Esla Rubrics

My short writes responded and connected with the in class readings. The short writes helped me to think outside of the box. It made it more clearly for me to connect the readings with myself and to understand the material better. The short writes helped me narrow down my ideas for the issue analysis papers. The short write made it clear to me which issues I was most passionate about. I connected my personal thoughts and experiments with the class readings, which is a part of being a good writer. I was able to express my own thoughts without having a right or wrong answer. I could interpret the reading in my own way, which I liked. I could have been more specific in some of the short writes and brought more of my own thoughts into the writing.

Writing varies from a text message to a novel. Writers often have a difficult task in creating a piece of work that truly identifies the meaning of good writing. Every good writer usually starts with the basics such as genre, audience, rhetorical situation, and reflection of the piece. Throughout this semester, we have gone through all of these key terms in great detail with each new assignment that has come our way. In doing this, not only as students but also as writers, we have come to create our own theory of writing. Every writer has a different theory of writing though most are very similar. Now, at this point in the semester after doing countless journals, in-class exercises, and final assignments, I think I have figured out my own

The ELA Writing test consists of one text-based constructed-response item (students read a variety of texts and respond to a prompt).

It is a common occurrence for high school students in their senior year to experience declines in motivation and performance; most call it ‘senioritis.’ When students contract seniorits they become lax, neglecting their homework, turning in late papers, and generally losing effort. The majority of seniors continue on to graduate, only to receive a rude awakening once they enter college. While students may be able to graduate from high school without putting in too much hard work, college is indisputably a different story. In the documentary,”The Expos 5,” five college students provided a first hand look into how they learned to navigate the difficulties of expository writing. I related best to Arpan and Yasmeen, but I learned great lessons from all of the students.

In the article “Best Practices in Teaching Writing”, Charles Whitaker outlines eight points on helping students succeed as writers. The first

The first writer's workshop lesson was focusing on adding more adjectives to our writing. The goal was for students to be able to take a simple sentence and add adjectives and make the sentence more interesting. This is an important strategy to help students take short sentences and make them longer. If we teach children to add adjectives to their writing they can make their sentences longer and add more detail. This will make their writing more interesting to read because they are using more descriptive language. Good writers use adjectives to entertain their reader and offer more visualizations. This is very important for our young writers to learn and develop on throughout the year.

This entails working on the Seven Steps to Writing Success will be taught twice a week and writing tasks will also be included during literacy groups. Sizzling Starts and recounts will be the focus text in term one. Narrative and creative writing will be taught too and in both cases the emphasis will be on creating strong sentences with good structure. The lesson format for sizzling starts and narrative/creative writing will be explicit teaching to the whole class. My role as a teacher will be to identify the student’s level and provide appropriate feedback to support to move students toward the next level.

Students had previously covered the topic of developing fluency in multiplication by 2-digit numbers. After that topic students moved on to cover number sense, dividing by 1-digit divisors using mental math to prepare them for the following topic of my learning segment. The topic of my learning segment consists of developing fluency, dividing by 1-digit divisors. I designed my lesson as a three-day unit focusing on long division by modeling division with place-value blocks, dividing 2-digit by 1-digit numbers, and dividing 3-digit by 1-digit numbers. Students were introduced to division prior to my learning segment but the struggled to understand and comprehend division because students were only introduced to the division algorithm and were not provided with a mnemonic to help them recall the steps. Students also weren’t introduced to division with manipulatives or drawings. Therefore, I

5.Most of the composition of the AP language arts curriculum focuses on expository, analytical, and argumentative writing; however, the curriculum

I was expecting for the student to have a few difficulties solving the harder fraction problems. Angel, however, was having a very difficult time answering addition problems. He continuously solved addition and subtraction problems different ways. There were moments he added numbers starting from the left and other times he started at the right. In the end, Angel almost never got a question correct and when he did, his explanation showed that he did not understand the problem correctly.

I noticed that many students pretended to not understand and they just wanted to prolong until the class was over. I didn’t think it was necessary to repeat the video maybe more than three times. The teacher gave out the worksheet to the students prior to the video and the worksheet was going to be scored, so the teacher wanted to make sure that the students did ok. Most of the activities the teacher did for the class were limited to one activity and that was to practice with the groups, reviewing and practicing what the teacher just

In my English 1010 class, I have learned to do a number of things through writing essays. I have written a Literacy Narrative, a Discourse Community Analysis, and a Writing Research essay. Firstly, I have learned to identify how an author’s purpose, audience, genre, and context determine effective writing. The purpose of the literacy narrative was to help me understand myself better as a writer (Jones 1). My teacher was the intended audience of the narrative. The genre of the narrative was non-fiction because it was about my experience as a writer. The context of writing made my writing more interesting and more effective. All those things make effective writing because you have to know what you need to write about and who is receiving your writing. I displayed these skills by going into detail of my experiences with reading and writing through my life. In the narrative I shared how fun and exciting it was when my second grade class got the opportunity to write a book, A Book of Future Astronauts (Writing is Good).

Throughout the interview response essay, I have learned a lot about my writing. I have learned that I have not really perfected my own writing considering there were sentences that didn’t make sense. Even though I proof read and double checked everything I still didn’t catch my mistakes. I think this helps me understand that as a future teacher, there are always ways for improvements. Not only with writing, but also with my instructing. Some teachers may create one lesson plan and then use it over and over again when it’s not the most effective, so I think that it’s important to see what works for students and what doesn’t, just like in my writing. Some things may make sense to me, but may not make sense to the audience. I also learned through

During the semester, the class was assigned writing tasks that were intended to showcase our strengths and weaknesses in our writing. We were forced to think outside the box and expand on ideas in our readings. In the beginning of the semester, I was not certain what to except from this course. Writing has never been my strong suit, early in the semester I struggled with the writings. In high school, English class was not my favorite subject causing me to not gain the knowledge I should have, coming into this course with a poor knowledge about expository and narrative writing. Once I entered this course, the information that was received about expository and narrative writing helped me tremendously. I became accustomed to the new writing

We also did this type of narrative writing during our Daily 3 work writing center. Students were given writing prompts where they had to instruct three sentences using the same prompts they would use in the second ELA lesson. They would practice this skill at least two or three times before the second ELA lesson. If you look at the whole class chart that was constructed from my ELA lesson one you can students were able to recall the events and put them in the proper order. When the students were asked, what happen in the story then also had to tell me where it happen in the story, either at the beginning, middle, or end. They will use this chart to help them in the ELA lesson. If you look at the work samples they were in my WOTLA binder, you can see that my students constructed many different sentences, some were complex, and others were simple. These samples show that many of my students who struggle with sentence structure, approved greatly. They could construct sentences even if they were only two or three words. The lessons showed me that my students were moving from single word or phrases and