Inside the ELA Classroom

January 2020

Big picture
Big picture
Reading with fluency is critical for EVERY student. Yes, this includes middle and high school students as well. Research on learning to read shows us that without fluency of skill, readers struggle to pull words together in order to gain understanding - comprehension.

Think about fluency in comparison to cooking. When cooking with a new recipe - the first time it takes longer because one checks (and re-checks) the ingredients and continually verifies the next steps. Once the recipe has been made several times, the prep time is lessened because the cook has become fluent with the recipe. At that point when preparing the dish, the cook begins to experiment with spices and ingredients in order to change the recipes to better match individual tastes.

Reading fluency is similar in that the more efficient readers are with foundational and basic reading skills (phonemic awareness, phonics, decoding, multi-syllabic words), the more brain power available for comprehension. All students would benefit from more 'brain power' in that the rigor and Lexile levels of the text continue to increase.

Big picture
Spiral review is a critical component of any plan. Imagine learning something new with a week - a month - two months - or a semester going by before reviewing the material. Now it is Aril and time to test on this information. The more effective approach would include using spiraled instruction.

Teaching different comprehension strategies continuously through the year instead of in one big "chunk" (during reading block) falls in this scenario. Comprehension / reading strategies need to be taught in a spiral fashion across the content and genre. This practice allows students to review and practice consistently. This is important for students because learning is continuous which means texts and required expectations change along with Lexile material and rigor.

Big picture

It is not about the Cold Read - It is about the Comprehension

Reading comprehension is one of the most complex skills to teach. Because reading directly impacts all content areas, we could say it is one of the most important skills students must learn. Setting expectations for what reading looks like is imperative to ensure students understanding what reading and true comprehension looks like.

The 'cold read' occurs when students read text independently for the first time without instruction or support. Cold reads can be used to determine students' instructional levels for fluency and comprehension. Remember "cold reading" is an assessment tool - not a daily instructional tool. In order to strengthen comprehension, we build and activate prior knowledge about topics, genres.and vocabulary.

Once the cold reading activity has been completed the work begins. Comprehension strategies are designed to help students be purposeful, strategic, active readers. Below are a few strategies to help students inform their reading.

Big picture

Intermediate Phonics Study: Make it Relevant

Teach phonics in context: Use authentic text and/or vocabulary words found in the grade level standards. Integrate phonics and content instruction when possible. By using relevant literature and content material, teachers can introduce and reinforce:

  • beginning and ending sounds
  • blends
  • homonyms
  • letter recognition
  • rhyming words
  • silent letters

Integrate phonics instruction with word study: Teach students how to identify word parts, break words down into syllables, and use word families. Use content specific words to practice this skill.

Quick review game: Have students search for particular sounds on specific pages or recite words that have designated sounds. Allow time for quick games of Scrabble, Hangman, and Memory to target phonetic concepts.

Include high interest/low readability texts in your classroom libraries. Also include pre-reading activities to activate student interest and strengthen background knowledge. For example, before studying the American Revolution, introduce the vocabulary by encouraging students to act out events that lead to the Revolution.

Big picture
Big picture
Big picture

10 Reasons You Should Read Aloud to Big Kids, Too

Even after kids can read on their own, they benefit from being read to. Here are 10 good things that come of it. By Regan McMahon 6/26/2017

Every parent knows that it's good to read to kids when they're little. It helps babies, toddlers, and preschoolers develop spoken language, recognize letters and words, and get ready for kindergarten. But it's actually beneficial to read to kids even after they can read on their own. Research shows that continued reading aloud after age 5 (and well beyond) improves reading and listening skills and academic performance.Everyone loves a good story, whether it's in the form of a paper book, an ebook, an audiobook, or even a podcast.

Here are 10 key reasons to keep reading aloud to older kids:

It builds vocabulary. Kids who are read to encounter more words -- and learn how to recognize and pronounce them -- than they would by just being spoken to. Studies show that having a large vocabulary can help kids perform better in school.

It improves comprehension. When kids are engaged and invested in the story, they understand it more thoroughly. You can check in as you go to see whether your kid understands what’s going on and ask what they think will happen next, what they think of the characters, and so on.

It's wonderful for bonding. Positive experiences and warm memories of hearing stories from a loved one can inspire a lifelong love of reading. Award-wining novelist T.C. Boyle told a crowd at the 2017 Los Angeles Times Festival of Books that he learned to read not in school but from his mom reading to him -- and that when he reads now, he still hears her voice in his head.

