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Webinar Recap: Kelly Gallagher on Narrative Writing

12/23/2020

 
By Jazmin Cruz
"Ask students to write their autobiographies and personal narratives. Students can start with their earliest memories of traditions, education, religion, triumphs, defeats, and so on. Teachers must have permission to read such personal accounts."  -Cultivating Genius by Dr. Gholdy Muhammad
On July 8, 2020, Kelly Gallagher hosted a webinar on narrative writing and how that looks like during online instruction. Although Gallagher's webinar is unavailable for viewing, this blog offers a recap of the resources shared by Gallagher and our learning community of in-service teachers, pre-service teachers, specialists, directors, researchers, and doctoral students. 
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Webinar Recap: Designing Academic Writing Assignments for all Students, All Environments, All Classrooms

12/16/2020

 
By Jacob Steiss
"Design thinking reminds me all the time why I became an educator; it all starts with empathy."- Dr. Susie Wise
On July 22nd, 2020, educator and teacher scholar, Jim Burke, shared timely wisdom as teachers prepared for unknown challenges in the upcoming school year. He framed his presentation within the context of teaching during a global pandemic and in remote settings, highlighting the need to be responsive to students’ interests and experiences when designing academic writing assignments.

Here, we share some of Burke’s insights that may be helpful to educators designing responsive, accessible, and standards-based writing activities for their students.

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Notice & Note Signposts: Intro to Upcoming Webinar

12/2/2020

 
By Jiali Wang
One paramount goal of literacy acquisition is to empower our students. But how can teachers invite students to critically think about what are they reading and what they write? In this blog, Dr. Kylene Beers' strategy of Notice & Note signposts will be introduced as a powerful strategy for students to become more aware of what to notice during reading and writing. 
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Source: HMH Website

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WRITE Center:  Writing Research to Improve Teaching and Evaluation

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C190007 to University of California, Irvine. In 2025 the National Writing Project took over management of this website and project resources. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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  • Home
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