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Teaching to the TABE

Teaching to the TABE. Judy Kahalas for Roxbury Community College. Outcomes. At the conclusion of this workshop, you will be able to: Develop a plan to teach writing to your class. Focus on specific skills that they will need. Identify ways to teach writing more effectively. Skill Building.

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Teaching to the TABE

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  1. Teaching to the TABE Judy Kahalas for Roxbury Community College

  2. Outcomes At the conclusion of this workshop, you will be able to: • Develop a plan to teach writing to your class. • Focus on specific skills that they will need. • Identify ways to teach writing more effectively.

  3. Skill Building • The grammar skills identified in the TABE are as follows: • Recognizing the parts of speech: adverb, adjective, noun and pronoun • Using tenses correctly • Ensuring subject-verb agreement • Constructing sentences correctly: avoiding fragments, comma splices, run-ons • Constructing questions and sentences • Using end punctuation correctly.

  4. How to Best Prepare Students • Have students organize a portfolio. They can start from tomorrow and continue to the last day of classes. • Have them index their work. • Each month, have them assign a grade to their own work. • Provide frequent feedback on their portfolio.

  5. Develop Writing over Time Remember that writing develops over time. We do not become writers unless: • We have something important to say. • We are confident that our writing will not be harshly judged. • We get positive reinforcement and encouragement.

  6. So, let’s begin. • Divide your portfolio into two sections: • Section One: Grammar • Section Two: Writing Use these worksheets in each section. Let’s start with grammar.

  7. Use a Rubric Use a concrete system of grading so students know what is expected of them. Here is an example: Grammar

  8. More Rubrics

  9. And when they pass their grammar: Move onto the Writing Section. Daily: • Pass out 3 X 5 inch index cards. Instruct the student to summarize what they learned in yesterday’s class. Ask them to exchange their card with someone in the class and see how their perceptions differ. Weekly: • Have them keep a journal on a targeted class once a week. For example, if they took a tour of RCC, have them write how they felt, what they observed, what they will do with the information they got.

  10. Writing Practice Develop a close writing exercise. For example, have them write their story by providing a chronological format with transitions but leaving out important information.

  11. Time to Learn to Write Do you have questions? What are ideas that have worked for you? (Best practices). What suggestions do you have? How do you see your students as learners? What tools can we give them to help them do better?

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