Strategies

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Glossary for Strategies and Terms in the ELD Matrix

A - B - C - D - E - F - G - H - I - J - K - L - M - N - O - P - Q - R - S - T - U - V - W - X - Y - Z

This document acts as a glossary for strategies and terms you will find in the ELD Matrix. We have defined and explained the most common strategies listed in the ELD Matrix. Many of these strategies span multiple grade levels. Please refer to the ELD Matrix for this information.

10 / 2 : (Costa, 1983) 10 minutes of teacher talk with 2 minutes for student processing of new ideas. Often called "Chunk and Chew".
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10 Important Sentences : (Gonzalez, 1994) Simplifying a piece of literature in 10 structured sentences.
Link: http://www.brocktonpublicschools.com/page.cfm?p=1261

Academic Language: (Adapted from Vanessa Girard) Academic language is the language of schooling. It is through this language that school subjects are taught and through this language that students' understanding of concepts is displayed and evaluated. Academic language is dense with information, authoritatively presented, and highly structured. Academic language has tightly packed grammar that is lexically dense containing more content words than function words. It utilizes clause combining as a means to present content efficiently. Academic language is the gatekeeper of academic success in the classroom. It represents the advanced form of language needed to communicate in the academic situations in the classroom environment.
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Link: http://www.ascd.org/portal/site/ascd/menuitem.
5023a36b4016a775d775fe10e3108a0c/

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Affixes: A syllable or group of syllables (i.e., prefixes, such as anti- or post-, and suffixes, such as -ly, or -ment) which when added to a word or a root, alters the meaning of a word.
Link: http://www.bartleby.com/64/83.html

Author's Chair: (Hansen, Graves, 1983) The students in the author's chair read aloud a selected piece of text or a piece of their own writing. Peers then have the opportunity to respond to what is read aloud. This strategy provides a way for readers to share with each other the excitement of a particular moment in relation to a book or their own writing.
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Link: http://olc.spsd.sk.ca/DE/PD/instr/strats/author/

Big Books: (Holdaway, 1979) To simulate lap reading, many teachers use big books with their young students. Big books are enlarged reading books.
Example Video
Link: http://www.melta.org.my/ET/1993/main3.html

Link: http://www.reading.org/Library/Retrieve.cfm?D=10.1598/0872072894.5&F=
bk289-5-Campbell.pdf

Big Books, Teacher Made: (Brechtel, 2001) A strategy for emphasizing the content, genre style and vocabulary a targeted in a unit of study. Teacher-made Big Books are a comprehensible, motivating focus that can be used to preview, review and re-teach important concepts. Comprehensibility and patterning assure the book is understood and retrievable over a long period of time.
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Book Talk: A strategy for discussing books, either before they are read to entice students to read, or after students have read a book to get them to think critically about what they have read. Book talks can be lead by a teacher, librarian, or the students themselves.
Example Video
Link: http://www.auburn.edu/~murraba/elucid/branumgf.html

CALLA (Cognitive Academic Language Learning Approach): (Chamot & O'Malley, 1994) Targeted at beginning and intermediate levels of English language proficiency, it has three components and instructional objectives that include topics from the major content subjects, the development of academic language skills, and explicit instruction in learning strategies for both content and language acquisition.
Link: http://www.gwu.edu/~calla/website/references.html
Link: http://coe.sdsu.edu/people/jmora/MoraModules/CALLA.htm

Choral Reading: (Schillar, 1973) This is an interpretive reading of the text, often poetry or songs, by a group of voices. Students must read the text repeatedly in order to decide how to prepare it for choral reading.
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Link: http://www.d21.k12.il.us/dept_instr/langarts/parentinfo/choral_rdg.html

Cloze Technique: This term refers to a variety of sentence completion techniques in which words are strategically left out of a text so that readers can supply the missing words using context only or, sometimes, limited graphophonic cues.
Link: http://olc.spsd.sk.ca/DE/PD/instr/strats/cloze/index.html
Link: http://www.princetonol.com/groups/lvamc/tutors/cloze.html
Link: http://parapal-online.co.uk/resources/cloze_download.html

Collaborative Stories: A shared writing experience used to assist emergent readers in learning to read and write. With help from the teacher, students dictate sentences about a shared experience, such as a story, movie, or event. The teacher verbally "stretches" each word so students can distinguish its sounds and letters, as students use chart paper to write the letter while repeating the sound. After each word is completed, the teacher and students reread it. Students take turns writing letters to complete the words and the sentence(s). The completed charts are put up on the wall so students can reread them or rely on them for standard spelling.
Link: http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Language_Arts/
Writing/WCP0009.html

