INSTRUCTION This strategy is for teaching procedural writing. The teacher uses how to get dressed for a winter’s day. Teacher instructs students to tell her the first step, and prompts them to use detail. The teacher re-enacts the steps that the students give in order, and allows them to correct any if appropriate, then writes down the instructions in order on chart paper. This allows the students visuals to think about order of procedures they use, and models how they would write about…

Text Structures and Genres: Acting out the classes' instructions for a familiar activity (such as putting on winter clothes) reminds them of the importance of specificity and the order of steps when doing procedural writing.

ASSESSMENT This virtual tour describes the VOICE strategy for marking the writing process and strategies. VOICE stands for voice, organization, ideas and content, conventions, and effective use of language. This strategy helps students remember what is expected of them in their writing. It helps teacher make comments and next steps while marking. This is a great assessment strategy because it is consistent across writing assignments, so students know how they will be assessed.

: This assessment strategy is used to format and guide feedback given to students' writing. The key feature of this strategy is that it links assessment to feedback, so that assessment leads to growth in student abilities.

ASSESSMENT Activity aims to help students understand the structural features of a formal invitation. students write their own invitations for the party type of their choice. To assess, teacher can record anecdotal comments on the first draft and provide feedback and next steps. Teacher can also use checklist to assess student understanding of structural features of invitations. Assessment is useful because provides opportunity for feedback for student improvement.

ASSESSMENT Activity aims to help students understand the structural features of a formal invitation. students write their own invitations for the party type of their choice. To assess, teacher can record anecdotal comments on the first draft and provide feedback and next steps. Teacher can also use checklist to assess student understanding of structural features of invitations. Assessment is useful because provides opportunity for feedback for student improvement.

INSTRUCTION The goal of this strategy is to help students understand various interacting stages of the writing process, including revising, and to provide students with a strategy for adding details to writing. Teacher models revisions and tells students to refer to the writer’s revise chart. Students work independently, have teacher-student conferences, and share revised writing. This is a successful strategy because it provides students with practice to revise their work and make…

INSTRUCTION The goal of this strategy is to help students understand various interacting stages of the writing process, including revising, and to provide students with a strategy for adding details to writing. Teacher models revisions and tells students to refer to the writer’s revise chart. Students work independently, have teacher-student conferences, and share revised writing. This is a successful strategy because it provides students with practice to revise their work and make…

INSTRUCTION This teaching strategy uses a chart outlining what students should do when they are writing. Students brainstorm some topics that they would know about in order to write about it. Teacher models what a piece of writing should look like which has an illustration, a label on the picture, and sentences about the picture. This helps students with explicit instruction on what they should do when they are writing, and providing an example of what it would look like.

INSTRUCTION This teaching strategy uses a chart outlining what students should do when they are writing. Students brainstorm some topics that they would know about in order to write about it. Teacher models what a piece of writing should look like which has an illustration, a label on the picture, and sentences about the picture. This helps students with explicit instruction on what they should do when they are writing, and providing an example of what it would look like.

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