Lifelong Practices of Readers and Writers

Please think about this morning's speech. What is the important message about "practice"? Why did they join?

Readers • Thinking, Writing, Talking, Listening • Broad reading and extensive reading on a global scale

Learning and entertainment • Interest-based self-selection text • Patient through worthwhile complex texts • Enriching personal language, background

Writers • Write frequently and extensively in various formats using thinking, reading, speaking, listening to support lighting.

And I will try hard through my challenging and challenging tasks.

• Use language for experiments and games • Analyze lecturer texts to improve writing skills • Strengthen lighting by planning, revising, and editing.

Practice over the lifetime of readers and writers (page 3) is an independent reading practice. What did you notice?

Is there evidence that this practice is taking place in your classroom, school, or district?

"What happens when pointing out the practice and announced learning goals? The students have seen the" overall picture "! "

What happens if students choose text and write down the choice? Monroe - a story of Woodbury

Included in the standard document, you will find lifetime customs for readers and writers. This is an important part of the standard. I ask you to familiarize yourself with these customs and contemplate your current instructions. What is your practice in your current teaching? What customs are not incorporated in your guidance? The lifetime practices of readers and writers are designed to reflect changes in expectations for today's cultural significance. In order to fully support this vision of reading and writing skills, it is necessary to prepare lesson plans, workshops, and ELA-based guidance in light of the lifetime practices of readers and writers. If you become firm and rich, these customs will be far better than graduation and quality of lifelong learning. These practices are the background behind New York State English Language Arts learning standards. This is to support these practices by assigning grade level expectations to readers and authors.

The following table outlines some of the most important conventions that readers and authors expect. There are two lists, but these practices are mixed. For example, according to design, the first bullet to be read intentionally states thinking, writing, talking and listening. In other words, successful readers work hard to understand the world around them, using a complex network of skills to become an effective communicator. Likewise, writers use a combination of thinking, reading, speaking, and listening when writing. These customs also indicate that teachers should expect students to read frequently and extensively from various texts in terms of content, language, citation, media type, and type of text I will. One aspect of this selection includes text diversity. Teachers should encourage students to explore various texts, including the balance between classical literature and contemporary literature.

Students use various strategies to understand, explain, evaluate, and evaluate text. They use previous experiences, interaction with other readers and writers, understanding of meanings and other sentences, their word recognition strategies, and understanding of the characteristics of sentences (eg correct correspondence, sentence structure, context) To do. ,graphic). Put the student back to the seat and hand out the printout of Perspective Definition and Examples. Let's introduce this task to the students by explaining the treatment of their dear Laru's life from the dog's point of view. Likewise, the two images on the page show how the viewpoint affects others' beliefs. Tell the students to write their definition of their viewpoints using their loving La Rue and two pictures on the printout. Please emphasize that this is just practice - whether they are completely incorrect is not a question!