It provides positive modeling. Kids learn through observation and modeling. Reading aloud lets them hear what language sounds like. You can also model how to analyze a story as you read and how to figure out the meaning of a word using context clues.

It improves listening skills. Reading aloud nurtures appreciation of rich language and helps train kids' ears for understanding instruction in school. According to educator Jim Trelease, author of The Read-Aloud Handbook, "A child’s reading level doesn't catch up to his listening level until eighth grade."

It's a way to discover the classics. Kids may be put off by the challenging language of Shakespeare or the old-fashioned settings of Jane Austen in school, but in a cozy setting at home, you can help the text come alive as you take on different characters' voices and fill in historical context.

It helps with discussing difficult issues. Kids may tune out if you lecture them about what to do and what not to do. But if you read a story that shows characters grappling with serious conflicts and the consequences of their actions -- or facing bullying, racism, religious or ethnic bias, or gender discrimination -- it's a way into talking about complex, topical matters.

It's a way to Introduce different genres. Reading aloud lets parents introduce kids to different types of books and stories, helping kids learn which kinds they'd like to choose for themselves. Reading a variety of material boosts all kinds of learning. Try poetry, satire, manga, and autobiographies.

It's a portal into your kids' interests. Reading books on subjects or in genres kids love (sci-fi, fantasy, mysteries, thrillers, graphic novels, Norse mythology, Minecraft, whatever!) gives you something to share and discuss, while also putting you on a level playing field -- rather than you always being the teacher who knows more than they do.

It sparks curiosity and a thirst for learning. Nonfiction books make great read-alouds, too. For older kids and teens, try books or articles by journalists covering current or recent events and world issues. And there are lots of popular histories that are so engaging they read like nail-biting fiction.

Taken from common sense media

Interactive Read Alouds

Interactive read alouds are important for students, especially in the elementary levels. This module shows how to provide students access to challenging text and interesting content while supporting their understanding.

Comprehensive Reading Solutions Professional Development Module - Interactive Read Alouds

Big picture

Utilize the One-Pager

A One Pager is a single-page response to reading. It allows students to be creative and experimental. This activity connects verbal and visual - it connects words and images. The one-pager becomes a metaphor for the reading. Follow the link to find a one page document that requires a high-level overview to complete. The one-pager is visually stunning, forces critical thinking, and allows students to showcase originality and perspective.
Big picture

Click on the graphic above or HERE to access some step-by-step processes to help maneuver the new platform.

Don’t forget, we have the online support of Renaissance

  • Live Chat: The link for the live chat is in the upper right-hand corner of your Renaissance home page when you are logged in.
  • Email Support: Email us at
  • Renaissance Refresher: Subscribe to the bi-weekly E-Newsletter and stay informed about key updates. The newsletter includes tips and resources.

Big picture
Big picture

    Use the Frayer Model as a strategy to develop students’ understanding of content specific vocabulary. The Frayer Model is a graphic organizer that encourages students to analyze and apply key vocabulary and terms in a variety of ways. It includes four basic sections that are used for each vocabulary word:

    • definition

    • characteristics

    • examples

    • non-examples

    Through the Frayer Model, students analyze new vocabulary by considering a word’s definition and characteristics. Students then apply this understanding by determining examples and non-examples of a word from their own lives and experiences.

Big picture

January Activities

January 1 (New Year's Day)

January 2 (Science Fiction Day)

January 3 (J.R.R. Tolkien born - 1892)

January 5 (Dr. George Washington Carver Recognition Day)

January 6 (Thank You Month)

January 7 (Youth Mentoring Month)

January 8 (Earth's Rotation Day)

January 9 (First iPhone introduced in 2007)

January 18 (Thesaurus Day)

January 21 (Dr. Martin Luther Kin, Jr. Day)

Analyze Dr. King's I Have a Dream Speech

January 23 (National Handwriting Day)

January 27 (Holocaust Remembrance Day)

January 29 (National Puzzle Day)

January 29 (Oprah Winfrey Birthday)

January 30 (Great Kindness Challenge)

January 31 (Jackie Robinson's Birthday - 1919)


It is time to introduce the third installment of the district writing initiative. Remember, this is an optional writing activity available for all grade levels. Teachers are encouraged to use the Targeted Writing Plan (elementary or secondary), the appropriate narrative rubric as well as the grade specific ALDs for writing to spiral instruction.

