RECORDED WEBINAR SERIES: Suggested Scope and Sequence, Timeline, and T.P.R. Modeling of Basic Grammar to Editing with Full Length Passages in ELAR/Reading and Writing Classrooms
THE WRITE/ELAR PRESCRIPTION RECORDED CONVENTIONS/EDITING WEBINAR VIDEO SERIES
SUGGESTED SCOPE AND SEQUENCE/TIMELINE, MODELING, AND STRATEGIES FOR THE ENTIRE SCHOOL YEAR
Here is your opportunity to use grammar and editing techniques, tools, and T.P.R. methods that tens of thousands of teachers across Texas and the United States have used to see tremendous results and growth in their classrooms!
Upon purchase of this product, you will receive ten to fifteen videos from 15 minutes to 1 hour in length over a period of about three weeks. This will allow you to watch them at your own pace at a time of day that is most convenient for you. As part of your purchase, you will also receive a digital copy of the 2021-2022 ELAR/Reading & Writing Binder, Editing, Revising, and Extended Answer Graphic Organizers, & a copy of the Primary AND Advanced ELAR/Writing folder. You will receive a certificate of completion of 18 hours of training/professional development with this purchase.
If you are new to teaching Reading, ELAR, and need some guidance on where to begin and some step by step modeling on what, when, and how to teach grammar and editing at the sentence, paragraph, and passage level, this is the perfect online webinar for you! You can go as fast or as slow as you would like to this summer!
This webinar is very practical for teachers in ALL grade levels because in the skill of editing, the most your students will ever be asked to do is improve the conventions of one or two sentences per question. The only difference is that 3rd-10th grade reading/ELAR students will be asked to apply these skills at the paragraph and full length passage level as well. Because most students will raise or lower their standards to the level of expectations of their teachers, it is my firm belief that students all the way down to pre-k and kinder are able to read and write full length grade appropriate paragraphs by the end of the school year.
The four major components of the new ELAR test design are listening, speaking, reading, and writing. I will take that a step further by showing you how to model conventions and editing strategies that connect with the learning styles of visual, verbal as in looking AND seeing what they are reading, auditory as in HEARING AND LISTENING to the content for understanding, AND kinesthetic, hands on learners, using physical responses to content, AND being able to improve the content through development and organization, and conventions through applying grammar skills to writing. As part of this video series, you will learn how to use over a hundred total physical response techniques that will help your students remember for a lifetime the skills that they often have trouble remembering until the next day!
At no extra charge, you can receive ongoing guidance and direction throughout the summer and coming school year through email, our WRITE ELAR/Reading Prescription Club, and through Facebook Messenger. If you message or email me every week or every day with questions or needing help, I will respond within 24 hours, and in many case, within a few minutes!
VIDEO(S)/PART 1: OVERVIEW OF THE SKILL OF GRAMMAR THAT MAKE UP EDITING: IMPROVING THE CONVENTIONS OF A SENTENCE, OR SENTENCES.
THE SUGGESTED SCOPE AND SEQUENCE/TIMELINE FOR YOUR YEAR WILL BE SHARED IN THIS VIDEO TO GIVE YOU AN IDEA OF THE BIG PICTURE. IT IS ABSOLUTELY CRITICAL THAT GRAMMAR AND EDITING BE SCAFFOLDED IN A WAY THAT ALLOWS YOUR STUDENTS WITH SIGNIFICANT GAPS IN THEIR LEARNING TO BE ABLE TO GROW RIGHT ALONG WITH YOUR STUDENTS WHO ARE ON OR ABOVE GRADE LEVEL.
VIDEO(S)/PART 2 : PENMANSHIP: LETTER FORMATIONS, SPACING, & TYPING/KEYBOARDING SKILLS
Why is this section important? When your students become responsible for answering open ended/short answer, extended responses, and full length essay responses to reading passages, their writing must be legible and deciperable by the reader. If not, they will receive zeroes for not answering the questions.
EACH OF THE FOLLOWING IN VIDEOS 3 THROUGH 7 WILL CLOSE WITH MODELING OF FULL LENGTH PASSAGES WITH ERRORS THAT ONLY CONTAIN THE SKILL FOR THAT TYPE OF CUPSS BEING LEARNED. FOR THE BENEFIT OF YOUR STUDENTS WHO AREN'T READY TO HANDLE EDITING SKILLS AT THE PASSAGE LEVEL, PART 8 HAS 10 DIFFERENT MINI TESTS OF MIXED CUPSS PRACTICE AT THE SENTENCE LEVEL
VIDEO(S)/PART 3: SPELLING/VOCABULARY AT THE WORD LEVEL
Learning how to take pictures of letters and record their sounds, dozens of practical strategies on words that students struggle with on an everyday basis. There will be an emphasis on the importance of not being spellbound to a specific spelling vocabulary book but to differentiate based on the needs of your actual students. Also included in this portion will be subject relevant grade appropriate vocabulary ideas and exciting games that will help your students when it comes to answering open-ended extended response questions for reading. All reading passages from 3rd-10th grade will consist of cross subject content and vocabulary but will have questions that are solely reading TEKS/skills driven. Integrating cross subject vocabulary into your spelling will help build background knowledge for your students and increase their confidence when it comes to reading comprehension.
