and be present in the lives we've chosen to live. Asking the question is the essential behavior of teaching. It's not a perfect call-and response but a messy business of wondering, stumbling, and figuring things out. It requires bravery and commitment, but that's what teaching is. It's a joyful, creative, purposeful profession. If you feel you've lost even some of your passion for teaching, I would love to help give it back to you. So, in this book, we'll talk about creating beautiful questions about the teaching of reading. To help you take on the process of asking beautiful questions, I'll share how I got to some beautiful questions about teaching reading and what I did with them as I worked with teachers in classrooms across the country.

This book is about owning our teaching and making decisions based on who we are and what's best for the children in our classroom today. That all sounds ambitious and brave... and the work is-teaching is-but it happens in so many small and simple ways. My wish is for you to think about what you do and ask your own beautiful questions, so that you and your children can thrive and view yourselves and each other as valuable, idea-filled, creative, and contributing humans who own your teaching and learning. Be open and receptive to possibilities! Think: "What if we did it this way?"

"A one-of-a-kind book, full of wisdom and heart. Debbie Miller inspires educators to step back and question everything-challenging us to rethink and reinvent the ways we teach. What's the best that could happen? Read this book and it will help you find your own answer to that beautiful question."

-Warren Berger, author of A More Beautiful Question and The Book of Beautiful Questions
"Debbie Miller is a magician with children, and in What's the Best That Could Happen? she hands us her magic wand. With honesty, humility, and optimism, she shares her thoughts and actions about teaching and learning. Run-don't walk-to conjure up this essential book!"
-Stephanie Harvey, coauthor of The Comprehension Toolkit series, From Striving to Thriving, and Strategies That Work
"Debbie Miller is suggesting something revolutionary. She is suggesting the way to ensure all students learn is to intentionally and persistently expect not just capability but brilliance from them."
-Gretchen Morgan, author of Innovative Educators: An Action Plan for Teachers

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"One of the great joys of teaching is anticipating children's brilliance." In What's the Best That Could Happen?, Debbie Miller confronts a challenge all

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Notable Sentences (and Some Passages) for Imitation and Creation

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Notable Sentences (and Some Passages) for Imitation and Creation

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This blog is both a forum for collaboration and a resource for language arts teachers to use. Please use the sentences you find here as models for exploration and imitation in your classrooms, and add to them as you find strong examples through your personal and class readings. Use the sidebar to the left to view or add to the collected sentences.

The idea for the blog grew from a conversation at one of Jeff Anderson's workshops. Jeff is the author of Mechanically Inclined: Building Grammar, Usage, and Style into Writer's Workshop , a very practical and valuable exploration of grammar and writing instruction. Through discussion of how to promote positive development of students' grammar knowledge and writing style, Jeff encouraged us as teachers to find powerful model sentences in the stories and books we read, and to present these sentences to our students as models for discussion (what he calls "noticing") and imitation. When teachers asked if there is a collection of these model sentences somewhere, the idea for this blog was born. Jeff's second book, Everyday Editing: Inviting Students to Develop Skill and Craft in Writer's Workshop , also holds many lessons to help you teach editing outside of the "vacuum" of canned instruction.

Use in the Classroom: These are meant to be noteworthy sentences from published authors that students can examine ("What things do you notice about this sentence?") and imitate ("Now you try it, using this sentence as an example.") within the context of writing instruction of all types. Some sentences could also serve as leads, prompts, or stems for journal entries or more formal writing assignments.

Organization of Blog: In the left sidebar, I have grouped these entries in a variety of ways, knowing that teachers look for sentences for many reasons. There is a general "Best Sentences Ever" Section, and below that there are numerous more specific categories of the following titles: Parts of Sentences (with subheadings of Parts of Speech, Phrases, and Clauses), Purpose of Sentences, Structure of Sentences, Length of Sentences, Syntax Techniques, Figurative Language, Sound Devices, Literary Techniques, Punctuation, and Style/Voice.

How to use this site as a resource: Use the links in the left sidebar to select a category of sentences. Once on the category page, click on individual types of sentences to view or add sentences. Read the "Comments" to find sentences relevant to your current search.

How to contribute to this resource: Below any post about a type of sentence, click on the "Comments" link, and type the sentences according to the following directions. Please write out your selected sentence(s) in quotations, followed by the name of the author, the work in which these lines appear, and the page number(s) on which these lines appear. Please proofread before posting. NOTES: Colorful quotations are wonderful, but please try to make sure they are also appropriate. If you have a strategy that has worked well with this particular sentence you are posting, you may also include a brief description of that strategy.

Thanks for contributing! If you have a comment or suggestion, you may email me at lswolter@gmail.com.

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Notable Sentences...for Imitation and Creation

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"As writers, we learn most of what we know just by watching the pros, don't we?" ~John R. Trimble