Although the topic is very broad, look to the grade level W3 standard for key concepts and specific techniques. [elementary , grade 6, grade 7, grade 8, high teacher guidance documents] When students complete the piece independently, the work may be considered in the Young Georgia Authors Competition. Share student work with me no later than - Monday, January 27th (5:00pm). All student work will be featured in the February edition of the ELA newsletter.

See the graphic above for the writing idea. Remember, writing improves students communication skills and provides a method for expression. No matter the age, grade level or ability of students, consistent writing practice boosts the students' skills and comfort level. It helps cement new concepts by directing students to describe learning in their own words. Through writing students are forced to organize their thoughts, sequence ideas into a story, and record important moments.

The ELA Assesslets and Georgia Milestone provided data to develop the Targeted Writing Plan. Student data is the driving force to adjust instructional practices in writing.

Elementary Plan

Secondary Plan

Big picture
Big picture

Brainstorming Exercises

Free-writing / Quick Writing. Use a clock, watch, or timer to keep track of time. Choose a topic, idea, question for consideration. It can be a specific detail or a broad concept. Students should write (on paper or on a computer) for 3-10 minutes non-stop on that topic. If they get stuck and don’t know what to say next, write “I’m stuck and don’t know what to say next…” At that point the students should asking themselves “what else?” until another idea comes to you.

Do not be concerned with spelling, grammar, or punctuation. The goal is to generate as much information about the topic in a short period of time and to get used to the feeling of articulating ideas on the page. It’s ok if it’s messy or makes sense only to the writer. This activity can be repeated several times, using the same or a variety of topics.

Clustering/Webbing. Use a clock, watch, or timer to keep track of time. Put a word in the center of a piece of paper and circle it. As fast as you can, free-associate or jot down anywhere on the page as many words as you can think of associated with your center word. If you get stuck, go back to the center word and launch again. Speed is important and quantity is your goal. Don’t discount any word or phrase that comes to you, just put it down on the page. Jot words for between 3-8 minutes. When you are finished you will have a page filled with seemingly random words. Read around on the page and see if you have discovered anything or can find connections between any ideas.

Cubing. This technique helps you look at your subject from six different points of view (imagine the 6 sides of a cube). Take your topic or idea and 1) describe it, 2) compare it, 3) associate it with something else you know, 4) analyze it, 5) apply it to a situation you are familiar with, 6) argue for or against it. Begin to write a paragraph, page, or complete essay using the six points of view.

Listing. On a piece of paper list all ideas you can think of connected to the given subject. List quickly and put the list aside for a few minutes. Go back and read the list and revise.

The Writing Center - University of North Carolina at Chapel Hill

Big picture

Importance of Writing in Elementary Schools

by J. Polisena, Demand Media

Writing is an essential skill can benefit students for the rest of their lives. Introducing and practicing writing with engaging activities in elementary school, can foster confidence and a lifelong love of writing. Immediately, writing skills are important for elementary students' continued learning in all academic areas, communication and self expression, according to the Institute of Education Sciences.

Academic Development

In addition to improving penmanship, writing exercises in elementary school support development of critical thinking and problem solving skills. Students also learn the writing process, from outline to finished product, which translates into other aspects of life and learning. For example, students can use planning and organizing, research and peer review to learn topics in mathematics and science, make dinner or build a doghouse. Writing about the world is also important for vocabulary and reading development.

Emotional Development

According to The College Board, creative and reflective writing exercises build confidence and appreciation for writing. Through journals and personal story writing, children can discover their identities and work through real life problems. A report by the U.S. Department of Health and Human Services points out that when parents separate or children must deal with bullies, loss of a pet or other types of stress, writing can provide a therapeutic outlet to help them cope.

Social Development

Writing helps children connect to the world around them, both on and off the page. Since writing requires the student to consider audience and purpose, for example, practice can help the student apply the same considerations to verbal communication. The writing process, complete with peer review and feedback, allows students to learn from each other. Creating these environments at a young age teaches students to both accept and deliver constructive criticism. Further, collaborative writing projects, such as creating a class newspaper, enables students to achieve writing goals together.


As children progress through their school years, they will need to be both literate and computer literate to succeed. While the two skills complement each other, some computer tools, such as spelling and grammar checks, can inhibit developing writing skills. By writing with a keyboard, for example, students are not practicing handwriting. It is also important for students to know that these tools should supplement their own knowledge, not replace it, because even computers make mistakes.