Comprehensible Input: (Krashen, 1985) One of the first responsibilities of a teacher is to ensure that students understand. To provide English Learners with comprehensible input (understandable lessons) the teacher may: 1) embed language within a meaningful context; 2) amplify the academic language; 3) paraphrase and repeat information; and/or 4) involve the student in multimodal learning activities.
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Link: http://www.azusausd.k12.ca.us/Bilingual/pdf\Krashen89.pdf
Link: http://www.teachervision.fen.com/learning-disabilities/bilingual-education/10260.html

Cooperative Learning Strategies: (Kagan, 1989) The structural approach to cooperative learning is based on the creation, analysis, and systematic application of structures, or content-free ways of organizing social interaction in the classroom. Structures usually involve a series of steps, with proscribed behavior at each step. An important cornerstone of the approach is the distinction between "structures" and "activities" (See Overview of Selected Structures).
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Link: http://www.sheridanc.on.ca/coop_learn/cooplrn.htm
Link: http://www.cal.org/resources/digest/kagan001.html

Daily News: A writing strategy in which the teacher models writing in front of students as she takes dictation from them about a specific event they are describing. Then students and teacher "work the text" to reinforce and practice skills they have learned or are learning, such as concepts about print, phonics elements and rules, punctuation, etc.
Link: http://www.stemnet.nf.ca/~dtroke/writing_strategies.htm

Decodable Text: Reading materials that provide an intermediate step between words in isolation and authentic literature. Such texts are designed to give students an opportunity to learn to use their understanding of phonics in the course of reading connected text. Although decodable texts may contain sight words that have been previously taught, most words are wholly decodable on the basis of letter-sound and spelling-sound correspondences taught and practiced in phonics lessons.
Link: http://www.auburn.edu/~murraba/decodable.html

Dialogue Journals: These journals are a written dialogue between the journal "owner" and a "selected partner." The partner responds to what has been written in writing, then returns the journal to the "owner".
Example Video
Link: http://clerccenter.gallaudet.edu/Products/Perspectives/may-jun99/
bailes.html

DRTA (Directed Reading & Teaching Approach): A framework for instruction that parallels the active reading process by providing a scaffold of how proficient readers ask questions of a text and predict what will happen next.
Link: http://www.csus.edu/indiv/g/gipej/drtahand.htm#the drta cycle

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Echo Reading: This strategy in which a lead reader reads aloud a section of text, and a second reader's voice follows right after (or "echoes") that which was first read.
Link: http://www.sil.org/lingualinks/literacy/implementaliteracyprogram/
usingechoreading.htm
Link: http://www.edb.utexas.edu/readstrong/echoreading.html

Flexible Groupings: (Walker, 1991) Students with similar needs formed so that the teacher can provide additional instruction to meet specific needs.
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Link: http://coe.sdsu.edu/people/jmora/MoraModules/effectiveL2classrooms.htm

Graphic Organizer: A visual representation of facts and concepts from a text and their relationships within an organized frame. Graphic organizers are effective tools for thinking and learning. They help teachers and students represent abstract or implicit information in more concrete form, depict the relationships among facts and concepts, aid in organizing and elaborating ideas, relate new information with prior knowledge, and effectively store and retrieve information.
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Link: http://www.sdcoe.k12.ca.us/score/actbank/torganiz.htm
Link: http://www.graphic.org/goindex.html
Link: http://www.graphic.org/
Link: http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.htm

Guided Oral Practice: A guided opportunity for oral language practice, comprehensible output, or discussions utilizing new vocabulary and concepts. Additional examples of Guided Oral Practice strategies include: 10/2; Choral Reading; Collaborative Stories; Cooperative Learning; Reciprocal Teaching.

Link: http://www.bridgew.edu/Library/CAGS_Projects/m5connolly/web/litreview.htm

Link: http://exchanges.state.gov/forum/vols/vol37/no4/p2.htm

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Guided Reading: Students work in small groups with the teacher reading a text the teacher has selected for them. This text should be at the group's instructional level, that is, the students will be able to read it with 90%-94% accuracy. Students learn to self-monitor their own reading behaviors and use appropriate strategies to fully decode and comprehend text.

