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TransMath® Third Edition is a comprehensive math intervention curriculum that targets middle and high school students who lack the foundational skills necessary for entry into algebra and/or who are two or more years below grade level in
A targeted math intervention program for struggling students in grades 2–8 that provides additional opportunities to master critical math concepts and skills.
Empowers students in grades K–8 to master math content at their own pace in a motivating online environment.
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LETRS® is a flexible literacy professional development solution for preK–5 educators. LETRS earned the International Dyslexia Association's Accreditation and provides teachers with the skills they need to master the fundamentals
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Online professional development event is designed for preK to college educators interested in improving student success in reading and writing
Literacy solutions guided by LETRS’ science of reading pedagogy, the Structured Literacy approach, and explicit teaching of sound-letter relationships for effective reading instruction.
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Assess critical reading skills for students in grades K–6 and older students with very low skills.
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Step Up to Writing®
by Jenny Hamilton on Oct 18, 2018
By Jenny Hamilton
STEP UP TO WRITING
Part two of a three-part series detailing writing strategies
Once upon a time, students engaged in creative writing. In fact, creative writing constituted the bulk of the
writing students generated. The educational pendulum rarely finding balance has now swung wholeheartedly to
expository writing, often completely shunning narrative writing instruction. While across the school day, students
engage in reading more expository text and subsequent responses, they are still tasked with reading narrative
texts. How better to learn how to appreciate the texts they are reading than with effective narrative writing
To begin, we need to teach the structure of narrative text and how differently it grows when compared to expository
texts. To do so, provide students brief examples of different text types and teach them how to recognize these
based on structure. Once presented, every short story or novel your students read can prompt them to identify
certain elements of structure. For example, students should pay attention to how an author shared the setting and
introduced characters. While we routinely talk about setting and characters, how often do we analyze the writer’s
techniques for introducing them? Present a graphic organizer that helps students map the beginning, middle, and end
of the story. Eventually, this template can be used to help students create their own story. Initially, it is a
powerful tool for analyzing the narrative’s flow.
Beginning a Narrative
Draw students’ attention to how the story begins. Narratives often begin with where, when, action verb, introducing
a character, an interesting comment, or dialogue. Provide examples of these various opening techniques from novels
and short stories. Then, with every narrative text read, ask students to identify the technique. They now can
analyze the writer’s craft. A brief, yet powerful, writing assignment can be to begin the story using a different
technique and then decide if it’s as effective. Remembering the power of distributive practice, students can map
out a story using the template previously suggested, but only write the beginning. Repeated practice with sketching
a possible story or just the elements of a story they have read and writing their own beginning helps students get
started while appreciating the writing style of narrative texts they read.
Ending a Narrative
As with a narrative’s beginning, writers use various ways to end it. Offer examples from novels and short stories.
Then, have students identify the author’s strategy for every text they read. Some common ways to end a narrative
include noting a feeling, remembering a character, thinking about the story, and getting the point. Once
introduced, have students rewrite the ending of a story read in class using one of the other techniques. By having
students only write the ending, you are providing valuable practice with an assignment they can realistically
complete. They are not being asked to write an entire story, but to reflect on the story they read and consider
another way to end it. You are prompting more analytical thinking about the text and helping students improve their
writing skills with slivers of practice.
Showing Not Telling
Another aspect of effective writing comes from how authors convey characters’ feelings. Readers can discern
characters’ emotions and motivations by their actions. Showing not Telling is a strategy you can introduce. Have
students illustrate a character is feeling an array of emotions without saying they are. Now, your students can
look for how authors convey characters’ feelings. Extend scenes from stories and have students describe the
character’s feelings through their actions.
Power of Distributive Practice
Infusing these strategies as you read narrative texts with students allows for covering content without costly
interruptions. Instead of students spending time trying to generate ideas for writing, these strategies prompt them
to analyze texts they are reading by focusing on the writer’s choices and skill. Slivers of practice provide
feedback on student learning and to clarify instruction.
Teaching narrative writing can involve more than simply writing a story. To learn more about these or other
strategies, explore Step Up to Writing® Fourth Edition.
Jenny Hamilton, M.Ed. has been a tireless advocate for students who struggle to achieve academic success. Her training and background in behavior management enables her to share practical solutions regarding classroom management issues. She also works with teachers to raise awareness of the emotional damage that accompanies academic failure. Jenny’s depth of experience in teaching elementary, middle, and high school students lends authenticity to her delivery when she trains and coaches teachers. A deep interest in the research behind best practices and the science of learning allows her to share with teachers and administrators current and relevant data on how the brain works and what can be done to change the trajectory of struggling readers and writers. She is currently an independent consultant focusing on literacy.
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