Big picture

Writing Ideas for January

1. Every snowflake is unique. I am unique because...

2. If I were a snowflake.

3. My favorite book to read on a cold winter day.

4. The snowman suddenly began to move...

5. Does snow falling have a sound? How do you know?

6. A snowman came to your classroom door. Give him a name and write a descriptive story to tell me about your day together.

7. The best and worst thing about winter.

8. You were awarded a pet penguin who loves to "tweet." Write a narrative about a day with your penguin build around two of his/her tweets.

9. The Abominable Snowman and Frosty found out they were related. Write a story to tell about the day these two snowmen found out they were related.

10. January is National Soup Month. You were chosen to develop a new soup for the cafeteria. What is the name of your soup? What are the ingredients?

11. January 18th is Winnie the Pooh Day. What would your adventure be if you met Winnie the Pooh?

12. January 24th is National Opposite Day. What would a day of opposites look like?

13. Dr. Martin Luther King, Jr.'s birthday is January 15th. Write your own speech about your hopes and dreams for the world.

14. Look at some of these photographs of the most historic moments of Dr. Martin Luther King's life. Write a summary of your thoughts to attach with one of the pictures.

15. Dr. Martin Luther King said, "If a man is called to be a streetsweeper, he should sweep streets even as Michelangelo painted, or Beethoven composed music, or Shakespeare wrote poetry. he should sweet streets so well that all of the hosts of heaven and earth will pause to say, here lived a great streetsweeper who did his job well." What does this quote mean to you?

16.Write a poem about winter. How does the air feel? What sounds do you hear?

Big picture
Big picture

Writing contests added in this publication! Look carefully.

Young Georgia Authors Writing Competition

Each school is invited to submit one entry per grade level (K-12) for the district level competition. Students may write from a genre of their choice. This link will direct you to the landing page to see 2019 winning entries and honorable mention entries. The revised Official Rules Booklet is available HERE. At the district level we will follow all guidelines provided in the booklet. Entries may include: Short Stories, Poetry, Essays/Literary Criticism/Analysis, Journalism, Academic/Research Reports, Personal Narratives, or any other original student work.

School level winning entries must be received by Thursday, February 6, 2020, 5:00pm. Please send four copies of each winning entry, the original piece, and the completed 2019-2020 Entry Form with parent signature.

A panel of reviewers will select the Coweta County School System grade level winning entries. District winners will be announced by February 28th.

Kennesaw Mountain Writing Project

Leslie Walker - Writers of Promise Contest

Teachers are invited to submit up to 20 of their students’ most interesting pieces to our contest.

  • Open to All Content Areas
  • Entries are judged in three groups GRADES 3-5 GRADES 6-8 GRADES 9-12
  • Submission Dates February 10 to April 14
  • Entries may be submitted digitally via or e-mail

Achievement Awards in Writing (11th grade students)

2020 AAW Prompt: Why Do I Write? (#whydoiwrite)

Purpose: To encourage high school juniors to write and to publicly recognize the best student writers.

  • Schools in the United States, Canada, Virgin Islands and American Schools Abroad are eligible to nominate juniors. Nominating schools must be US accredited.
  • Participating students submit two types of writing: themed writing and best writing.
  • Electronic submissions only. Deadline February 14, 2020

Engineer Girl Annual Essay Contest

Engineer Girl sponsors an essay contest with topics centered on the impact of engineering on the world. Students can win up to $500 in prize money. This contest is a nice bridge between ELA and STEM and allows teachers to incorporate an interdisciplinary project into the curriculum. The new contest prompt is published in October. Check out the educator’s page for more information about how to support this contest at your school.

Age Groups: 3rd–5th grades; 6th–8th grades; 9th–12th grades

Essays must be submitted by February 2020

How to Enter: Students submit their work electronically. Word limit varies by grade level. Check out the full list of rules and requirements here.

Promising Young Writers Program

1) To stimulate and recognize the writing talents of eighth-grade students and 2) to emphasize the importance of writing skills among eighth-grade students.

This year’s theme invites eighth-grade writers to explore their life in Nature. We hope that this year’s theme will support teachers’ efforts to facilitate both eighth-grade writers’ inquiries into their values and their experiments with embodying those values in social interactions with others, particularly those interactions mediated by reading and writing. In this way, this year’s theme promotes literacy education for social action and civic responsibility.

2020 Themed Writing Prompt

My Nature

If we will have the wisdom to survive

to stand like slow growing trees

on a ruined place, renewing, enriching it

then a long time after we are dead

the lives our lives prepare

will live here.

