In No More "How Long Does it Have to Be?": Fostering Independent Writers in Grades 3-8, author Jennifer Jacobson provides the inspiration and tools to shift from a teacher-directed writing program to ...a student-propelled workshop model. Drawing on a wealth of Writer's Workshop experience in upper elementary and middle school classrooms, Jacobson provides strategies to help you engage and support writers as they discover their voices and take charge of their own learning. Jacobson shares tips on how to establish the spaces, routines, and tone to run a highly productive writing time:
Building classroom spaces conducive to practicing thoughtful, engaging writing
Rolling out a streamlined sequence of varied writing activities
Leading creative explorations of mentor texts
Integrating the riches of mini-lessons, conferring, sharing, and publishing
Building a workshop curriculum that aligns with your goals and rubrics
As she clarifies misconceptions about writing and workshops, she serves up an immensely readable blend of activities, anecdotes, and advice that will energize and inspire your students.
Correction for ‘Changes in latent fingermark glyceride composition as a function of sample age using UPLC-IMS-QToF-MSE’ by Amanda A. Frick, et al., Analyst, 2020, DOI: 10.1039/d0an00379d.
If you've ever sat down to confer with a child and felt at a loss for what to say or how to help move him or her forward as a writer, this book is for you. If you are a strong teacher of writing but ...are not seeing results from your students, this book is for you.
Authors Kristin Ackerman and Jennifer McDonough have been teaching writing for several years and know that conferring can be a murky and messy process-perhaps the hardest component of all. Written from the lessons they've learned through hard-won classroom experience-their mistakes and challenges-Conferring with Young Writers is based on what Kristin and Jen call the 'three Fs': frequency, focus, and follow-up. They've created a classroom management system that offers routine and structure for giving the most effective feedback in a writing conference.
This book will help writing teachers-and students-learn to break down and utilize the qualities that enable good writing: elaboration, voice, structure, conventions, and focus. The authors also provide the knowledge and skills it takes to confer well, which will help you improve as a writing teacher and give your students the confidence to think of themselves as writers.
How closely do your students read their writing? What are the implications for those who do and those who don't?
During her work in classrooms, literacy coach Paula Bourque noticed that students who ...read their own writing closely are engaged in their work, write fluently, are able to produce lengthy drafts, and incorporate teaching points from mini-lessons into the day's writing.
In this comprehensive book, Paula shows you that no matter what structures or lessons you use in your writing classroom, the strategies in Close Writing will help you make these better by creating student writers who are more aware of what effective writing looks like, who care about what they write, and who take ownership and responsibility for their growth as writers.
Paula argues that a key element in close writing is learning to look and looking to learn by closely reading our own writing. Instead of focusing on the mechanics of their writing, she encourages students to read their words for understanding, clarity, and the effect they will have on an audience. She urges them to recognize their habits and their approaches to writing and to build upon them.
Close Writing is based on research and methods that are reliable and valid best practices, but it will not prescribe lessons or structures. It gives you a peek inside classrooms where teachers just like you are working with budding authors just like yours. Paula also provides considerations for ELL writers, as well as a section of interviews with authors. She shares an extensive reference/resource guide, and a companion website with students' work samples, reproducibles and templates, and videos of classroom writing lessons round out this must-have resource.
Isospectral are the groups with coinciding sets of element orders. We prove that no finite group isospectral to a finite simple classical group has the exceptional groups of types and among its ...nonabelian composition factors.
Trait-based revision lies at the heart of this book as it's been at the heart of Ruth's career in writing instruction. Rethinking revision is what will ultimately help you to teach writing well. This ...book shows you how to assess and teach writing in a way that's practical and doable-and best of all-you'll see results.
Differentiation of mantle-derived, hydrous, basaltic magmas is a fundamental process to produce evolved intermediate to SiO
2
-rich magmas that form the bulk of the middle to shallow continental and ...island arc crust. This study reports the results of fractional crystallization experiments conducted in a piston cylinder apparatus at 0.7 GPa for hydrous, calc-alkaline to arc tholeiitic magmas. Fractional crystallization was approached by synthesis of starting materials representing the liquid composition of the previous, higher temperature experiment. Temperatures ranged from near-liquidus at 1,170 °C to near-solidus conditions at 700 °C. H
2
O contents varied from 3.0 to more than 10 wt%. The liquid line of descent covers the entire compositional range from olivine–tholeiite (1,170 °C) to high-silica rhyolite (700 °C) and evolves from metaluminous to peraluminous compositions. The following crystallization sequence has been established: olivine → clinopyroxene → plagioclase, spinel → orthopyroxene, amphibole, titanomagnetite → apatite → quartz, biotite. Anorthite-rich plagioclase and spinel are responsible for a marked increase in SiO
2
-content (from 51 to 53 wt%) at 1,040 °C. At lower temperatures, fractionation of amphibole, plagioclase and Fe–Ti oxide over a temperature interval of 280 °C drives the SiO
2
content continuously from 53 to 78 wt%. Largest crystallization steps were recorded around 1,040 °C and at 700 °C. About 40 % of ultramafic plutonic rocks have to crystallize to generate basaltic–andesitic liquids, and an additional 40 % of amphibole–gabbroic cumulate to produce granitic melts. Andesitic liquids with a liquidus temperature of 1,010 °C only crystallize 50 % over an 280 °C wide range to 730 °C implying that such liquids form mobile crystal mushes (<50 % crystals) in long-lived magmatic systems in the middle crust, allowing for extensive fractionation, assimilation and hybridization with periodic replenishment of more mafic magmas from deeper magma reservoirs.
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