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Jan 2011 article about research into the nature of reading - print v online and our need to explicitly teach how to read online

[DOC] Instructions for Classroom Dynamic Criteria Mapping Instructions for Classroom Dynamic Criteria Mapping © 2005 Bob Broad Dynamic Criteria Mapping (DCM) is a process by which you and your students can discover what you, the instructor, value in student work. DCM yields a more empirically grounded, more detailed, and more useful account of your values than traditional rubrics can. The process is a streamlined form of grounded theory (as summarized by Strauss and Corbin in Basics of Qualitative Research, Sage 1998). Here is a brief set of instructions by which you can try classroom DCM. Read What We Really Value: Beyond Rubrics in Teaching and Assessing Writing by Bob Broad (Utah State University Press, 2003). The book offers historical and theoretical background on DCM, a detailed example of DCM in action, and more specific instructions on how to undertake the process at both the classroom and programmatic levels. Collect data. Once you have handed back to your students two or three substantial sets of responses to their work, ask your students to gather together those responses and bring them to class on the appointed day. Ask students to prepare by noting specific comments you made, in response to specific aspects of their work, that show something(s) you value. Note: you show what you value both in those qualities whose presence you praise and in those qualities whose absence you lament. On the appointed day, ask students to work together to generate a long list of qualities, features, or elements of their work that you have shown you value. Ask for illustrations or quotations that demonstrate each value they identify. Ask for passages or excerpts from their work that demonstrate those values. Analyze the data. After you and your students have created a large "pile" of evaluative statements and indicators, it is time to analyze the data to create a representation ("map") of your values. The key is not to rush this

Welcome to the articles and resources section of our site. On the left, you'll see a list of links with useful information about how to better use Vocabulary and SpellingCity at home and in the classroom. Also, there is an extremely useful section of the forum where Vocabulary and SpellingCity users are sharing their lists. Dolch Words Compound Words Literature-Based Words Sound Alike Words Homophones, Homonyms, and Homographs Research and Articles about the importance of spelling and reading

Harvard explains critical reading. Via Jim Burke.

Beautiful thesaurus / dictionary / demonstaration of words' relationships.

Great site for finding right search engine - groups them and gives examples of what they do

Should your students be writing in electronic formats? I think so.

Citation Wizards - different styles

just type in a keyword!

digital writing is changing the nature of writing

Full texts useful to teachers of writing

Peter Smagorinsky hosts this web site and populates it with links to exceptional, full texts, useful to teachers of writing. Here you'll find George Hillocks' "Observing and Writing," Johannessen, Kahn, & Walter's "Designing and Sequencing Prewriting Activities," and many other works. It's a gold mine.

Free tool for following the work of your favorite researchers. Requires download.

Contains research summaries and videos that dispel myths about diverse learners. A great resource for online or hybrid professional development