—Wendell Berry

Much of the suffering in the world arises from human beings’ tendency to forget, deny, or misunderstand our primary bond with Nature, our dependence on Life for life. This year, we invite you to write about your relationship with Nature.


November 11-December 15: Encourage your students to write, edit, revise, and finalize their submissions.

December 15: Awards link will open to accept submissions.

DEADLINE for All Submissions: February 15, 2020*

Scholastic Art & Writing Awards

The Scholastic Art & Writing Awards are the nation’s longest-running and most prestigious recognition program for creative teens in grades 7–12. Through the Scholastic Awards, teens in grades 7–12 (ages 13 and up) from public, private, or home schools can apply in 29 categories of art and writing for their chance to earn scholarships and have their works exhibited and published. Beyond the Awards, the Alliance for Young Artists & Writers produces a number of programs to support creative students and their educators, including the Art.Write.Now.Tour, the National Student Poets Program, the Scholastic Awards Summer Workshops and Scholastic Awards Summer Scholarships programs, the Golden Educators Residency, and much more.

For the 2019 competition, students submitted nearly 340,000 works of visual art and writing to the Scholastic Awards; nearly 90,000 works were recognized at the regional level and celebrated in local exhibitions and ceremonies. The top art and writing at the regional level were moved onto the national stage, where more than 2,700 students earned National Medals.

Students may begin submitting work in September by uploading it to an online account.

Promising Young Writers Program (8th grade students)

2020 Themed Writing Prompt

My Nature

If we will have the wisdom to survive

to stand like slow growing trees

on a ruined place, renewing, enriching it

then a long time after we are dead

the lives our lives prepare

will live here.

—Wendell Berry

Much of the suffering in the world arises from human beings’ tendency to forget, deny, or misunderstand our primary bond with Nature, our dependence on Life for life. This year, we invite you to write about your relationship with Nature.

DEADLINE for All Submissions: February 15, 2020*

American Foreign Service High School Essay Contest

The American Foreign Service Association’s national high school essay contest completed its twenty-first year with nearly 700 submissions from 41 states and five countries.

Age Group: 9th–12th grades

Deadline for submission: April 6, 2020

How to Enter: Each year a new prompt is published in September. Stay tuned to the contest web page so you can find it when school begins. Winners receive full tuition to the Semester at Sea program as well as a trip to Washington, DC, to meet with a leader at the Department of State.

The Ocean Awareness Contest

This competition invites students to use their creativity to make a difference for our planet. As the creators share on their website, “Our contest is a call for young artists, thinkers, and activists who are concerned about the future of our human and natural communities to use their creative voices to explore, express, and advocate for issues related to climate change and our oceans.” Students are eligible for a wide range of monetary prizes.

Age Groups: Ages 11–14 (Jr. Division); Ages 15–18 (Sr. Division)

Contest deadline: June 15, 2020

How to Enter: Students may submit work in the categories of art, poetry, prose, film, or music which must always be accompanied by a reflection. Check out the contest details for a set of educator resources as well as the new contest prompt coming out in September.

John F. Kennedy Profile in Courage Essay Contest

Description: This annual contest invites students to write about a political official’s act of political courage that occurred after Kennedy’s birth. The winner receives $10,000 as well as a trip to Boston to accept the award.

Age Group: 9th–12th grades

How to Enter: Students must submit 700–1000 word essays by January 18, 2019. The essays must feature more than five sources and a full bibliography. Read the requirements and find the link for submission here.


  • The contest deadline is January 17, 2020 at 11:59 PM (EST).
  • Essays can be no more than 1,000 words but must be a minimum of 700 words. Citations and bibliography are not included in the word count.
  • Essays must be the original work of the student.
  • John F. Kennedy, Robert F. Kennedy, and Edward M. Kennedy are not eligible subjects for essays.
  • Essays must describe an act of political courage by a U.S. elected official who served during or after 1917, the year John F. Kennedy was born. The official may have addressed an issue at the local, state, or national level. See Contest Topic and Information and Helpful Tips for Writing Your Essay for more information.
  • Essays about past recipients of the Profile in Courage Award will be disqualified unless they describe an act of political courage other than the act for which the award was given.
  • Essays about the senators in Profiles in Courage will be disqualified.
  • Essays must have a minimum of five sources.
Big picture
Big picture

ELA Professional Learning Sessions


Monday, January 9th, 9:00- 3:00pm


Reading, Writing and Science: The Perfect Combination

In this professional learning experience, teachers will explore strategies that use science to drive literacy. Complete the RESA registration process. Use this link to register.

