INCREASE writing VIGOR in Your students

For many students, writing is an almost “mysterious” task where it seems, some students are just naturally gifted writers. This presentation will take the “mystery” out of the writing process to empower all students of all abilities toward writing success. Peg will define rigor and explain why all teachers want to employ writing VIGOR instead of rigor. She will explain authentic writing and how to write for an authentic audience. In addition, Peg will demonstrate how to give students opportunities that move beyond the basic writing format and focus on writing goals that demonstrate how to think critically, creatively, and credibly. Finally, Peg will demonstrate writing scaffolding tools meant to engage all writers in a culturally responsive and respectful way.

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Here are the reproducibles:

Persuasive Writing Template

Narrative Writing Template

Expository Writing Template

Descriptive Writing Template

• Six Word Memoir

Analytical Writing Templates

• The GRE Analytical Writing Templates

• AI Thesis Statement Generator

• Paper 2 Complex Synthesis Outline

• Literary Analysis Essay Graphic Organizer

• Essay Outline Writer

Prediction

• Now That I Know: Previewing as Pre-Reading

• Predict-O-Gram

• Before Reading Strategies

  • Blooms Sentence Starters

  • How Well Do I Know These Words?

  • Text Features

Reaction

• TAP (Topic, Audience, Purpose)

• During Reading Strategies

  • Main Idea with Details

  • Cause Effect

  • Inference

Reflection

• In-Class Reading Strategies to Empower Student Learning

• Student Feedback Form

• After Reading Strategies

  • Whats the 411

  • One Pager Sentence Starter

  • A Time for Reflection

Recursive Writing

• Pre-Writing

• Brainstorming

• Describing Wheel

Drafting

• Paper 2 Complex Synthesis Compare/Contrast Outline

Editing/Revising

• Editing Checklist

• 12 Strategies for Encouraging Students to Want to Revise their Writing

Publication

• Publishing Opportunities for Students

The Rigor of Vigor

Vigorous Writing

Text Dependent Questions

CRAAP Test Worksheet

• Sports Illustrated Has Hired - and Fired - Some Strange New Writers

Incorporating Vocabulary

Critical Thinking Skills

The Seven Proficiencies

Critical Thinking (Defined)

Divergent Thinking

Open-Ended Questions

Credible Sources

Credible Evidence

What We Know for Sure

• The End of High School English

• The College Essay is Dead

• Some Ideas for Using ChatGPT in Middle and High School Classes

• ChatGPT for Teachers: 20+ Tips, Ideas, Prompts, and More

• Edutopia

ChatGPT in Ten Minutes (Video)

ChatGPT for Feedback (Video)

How to use ChatGPT for free: A step-by-step guide

How to Increase the Vigor of Your Writing Tasks

I will explain authentic writing and how to write for an authentic audience. I will demonstrate how to give students opportunities that move beyond the basic writing format and focus on writing goals that demonstrate how to think critically, creatively and credibly. Finally, I will offer writing scaffolding tools meant to engage all writers.

In the Classroom and Beyond

In this interactive presentation, we will discuss our unique roles as literacy specialists and our invaluable obligation to share as much of our knowledge with our peers; building and curating those classroom connections of reading, writing, speaking and listening. To build those connections, we must apply inquiry as the basis for a curious, passionate classroom, encouraging students to metacognitively reflect upon their own learning process. Finally, I will demonstrate how to embed inquiry into lessons and offer examples of how inquiry can empower your students to wonder and imagine in the classroom and beyond.

School leaders must apply research, resources, skills and strategies to help create literacy-rich classrooms. In this presentation, Peg Grafwallner, an Instructional Coach and Reading Specialist, will share various school-wide literacy supports meant for all students and all ability levels, reflecting on these valuable questions: What do we want our students to know? Why do we want our students to know it? and How can it be learned in different ways? In addition, Mike Roemer, Principal of Ronald Reagan College Preparatory high school, will offer explicit documented success showcasing the process, product, and progress of these supports. As a result, participants will be able to use these suggestions to develop their own authentic and equitable supports meant for all student abilities 

In today’s complex and data-driven classrooms, it is imperative, now more than ever, that teachers utilize all the tools at thier disposal. As a result, teachers must apply research, resources, skills and strategies to create 21st century learning opportunities. I will offer researched articles linked to cross-curricular resources connected to specific skills related to content area strategies demonstrating how to seamlessly imbed research, resources, skills and strategies into various disciplines. Progress monitoring tools will be provided illustrating the connected outcomes. As a result, participants will be able to created lessons based in research and grounded in skill.

Join Peg Grafwallner as she offers ways to build prior knowledge and how prior knowledge can successfully impact the application of before, during and after reading strategies.

Here’s the link from Peg’s presentation.

https://docs.google.com/presentation/d/1vKQZXPA1g-bTFB8y30J3StdSWrGRQ6pIWTwEn8hskZU/edit#slide=id.g35f391192_00

For many students, disciplinary reading has been a mysterous concept they have never quite mastered. Peg will demonstrate how to apply research-based real, relevant, and relatable literacy strategies meant for all readers and all abilities. All strategies will be available through embedded links giving teachers the opportunity to use the strategy in their classes. In addition, we will discuss ways to differentiate and scaffold strategies to ensure success for all readers, and finally Peg will share various assessment tools intended to encourage reading; not evaluate the reader.

Crafting a quality learning intention takes planning. Often, teachers will use an activity as their learning intention. The learning intention focuses on what we want our students to know and do. Create the learning intention first, then determine the success criteria that students can use to assess their understanding, then create the activity. As you plan instruction, ask yourself: What do you want your students to know? Why is that important? Can they learn this information another way? How? Design a learning intention and success criteria that support your students’ learning and skills they can apply to their academic life.

How to Create a Community of Choice in Your Classroom

Door County Reading Council

Door County Community Foundation

222 N 3rd Ave, Sturgeon Bay, WI 54235  
5:30-7:00 p.m.

Alverno's Leadership Conference

3400 South 43rd St., Milwaukee, WI  53234

10:15-11:30 a.m.

Peg's book offers practical techniques and research-based suggestions where all students, regardless of their abilities, are actively engaged in a vigorous, scaffolded, differentiated classroom taught by a compassionate, equitable teacher. With 25 years of classroom expertise and 27 years of parent experience, Peg shares her down-to-earth suggestions for building classroom community and embracing all learners. She offers concrete suggestions in creating respectful parent and student partnerships meant to empower students and expect their success, and finally, she designs respectful ways to encourage teachers to support each other and the teaching profession.