Link: http://www.oe.k12.mi.us/balanced_literacy/guided_reading.htm

Link: http://wik.ed.uiuc.edu/index.php/Guided_Reading

Input Chart: (Brechtel, 2001) Charts used to build background information or teach new concepts comprehensibly, accompanied by 10 / 2 lecture style.
If interested in building background and other comprehensive strategies, please visit the project GLAD website, http://www.projectglad.com/ or contact Marcia Brechtel at the Orange County Department of Education at 714-966-4116 to get information on Project GLAD.
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Link: http://www.omsd.k12.ca.us/ab75/Session 10/Day 2/Narrative Input
Chart Instruction .doc \
Link: http://www.sausd.k12.ca.us/departments/eld_bilingual/strategies.asp?id=8
Link: http://www.sausd.k12.ca.us/departments/eld_bilingual/strategies.asp?id=10

Independent Reading Level: The level of reading material that a child can easily read independently with high comprehension and few word identification problems, and an accuracy rate of 95% to 100%.
Link: http://www.thudscave.com/~lamplighter/reading.htm

Instructional Reading Level: The level of reading material that a child can read successfully, with instruction and support, with 90% to 94% accuracy.
Link: http://www.willapabay.org/~thelewis5/section3.htm
Link: http://www.thudscave.com/~lamplighter/reading.htm

Interactive Writing: A shared writing experience used to assist emergent readers in learning to read and write. With help from the teacher, students dictate sentences about a shared experience, such as a story, movie, or event. The teacher verbally "stretches" each word so students can distinguish its sounds and letters, as students use chart paper to write the letter while repeating the sound. After each word is completed, the teacher and students reread it. Students take turns writing letters to complete the words and the sentence(s). The completed charts are put up on the wall so students can reread them or rely on them for standard spelling.
Link: http://www.stanswartz.com/IAW excerpt.pdf
Link: http://iteslj.org/Techniques/Massi-WritingTasks.html

KWL Chart: (Ogle, 1986; Carr and Ogle, 1987). This is a flexible and popular strategy for guiding students' thinking about the text before, during and after reading. The letters stand for what students Know about a particular topic, what they Want to find out, and what they have Learned. This strategy works especially well with informational texts.
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Link: http://www.teachervision.com/tv/printables/KWL_Chart.pdf

Language Experience Approach (LEA): (Van Allen, 1976) This approach helps beginning learners bring their own knowledge and experience to bear in constructing meaning from the printed word. The importance of relating oral language to written language and of relating reading to writing is emphasized in the motto "Anything I can say, I can write; Anything I can write, I can read."
Link: http://www.sasked.gov.sk.ca/docs/ela/e_literacy/language.html

Literature Circles: (Short & Kauffman, 1986). Students read a piece of literature and meet as a group to discuss it. The discussions are open-ended and focus on bringing the literature and reader together. The group can begin by discussing reactions to the book, sharing favorite parts, and raising questions about parts they did not understand or surprised them. At the end of each discussion, the group should decide what they want to talk about next time they meet. This gives students time to reread certain sections of the book and to think about the topic or question.
Example Video
Link: http://fac-staff.seattleu.edu/kschlnoe/LitCircles/

Making Words: (Cunningham, 1992) This is an activity in which children are individually given some letters and use these letters to make words. During the 15-minute activity, children make approximately 15 words, beginning with two-letter words and continuing with three-, four-, five-letter and bigger words until the final word is made.
Link: http://www.readingcenter.buffalo.edu/center/research/word.html
Link: http://www.readingonline.org/articles/words/rasinski.html

Mini-lesson: Direct teaching on specific topics or skills that some members of the class seem ready to take advantage of the "teachable moment". This direct instruction can also be conducted for the benefit of students who need more information or further clarification on skills or topics that have already been taught. These lessons or series of lessons are connected to the broader goal of getting students to become independent readers and writers. These lessons are presented briefly and succinctly, on the assumption that such information will be added to the set of ideas, strategies, and skills to be drawn upon as needed.
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Link: http://www.youth.net/cec/cec.html
Link: http://epcae.org/literacy/workshop.htm
Link: http://www.k111.k12.il.us/lafayette/fourblocks/mini-lessons.htm

Morning Message: Students observe as the teacher writes a meaningful "morning message" addressed to students on the board about a specific event that is planned for the day, or and interesting thought/question for the day. The teacher uses the message as an instructional tool for discussing/reinforcing the skills the students are learning or already know well (e.g., the conventions of writing, the cueing systems, a phonics lesson, etc.) Students point out strategies they used to read the message. Throughout the school year, students may also have the opportunity to construct the morning message.
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Peer Editing: A form of collaborative learning in which students work with their peers in editing a piece of writing.
Link: http://volcano.und.nodak.edu/vwdocs/msh/llc/is/pe.html
Link: http://writing2.richmond.edu/writing/wweb/peeredit.html

