LIT 102 Task #1 Blog

https://clipchamp.com/watch/rXxcNnQ2X      This story is about a devastating storm that hit an island and the experiences a family of three encountered during the storm.  Starring: Lathelia Edwards, the narrator  Akeelea George, as Lea (younger daughter) Akima George, the mother  Jaleesa James, as Leesa (older daughter) Hope you enjoy it! :)

  Entry Ten: Promoting Writing – Strategies and Activities “You can make anything by writing.” – C. S. Lewis Types of Writing : Expository Persuasive Descriptive Narrative           Explains in a process format            Includes facts and examples             Logical in order and sequence              Argues from the author’s point of view            Includes reasons             Asks readers for recommendation and solution to the situation           Describes in a highly detailed manner            Poetic in nature giving details of places. People, events, situations, etc.           Uses and appeals to the five senses: seeing, hearing, smelling, tasting and feeling             Tells a story             Includes characters and dialogue            Have a definite and logical beginning, intervals/middle and ending   Creating an Environment that

Assessing Students Writing  Teachers can evaluate their pupils' writing in a variety of ways. Journals are a common way to monitor pupils' writing development. To encourage kids to write regularly, a variety of journals might be employed. Diaries are a form of personal notebook that promotes writing about one's feelings and thoughts. Even though a diary cannot be used to evaluate a student's work, teachers can still encourage students to write diaries about what they learn and how they are feeling as a wonderful opportunity for kids to practice free writing. Additionally, there is a response notebook that allows students to consider a particular component of an activity they completed in class. In addition, they might ask or offer predictions while reading. Additionally, double-entry journals are available for students to make diagrams, record notes, and reply to texts they have read. While learning experiences for both language arts and content areas can be recorded

 This week, I realized that various writing strategies may be used for various types of writing. The writing techniques P.O.W. and T.R.E.E. can be applied to persuasive writing. The 3W approach can be used to implement narrative writing, and PLAN and WRITE can be used to implement expository writing. The strategy of releasing responsibilities gradually is what I would put into practice the most. With this method, the teacher would start by teaching background information. then spell out the plan. The plan would then be modeled. Collaborative use would be an addition. next, supervised practice The last choice is independent use. It might be stated I do, we do, and you do. This method would encourage kids to develop their own writing abilities. Making an environment that supports children's writing development was the last topic that caught my attention. Now that it was connected to establishing a reading environment, this got my brain working. Therefore, I came to the conclusion tha

  Entry Nine: Promoting Writing – Approaches “Imagination is like a muscle I found out that the more I wrote, the bigger it got.” – Philip Jose Farmer.” 1.       Penmanship Approach – Focuses on transcript which is the physical act of writing. It aims to produce legible and accurate letter formation on paper. This approach should be thought in a 10-20 minutes lesson. Start with formation of letters, gradually begin words, then sentences and then paragraphs. Penmanship was renamed ‘handwriting’ which we know it to be today. 2.       Rules-Based Approach – Focuses on rules of language and writing since colonial days. Initially, grammar was separated from handwriting, but they eventually merged together. It involves teaching how to correctly write words and sentences. It includes parts of speech, locating sentence elements, subject-verb agreement, pronouns, punctuation and capitalization, and spelling. In addition, adjectives, prefix and suffix, conjunction, and fragments to complet

  Some strategies to help struggling writers 1. Before writing, share ideas Before writing, students should verbally communicate their thoughts. This can be done in front of a peer, a group, the whole class, or while being captured on a piece of technology. Struggling writers may find encouragement from classmates to get the courage to express their ideas and receive criticism. 2. Writing collaboratively Here, the entire class participates in the drafting of a group project. As the class writes the piece, many students start to share their thoughts. This encourages struggling writers to come up with creative ideas in addition to having a strategy for how to approach the project. 3. Employ sentence openers These give aspiring writers a framework to work within and serve as inspiration for their ideas. 4. Warm up for writing This activity is excellent for inspiring pupils' imaginations. Additionally, it motivates students to take notes. 5. Pre-writing This makes it easier for struggl

  This week, a specific post that said "ways to encourage struggling writers" came up as the lecturer was showing us a video on instructional tactics for teaching writing caught my interest. The approaches that most resonated with me were conferences with students one-on-one and in small groups, teacher-led modeling and guided writing, chunking assignments with graphic organizers, mini-lessons, and giving students access to writing tools. To encourage my students to write actively, I would use these techniques in my language lessons. I would also modify one of the tactics, which entails giving pupils writing resources. No promise could be given that the pupils would bring back the supplies, including pencils, pens, crayons, erasers, and even markers, so I would engage in a trade with them. To ensure that the supplies were returned, they would have to trade their shoes or bookbags.

  Entry Eight: Reading -Writing Connection “Writing comes from reading, and reading is the finest teacher of how to write.” – Annie Proulx In class, we viewed a two minutes YouTube video on how to link reading and writing together in the classroom. We looked at the relationship between reading and writing and how they go hand in hand like a married couple. Here are a few key points that I took away from the video. 1.       Have students or the whole class read a text, passage, or literature piece out loud       Also, have students or the whole class read a text, passage, or literature piece in pairs or independently as well. 3.       Ask students to write a response to the text or passage. For example, how they felt or what they thought, and have them make predictions or give feedback. 4.       Let students answer a few questions from the text. This can be done orally and then written in their notebooks. 5.       Select words from the text or passage and instruct students

 I like this week's session because it covered five major techniques to consider when teaching writing. One of these tactics is the penmanship method, which is a crucial method. the rules-based approach, which teaches children how to appropriately use the rules to create their words and phrases. The grammatical rules and the punctuation rule are two examples of this. The process approach, which essentially encompasses the entire writing process, comes in third. The planning, drafting, and revising techniques employed by experienced writers are taught to learners in the strategy method, which is the final but not least approach. The genre approach was what caught my attention the most because it seemed to be so unique. To learn more about it, I wanted to do some additional study. According to Martin's (1999) research, several stages can be followed to establish and carry out genre writing as a teaching and learning process. He suggests three essential stages for the genre writin

Six Approaches to Writing According to Vicki Mcquitty: 6 Approaches to Writing Instruction in Elementary School Penmanship Approach  According to research, the best handwriting teaching takes place in brief, frequent, and structured classes (Christensen, 2009). The emphasis of lessons should be on writing quickly and naturally rather than on creating flawless letters or placing the letters precisely between the lines. Lessons should last 10 to 20 minutes each day. It is beneficial if teachers first show students how to form each letter before giving them time to practice writing individual letters, words, and lengthier texts. Both handwritten and cursive writing programs are available, and they frequently teach the letters in a certain order that has been found to aid in the development of handwriting. However, teaching children to write by hand shouldn't start until they can form letters quickly. Once their handwriting is automatic, students should practice writing for real audien