REFLECTIVE WRITING by Emmy Frank

REFLECTIVE WRITING by Emmy Frank https://padlet.com/maryemmyfrank/rvpjq8gg2peyoamp Core Practices with Writing in ELA en-us 2020-12-12 01:57:56 UTC 2020-12-12 20:25:03 UTC hello@padlet.com Conclusion maryemmyfrank https://padlet.com/maryemmyfrank/rvpjq8gg2peyoamp/wish/1011797319
Writing is an invaluable tool. With the rise of technology like social media, email, and text, we write now more than ever before. For these reasons, the ability to write well is not confined to school or academia. It is important for all students to learn how to write in a way that is clear, effective, and meaningful. Core practices help students achieve this by keeping both the teacher and the student focused.

]]> 2020-12-12 02:00:24 UTC https://padlet.com/maryemmyfrank/rvpjq8gg2peyoamp/wish/1011797319 Modeling maryemmyfrank https://padlet.com/maryemmyfrank/rvpjq8gg2peyoamp/wish/1011797464
Modeling is a strong tool for writing. Students can learn revision skills by reading a sample essay and determining how it can be improved (Applebee et al., 2013). When reviewing an essay, students can observe all the things the writer did well, like language, transitions, and the depth of content (Applebee et al., 2013). Students can then adopt these skills in their own writing, whether it be a formal writing piece or a writing to learn activity (Daniels et al., 2007).

]]> 2020-12-12 02:00:35 UTC https://padlet.com/maryemmyfrank/rvpjq8gg2peyoamp/wish/1011797464 Text-Based Instruction maryemmyfrank https://padlet.com/maryemmyfrank/rvpjq8gg2peyoamp/wish/1011797713
Writing can also be used to facilitate text-based instruction of literary texts. Reading different genres in class can engage students, allowing them to dive deeper into the nuances of language and writing in a text that appeals to their interests (Applebee et al., 2013). Students can then mimic the genre they read and practice writing in a creative writing piece. Creative writing meets the New York State Education Department’s Next Generation ELA Learning Standards, which states that students should have the ability to “write narratives to develop real or imagined experiences or events using techniques, well-chosen details, and well-structured event sequences” (p. 5, 2017).

]]> 2020-12-12 02:00:54 UTC https://padlet.com/maryemmyfrank/rvpjq8gg2peyoamp/wish/1011797713 Whole Class Discussion maryemmyfrank https://padlet.com/maryemmyfrank/rvpjq8gg2peyoamp/wish/1011797813
Writing, particularly freewriting, is a great tool to inspire whole class discussions (Campano et al., 2015). For example, students can engage in a 5-minute freewrite about a topic at the start of class in order to share their perspectives for a class discussion (Campano et al., 2015). Freewriting is very much a reflective activity; it is way to “foster development of unfolding ideas” rather than encourage the mere representation of ideas (Campano et al., 2015). These reflective, engaging discussions instill critical inquiry in students, encouraging them to take action outside of the classroom to make real and meaningful change of different issues (Polick et al., 2010).

]]> 2020-12-12 02:01:03 UTC https://padlet.com/maryemmyfrank/rvpjq8gg2peyoamp/wish/1011797813 Introduction: Core Practices & Writing maryemmyfrank https://padlet.com/maryemmyfrank/rvpjq8gg2peyoamp/wish/1011801149
According to the Core Practice Consortium, core practices in teaching are “identifiable components fundamental to teaching that teachers enact to support learning” (2020). These include both general and content-specific practices. Core practices should be grounded in principles for “high-quality, equity-centered instruction” (Core Practice Consortium, 2020). When it comes to writing in the content area of English language arts, core practices include orchestrating whole class discussion, facilitating text-based instruction of literary texts, and modeling (Core Practice Consortium, 2020).

]]> 2020-12-12 02:05:26 UTC https://padlet.com/maryemmyfrank/rvpjq8gg2peyoamp/wish/1011801149 References maryemmyfrank https://padlet.com/maryemmyfrank/rvpjq8gg2peyoamp/wish/1011892019
Applebee, A.N., Langer, J.A., Wilcox, K.C., Nachowitz, M., Mastroianni, M.P., and Dawson, C. (2013). Writing instruction that works: Proven methods for middle and high school classrooms. Teachers College, Columbia University.

Beach, R., Campano, G., Borgmann, M., & Edmiston, B. (2015). Reflective writing: Nurturing exploration of our lives. In Literacy tools in the classroom: Teaching through critical inquiry, grades 5-12 (pp. 118-129). Teachers College Press.

Core Practice Consortium. (2020). Core practice: What do we mean by core practice? https://www.corepracticeconsortium.com/core-practice

Daniels, H., Zemelman, S, and Steineke, N. (2007). Content-area writing: Every teacher’s guide. Heinemann, Portsmouth, NH.

New York State Education Department. (2017). New York State generation: English

language arts learning standards. http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/nys-nextgeneration-ela-standards.pdf

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