Phoneme: (Burquest and Payne, 1993) This is one of the sets of the smallest units of speech that distinguish one utterance or word from another in a given language, e.g., the /r/ in rug or the /b/ in bug.
Link: http://www.sil.org/linguistics/GlossaryOfLinguisticTerms /WhatIsA
Phoneme.htm

Phonemic Awareness: The insight that every spoken word is made up of a sequence of phonemes or speech sounds. This insight is essential for learning to read an alphabetic language because these elementary sounds or phonemes are represented by letters. Without phonemic awareness, phonics makes no sense; consequently, the spelling of words can be learned only by rote.

Link: http://www.literatureforliterature.ecsd.net/phonemic_awareness.htm

Phonics: A system of teaching reading and spelling that stresses basic symbol-sound relationships and their application in decoding words.
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Link: http://www.sdcoe.k12.ca.us/score/Phonics_Link/phonics.html
Link: http://www.projectpro.com/ICR/Research/Phonics/Summary.htm
Link: http://www.projectglad.com/

Picture Walk: In this instructional strategy, the teacher guides the students through a text by looking at and discussing the pictures before reading. This helps students focus on illustrations instead of text and gives them a point of reference they can use when they actually read the story.
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Link: http://www.nwrel.org/learns/trainingopps/training/tutor_10.html

Predictable / Pattern books: This type of reading material supports the prediction of certain features of text and is especially valuable for readers who are not yet fluent or who do not use effective reading strategies. Text is predictable when it enables students to quickly and easily predict what the author is going to say and how the author is going to say it based on their knowledge of the world and of language. Predictable books can also contain: rhythmical, repetitive, or cumulative patterns; familiar stories or story lines; familiar sequences; or a good match between illustrations and text.
Link: http://literacy.kent.edu/Oasis/Pubs/patterns.html

Primary Language Group: Grouping students, from time-to-time, in language-alike groups provides English Learners the opportunity to clarify course material(s), lectures, and extended learning activities in their primary language. This is only one type of student grouping that can be used in the classroom. See also: Flexible Groupings, Cooperative Learning Strategies
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Link: http://brj.asu.edu/v254/articles/art12.html

QAR (Question, Answer, Response): (Brozo, Simpson, 2002) This is based on a four-part system for classifying questions: right there, think and search, author and you, and on your own. Students learn to classify questions and locate answers, recognizing in the process that reading is influenced by the characteristics of the reader, the text, and the context.
Link: http://www.indiana.edu/~l517/QAR.htm

Read Aloud: (Hall, Moats, 1999) (Shefelbine, 2005) A chief benefit of this strategy is students gain knowledge of things, people and places that they are less likely to acquire from another source. With Read Aloud, students develop background knowledge about a variety of topics and build their vocabulary. Students become familiar with rich language patterns and develop familiarity with story structure. The Read Aloud program in the classroom should include a combination of expository as well as narrative texts to offer a balance of opportunities for students to acquire a familiarity with the reading process and to identify reading as a pleasurable activity.
Link: http://www.ed.gov/admins/lead/read/ereadingsbr03/edlite-slide20.html
Link: http://www.education-world.com/a_curr/curr213.shtml

Reader's Theatre: In this strategy, readers are helped to see that reading is an active and open process of constructing meaning. The focus is on bringing stories and characters alive through oral interpretation. Unlike a play, in Reader's Theatre there is no costuming, movement, stage sets, or memorized lines. The focus is on the literature and not on the actors, and on communicating with the audience through the use of facial expressions, voice, and gestures. To highlight multiple interpretations of text, groups can try several different readings of the same story.
Link: http://www.stemnet.nf.ca/CITE/langrt.htm

Reader's Workshop: This is the process in which students read, explore, and respond to books of different genres and on a variety of topics. Students can respond in logs and share their entries with others for response, or have group discussions of books read. These activities provide students with practice in using successful decoding and comprehension strategies. The workshop consists of time for a mini-lesson, status of the class, reading/conferencing/discussing, and ends with "author's chair".
Link: http://k6educators.about.com/cs/languagearts/a/teachreading.htm

