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For some time, like many elementary school teachers, write my essays, I write my essays writing in a way that invariably led to that response from my students, which made me think there had to be a better approach. Skills were taught as stand-alone topics, devoid of meaningful content. I taught in a diverse school in Washington, D. They might write about a museum visit, a day at the beach, or an outing with their dog. But for other students, often those from low-income families, write my essays, the question failed to elicit comparable answers. Instead, it simply highlighted inequities among my students and led to gaps in their performance, write my essays. I eventually became an assistant principal, but the problem stuck with me and continued to trouble my teaching colleagues.
We knew there had to be a better way, and together we began doing some research. We looked into knowledge-building curricula—materials that help students learn about important topics while developing critical skills at the same time. So, with a literacy approach that explicitly emphasizes the development of knowledge and skills, writing and reading lessons are deeply intertwined, rather than being taught as two separate and disconnected blocks. Writing assignments are rooted in the texts that students are reading, and texts connect important topics like history, science, or art. What a difference it made. To give you a sense of the change, in a fourth-grade class, students studied the American Revolution and read engaging, complex texts, like Liberty!
They enthusiastically participated in thoughtful discussions on what they read and dove into related writing assignments; for example, they took the perspective of someone who lived in the period and wrote an essay on whether the colonists were or were not justified in declaring independence from Britain. The result? Over time, our learners improved in literacy. We saw improvements in the quantity and quality of student writing. The experience they gained in answering text-based questions and supporting their work with text evidence also helped prepare them for standardized tests.
We used rubrics to measure growth, and we took notes on how students responded to writing tasks and monitored and recorded their progress, write my essays. For example, when studying a unit on food, students became adept at using words like esophagusintestineand villi. They were also able to answer more in-depth questions and apply their deeper knowledge to their writing. Anecdotally, we saw that they were more eager and excited to write, and their confidence grew, write my essays. On the rare occasion that did happen, we guided them toward the texts we were reading as a source of inspiration. The approach was both effective and equitable. My colleagues and Write my essays made the switch to this approach as a team.
We worked together to research curricular options, adopted a program we liked, and implemented it well. You can check out independent reviewers like EdReports. org for write-ups of programs and study a curriculum closely before selecting it. As an assistant principal, I often heard my teachers rave about our new approach to English language arts. They particularly noted how much write my essays fun students were having write my essays class and write my essays much more they were writing.
Building Knowledge and Skills I eventually became an assistant principal, but the problem stuck with me and continued to trouble my teaching colleagues. Develop an essential question around your central write my essays that sparks student inquiry and fosters critical thinking and deeper learning. Come back to the question in discussions and during lessons. Find grade-level texts that fit write my essays with that topic. Look for books that have received literary awards or that former students have loved and wanted to savor.
Layer fiction and nonfiction, introduce primary sources, and even weave in a study of fine art like paintings or photography. Listen to audio clips, and watch excerpts from films to offer access points for students with different backgrounds and language skills. I loved how our second-grade students, when studying the American West, were so inspired by the text, write my essays, The Buffalo Are Backthat they worked with our music teacher to write a song about the buffalo.
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