VIDEO(S) PART 4: CAPITALIZATION AT THE PHRASE LEVEL
During this portion, you will learn how to scaffold ALL capitalization rules so that your students can easily identify words and phrases that are or need proper nouns in while reading and writing in every single subject. The strategies will get your students consciously thinking about capitalization visually, verbally, auditory, AND kinesthetically, and eventually all at the same time! There are a few very engaging activities you can incorporate to make mastering capitalization fun and excitiing.
VIDEO(S) PART 5: PUNCTUATION AT THE SENTENCE LEVEL
This video will focus on thinking of sentences as streets with yellow signs that slow down such as commas, apostrophes, contractions, quotation marks, colons, and semicolons. Your students will also learn how to think of the ends of the streets needing stop signs that are red called periods, exclamation marks, and question marks. The kinesthetic activities used for this video will be slinkies, imaginary or real bouncing balls, running in place to represent each word without an ending punctuation mark for a run-on. There will be a stress on the importance of not just seeing the punctuation marks without paying attention to them, but actually speaking out and doing specific physical hand gestures and movements for each type of punctuation mark.
VIDEO(S) PART 6: SENTENCE BOUNDARIES WITH RUN-ONS AND FRAGMENTS
This is the type of questions that gets the lowest scores every year because many students and teachers are not familiar with how these questions are asked and how to effectively choose the correct answers. The typical average percent correct in Texas alone on these types of questions is almost always 30% to 50%. Why is this happening? Kids are reading the sentences without paying any attention to the punctuation marks whatsoever. Most classroom CUPS posters don't even mention this "S" at all! Run-ons have too many words without punctuation and usually more than one subject or predicate. Fragments have too few words and too much punctuation. With these types of mistakes, sentences are missing either the subject or the predicate of the sentence. You will be taught how to make sure that your students read the sentences softly or loudly even verbalizing the type of punctuation marks from each letter choice or making physical responses to differentiate between commas that only slow the sentence down and ending punctuation that stops the sentence. The key words in these types of questions are a huge clue to help your students recognize that they are not being asked a regular CUPS (Capitalization, Usage, Punctuation, or Spelling) question. One of the unique ways that usage will be taught during this portion of the training is using the analogy of the Wizard of Oz, Dorothy, The Scarecrow for missing subjects, The Tinman for missing predicates, and even the Cowardly Lion for missing courage! The munchkins will be the simple subjects or predicates that will be joined together to expand sentences by becoming compound subjects and/or predicates!
VIDEO(S) PART 7: USAGE/SUBJECT VERB AGREEMENT AT THE PARAGRAPH LEVEL
Instead of going old school with boring sentence diagramming to learn parts of speech, Spider-Man will be the main character modeling how to use his webs for subject verb agreement in this video. He will be helping you and your students learn the difference between plural and singular subjects, simple and compound subjects, past, present, or future predicates, whether the predicates are simple or compound, coordinating conjunctions, and subordinate conjunctions. Even though your students will only be asked about the mistake in one sentence, your kids will have to learn how to check the previous and following sentences to check for subject verb agreement to make sure the answer they choose is correct. One of the my favorite activities I have ever designed will be covered during this portion of the webinar! I call it "Around the Words in 80 Ways"! It is an extremely effective method of helping your students add, remove, replace, and move the number of words and order of a sentence around to write over 40 types of sentences. One teacher incorporated this idea by turning her entire hallway into an Around the Words in 80 Ways Sentence Corridor!
VIDEO(S) PART 8 MIXED CUPSS PRACTICE AT THE SENTENCE LEVEL
Since many of you will have students coming to you functioning one to several years behind grade level, asking them to practice mixed editing skills at a full length passage level will be overwhelming and practically impossible for them. They won't have the endurance that it will take to make it through long passages with complete focus and concentration. Because of this fact, I have designed 10 mini practice tests with about 15 questions each that will allow you to model editing strategies at a level your students will be able to enjoy and absorb the daunting task of test taking. I will model a number of games that you can play with your kids to take the boredom out of the necessary task of find something that is incorrect and making it correct using ONE letter of CUPSS. The interesting thing about almost every one of these sentences is that they came from actual student essays on released tests. My thinking here is that if the students made those mistakes on their own writing at the end of the year, many students will more than likely be making them at the beginning of the year.
VIDEO(S) PART 9 MIXED EDITING/CONVENTIONS AT THE FULL LENGTH PASSAGE LEVEL
You might be asking why the videos for editing at the full length passage level are last in this webinar series. My philosophy is that complete essays and passages are like the top of a pyramid. If you decide to begin your modeling and mentoring at that level and skip all the previous videos in the webinar, it would be like flipping the pyramid upside down and trying to make it balance on its point. It will be virtually impossible! You wouldn't really be TEACHING editing to your students. You would only be ASSIGNING it and putting whatever grade they got in your gradebook and wondering WHY their scores are so low. All effective lesson cycles believe in teaching what you're going to test, and only TESTING what you have actually taught. It is unfair to utilize an "assigning worksheets only" approach with your students. It would be like a doctor giving an x-ray to a patient every single week, looking at the results, BUT never giving any prescriptions in the form of surgeries, MRI'S, or any other procedure and wondering why the patient dies or never gets better.
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