Reading Response Log: Through writing in logs in response to texts read, students demonstrate their written ability to synthesize and interpret information from silent reading and oral discussion. It is also an opportunity for students to write their opinions or questions about what was read or discussed.
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Link: http://teachers.net/lessons/posts/1886.html

Realia: Real things, concrete objects that are brought into the classroom to build background knowledge are "realia."
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Link: http://iteslj.org/Articles/Smith-Realia.html
Link: http://www.vuw.ac.nz/vup/2001titleinformation/realia.html
Link: http://www.m-w.com/cgi-bin/mwwodarch.pl?Sep.27

Reciprocal Teaching: (Palincsar, 1986) An instructional approach characterized by an interactive dialogue between the teacher and students in response to segments of a reading selection. The dialogue is based on four processes: questioning, summarizing, clarifying, and predicting.
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Link: http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at6lk38.htm

Retelling: An emerging reader is invited to retell a story in his/her own words in order to demonstrate the student's comprehension in relation to the plot, setting, characters, and any underlying inferences. The retelling may be followed by questions to elicit further understanding.
Link: http://www.kon.org/urc/caton.html
Link: http://www.nwrel.org/nwreport/2003-09/power.html

Scaffolding: The temporary support, guidance, or assistance provided to a student on a new or complex task. For example, students work in partnership with a more advanced peer or adult who scaffolds the task by engaging in appropriate instructional interactions designed to model, assist, or provide necessary information. The interactions should eventually lead to independence.
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Link: http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1scaf.htm

SDAIE (Specially Designed Academic Instruction in English)/Sheltered Instruction: An approach in which students develop knowledge in specific subject areas through the medium of English and their second language. Teachers adjust the language demands on a lesson in many ways, such as modifying speech rate and tone, using context clues and models extensively, relating instruction to students experience, adapting the language of texts or tasks, and using methods such as demonstrations, visuals, graphic organizers, or cooperative work) to make academic instruction more accessible to students of different English proficiency levels.
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Link: http://www.csupomona.edu/~tassi/sdaie.htm

Shared Reading: (Holdaway, 1979) An interactive strategy in which students read a text with the help of a teacher. It provides a non-threatening learning environment in which risk-taking, mistakes, and approximations are seen as a normal part of learning, not signs of failure. The purpose is for students to become independent in reading texts that would otherwise be difficult.
Example Video
Link: http://www.eduplace.com/rdg/res/literacy/em_lit4.html
Link: http://www.mcps.k12.md.us/curriculum/english/shared_reading.html

SQ3R: (Robinson, 1961, 1983) This is an instructional strategy for the study of reading. The steps in the strategy are:

Survey: The student previews the reading material to determine the overall content and organization;
Question: The student establishes a purpose for reading by reviewing the questions posed by the teacher (or those at the end of the chapter);
Read: The student reads in order to answer the questions raised;
Recite: The student closes the book and attempts to answer the questions raised;
Review: Later, the student again attempts to answer the questions that were raised.

Example Video
Link: http://www.arc.sbc.edu/sq3r.html
Link: http://www.ucc.vt.edu/stdysk/sq3r.html

Storyboard: In this activity, students are asked to recall major events of a story, usually six to eight. The teacher asks the students to illustrate in sequence the major events on the squares of a storyboard form. Students then share their storyboards.

Link : http://www.sdcoe.k12.ca.us/score/actbank/tboard.htm

Story Frame/Map: A graphic organizer of major events and ideas from a story to help guide students' thinking and heighten their awareness of the structure of stories. The teacher can model this process by filling out a chart on an overhead while reading. Students can complete a chart individually or in groups after a story is read, illustrating or noting characters, setting, compare/contrast, problem/solution, climax, conflict, and so forth.
Example Video
Link: http://curry.edschool.virginia.edu/go/readquest/strat/storymaps.html

Student Generated Text: (Van Allen, 1976) This approach helps beginning learners bring their own knowledge and experience to bear in constructing meaning from the printed word. The importance of relating oral language to written language and of relating reading to writing is emphasized in the motto "Anything I can say, I can write; Anything I can write, I can read."