Thursday, January 16th, 2:45 - 3:45pm

Werz, SD-1

Grade 1 District meeting

All 1st grade teachers are invited to participate in this district ELA department meeting. Participants are asked to bring a Chromebook.

Thursday, January 23rd, 2:45 - 3:45pm

Werz, SD-1

Grade 2 District meeting

All 2nd grade teachers are invited to participate in this district ELA department meeting. Participants are asked to bring a Chromebook.

Tuesday, February 4th, 9:00 - 3:00pm


Model ELA Classroom for Elementary Teachers

In this professional learning experience, teachers will receive hands-on experiences in guided reading, independent reading, conferring, strategy groups, and writing. Grade band (K-5) opportunities to see balanced literacy in action will be provided. Complete the RESA registration process. Use this link to register.

Please review your Professional Learning Schedule for a complete list of opportunities.


Monday, January 9th, 9:00- 3:00pm


Reading, Writing and Science: The Perfect Combination

In this professional learning experience, teachers will explore strategies that use science to drive literacy. Complete the RESA registration process. Use this link to register.

Wednesday, January 29th, 4:00 - 5:00pm

Werz, SD-1

Secondary District ELA Meeting

All secondary ELA teachers are invited to participate in the monthly ELA department meeting. The discussion topic for this session will include GCA Assesslet review. Participants are asked to bring a Chromebook.

Please review your Professional Learning Schedule for a complete list.


Monday, January 9th, 9:00- 3:00pm


Reading, Writing and Science: The Perfect Combination

In this professional learning experience, teachers will explore strategies that use science to drive literacy. Complete the RESA registration process. Use this link to register.

Tuesday, January 14th, 8:30 -3:30pm


WORLD LANGUAGE District Curriculum Development Meeting

In this professional learning experience, world language teachers will work collaboratively to review current state standards, expectations, and district pacing resources. Participants are asked to bring Chromebooks or other technology.

Please review your Professional Learning Schedule. Dates are TBD based on submissions from your Department Chairs.

Big picture
Big picture
Have you heard of "blank page syndrome?" This happens when students stare at a blank screen or paper. The cursor blinks, the pencil swings, or the pen twiddles without any words appearing on the page. Some research says that writing with fluency and volume is unnatural. Through the use of writing strategies, our objective will be to ease the stress of writing for our students.

Research based instructional strategies positively impact student learning. Each month check back for different writing strategies. When using any strategy, teachers should (1) ensure students understand why the strategy is useful, and (2) describe explicitly how the strategy could be used. Demonstrate, model , and follow-up with independent practice opportunities. Remember to share these writing strategies with your colleagues in other content areas. We are in this together!


Speech Bubbles Let Your characters Talk

Draw a scene that includes characters. Students will draw speech bubbles and add the talking on paper that they imagine. for some writers, the dialogue will stay in the speech bubbles on the picture. For other writers, the speech can be added into the writing.

Serravallo, J. (2017)

Strategy 6.3

The Writing Strategies Book

Use Imagery to Make Facts Come Alive

Write a fact about the topic. Create a scene in which the fact comes alive. Write using imagery by giving the topic actions (perhaps by personifying it) or with metaphors. Reread the piece and make sure the facts are still true.

** Think about the fact. Can you image that happening? Describe a realistic scene. Remember to not steer too far from the fact.

Serravallo, J. (2017)

Strategy 6.35

The Writing Strategies Book

Talk to Yourself

Speak aloud about what you want to write. Pay attention to what you say and the voice used. How would you translate what you are saying into writing.Revise the draft and capture the sound you heard in the writing.

Serravallo, J. (2017)

Strategy 6.39

The Writing Strategies Book



Review previously introduced writing Strategies


Quick Writes


What's the Writing Rule


Show, Don't Tell: Using Senses

Show, Don't Tell: Emotions


Transition Words

Word Mapping

Color Coding


Making a List

Quick Writes


Contact Dr. Paula Baker, ELA/Literacy Content Specialist with any questions, comments, or concerns.

Education is the most powerful weapon which you can use to change the world.

~Nelson Mandela

Nine-tenths of education is encouragement.

~Anatole France

The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education.

~Dr. Martin Luther King, Jr.