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14 Three Go-To Shared Writing Strategies...ONLINE!

Join me for a webinar on powerful strategies that you can use on a regular basis to write a summary that reviews the information and language used in the Guided Oral Input from the lesson, and gives you easy, low-stress ways to model how to apply the language from Guided Oral Input and Scaffolded Oral Review, the two preceding components of the daily framework that forms the basis of Stepping Stones,.

Get a PDF overview of Shared Writing with links to strategies an anchor charts for every cycle and phase of the whole year, Description, Narration, Information, and Opinion/Argumentation, to deepen students' communication abilities in language functions such as, in Description, describing using sensory details, or describing people's preferences and internal/external qualities (height, personality, emotions, etc.) and for Narration, using action words in the past, and adding in the story characters' inner thinking and dialogue in the present and future.

We will dive deep into the three strategies of Write and Discuss, Anchor Charts, and Write Inside the Story/Parallel Texts, including how to use these strategies online, AND how to differentiate for mixed-ability classes that may include heritage learners or native speakers. You will also receive a PDF of what may be the cutest Shared Writing strategy EVER, the "Word Rainbow" (also known as the "Farmer in the Dell" sentence writing strategy. We will also discuss how to adapt these strategies and use Google Forms to collect student responses and grade them easily, using Kaitlin Leppert's Distance Learning Hack, which is super-simple and super-easy to use to collect data as your students interact with you online, either synchronous or asynchronous (recorded) instruction.

Check out the whole series of Curriculum Care Packages!

Each one comes with a different hot-off-the-press really cool-looking PDF from the latest set of Stepping Stones documents.



Your Instructor


Tina Hargaden
Tina Hargaden

Tina Hargaden has been a K-12 educator for 17 years, and has taught middle and high school English Language Arts, Reading, Social Studies, French, Spanish and ESOL. Her passion is supporting teachers to strengthen their literacy instruction, design courses that foster efficient and lasting language acquisition, and implement authentic performance assessment, because it is her firm belief that when we shift our language instruction to a proficiency stance, we help ensure equitable access to academic success for more students. She lives in Portland, Oregon and is the founder of the World Language Proficiency Project and CI Liftoff. Tina is the co-author of the book, Year-One:A Natural Approach to the Year, which provides step-by-step guidance for a year of communicative, proficiency-oriented World Language instruction. She has presented and keynoted at numerous state, regional, and national conferences, worked with many school districts and departments, and given workshops and institutes to educators all over to support them in strengthening language outcomes for all students.


Frequently Asked Questions


When does the course start and finish?
The course starts now and never ends! It is a completely self-paced online course - you decide when you start and when you finish.
How long do I have access to the course?
How does lifetime access sound? After enrolling, you have unlimited access to this course for as long as you like - across any and all devices you own.
What if I am unhappy with the course?
We would never want you to be unhappy! If you are unsatisfied with your purchase, contact us in the first 30 days and we will give you a full refund.

This is worth way more than $12.00, but I want you to have this information so much that I am selling it super low. Just click that button and get on it!

Anyway, if the webinar bores you (unlikely; I am pretty amusing and have lots to share with you) or the resources don't thrill you 1000% you can always get your twelve bucks back if you let us know you want a refund in the first 30 days.

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