Teaching Writing As A Process: (Adapted from Practical Ideas for Teaching Writing as a Process at the High School and College Levels)

Prewriting
Prewriting activities are designed to stimulate the flow of ideas before any structured writing begins. Brainstorming, clustering, debating, and free writing are a few of the possibilities. Prewriting activities generate the ideas and thoughts that stimulate the writing process.
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Drafting
Students allow their ideas to take shape by putting words to paper. They are to put their ideas on paper without letting the concern of correct spelling, grammar, and punctuation get in the way of composing. Students should be made aware that first drafts are not finished products and that all writing can be improved.
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Sharing/Responding
Students are given chance to share with others and receive feedback from peers. Writers may have intended to communicate a specific idea, but through the feedback from peers, learn that they did not do so. It is in the next stage that writers are able to modify their work.
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Revising
Revising is a re-viewing of writing in light of feedback. The student writers scratch out, mark over, add, rephrase, and reorder to make their words consistent with the intended meaning. It is a focused and conscious manipulation of words. Changes may be in words, phrases, sentences, paragraphs, or in the total composition to ensure proper meaning is conveyed.
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Editing
The writers continue to rework their papers by correcting punctuation, spelling, and grammar. During this altering and refining phase, the teacher uses the students own writing to illustrate proper grammar and punctuation. Writers use and increase their knowledge of the structure of the language within the context of the writing process.
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Evaluating
Evaluation, the next stage of the writing process, is final feedback for the student writer and usually comes in the form of a grade or score on a rubric. A dialog between the teacher and student regarding the evaluation is important in improving the student's success in the writing process.

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Think Aloud: (Clark, 1984; Meichenbaum, 1985) Using this strategy, the teacher models aloud for students the thinking process used when reading or writing. After reading and thinking aloud or while writing in front of the students, the teacher leads a discussion about how certain conclusions were reached about what was read or about how something was written.

Link: http://www.greece.k12.ny.us/instruction/ela/6-12/Reading/Reading Strategies/thinkaloud.htm

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Think-Pair-Share: (Lyman) A cooperative learning strategy where students listen to a question, think of a response, pair to discuss with a neighbor, and share their responses with the whole class.
Example Video | Example Video
Link: http://www.wcer.wisc.edu/nise/CL1/CL/doingcl/thinkps.htm

Total Physical Response (TPR): (Asher, 2000)
The strategy builds on language that is internalized through a process of code breaking similar to first language development. Students response to oral instruction with physical movement to develop comprehension prior and/or along with oral language production. The method was popularized by Blaine Ray who saw how well interactive movements and stories helped his students learn.
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Link: http://www.languageimpact.com/articles/other/ashertpr.htm

TPR Storytelling: (Ray,1990)
In a TPR Storytelling lesson the teacher models actions which students then mimic as they hear the target language. The method establishes long-lasting associations between the brain and the muscles.
Link: http://www.tprstorytelling.com/story.htm

Web: A graphic organizer used to involve students in thinking about and planning what they will study, learn, read about, or write about within a larger topic. A teacher may begin with a "brainstorming" discussion of topics related to a particular theme and then represent subtopics through the use of a web drawn on the board. Webbing can be used to encourage students to consider what they know about each subtopic and/or what they want to know.

Link: http://olc.spsd.sk.ca/DE/PD/instr/strats/mindmap/

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Word Wall: (Cunningham, 1991). A wall or other surface in the classroom where words students are learning or have mastered are posted. Word walls may be used to accomplish different goals, such as developing familiarity with word patterns and families, for remembering high frequency/high use words, and for referencing content area vocabulary. Word wall should include words students will need often in their reading and writing and words that are easily confused with other words. Strategies for remembering words, their spellings, and their meanings are discussed as words are added to the wall.
Link: http://www.teachingfirst.net/wordwallact.htm

Writer's Workshop: A stable, predictable format for writing that balances instruction and modeling with adequate time for composing, sharing and publishing. A constant, sustained time for writing is set aside each day. Through modeled writing and discussion about it, students learn about the recursive nature of the writing process. The workshop consists of time for a mini-lesson, status of the class, writing/conferencing/discussing, and ends with "author's chair".

Link:http://www.ericdigests.org/2001-3/writing.htm
Link:
http://literacytoolbelt.tripod.com/Writer's Workshop/Writer's Workshop.htm
Link:
http://curriculum.dpsk12.org/Planning_guides/Literacy/1/1_1_launching_
reading_writing_workshop_writing.pdf

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Writing Process: The process used to create, develop, and complete a piece of writing. Depending on the purpose, and audience for a particular piece of writing, students are taught to use the stages of prewriting, drafting, revising, editing, and publishing with sharing with peers and adults infused throughout the stages.

Link:http://www.angelfire.com/wi/writingprocess/
Link: http://www.csuohio.edu/writingcenter/writproc.html
Link: http://freedom.up.net/~msbones/ww01000.htm