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Description
The Writing With Skill series has a target audience of 5th through 9th graders but the author now recognizes that many 5th graders may be too young. There is both an Instructor and a Student book at each level. One of the goals of this series is to transition the student into an independent writer. All instruction is written directly to the student while the instructor is encouraged to become more of a writing mentor. Some activities are to be completed by the student independently with no assistance while others suggest that the student should "check your work with your instructor." The student is expected to keep a Composition Notebook (three-ring binder divided into six sections). The entire course requires virtually no prep for the teacher. The student can pick up the Student Book and be on her way.
The Writing With Skill Student Book could be considered a worktext (there are occasional places where the student is expected to write in the book). Source material for all assignments except the final composition is provided in the student book. There are 36 weeks of assignments - four days per week. Assignments are laid out in steps and expectations for written assignments are often quite specific (i.e., number of words, what should be included, specifics of avoiding plagiarism, etc.)
The Instructor Book is designed to be used by a writing mentor. Its relationship to the Student Book is interesting. All of the instructions to the student are included (in smaller type) as well as the source information and any needed answers. However, when the student is asked to do something with the source material, the Instructor Book provides helps for the mentor (i.e., parent/teacher) to use as she is mentoring the student. For instance, in week 19 the student is given a list of the important events in the life of frontiersman Daniel Boone and asked to lightly mark the events they might want to include in a narrative of his life. Correspondingly, the Instructor's list of those same events has some italicized (those of lesser importance which could be left out); information that can be used to help the student make his selections. Appropriately labeled "How to Help the Student," these sections (part of every lesson) provide direction for the would-be mentor. Through these How to Help sections, the mentor is led into a complete understanding of what is expected of the student in terms of completing the assignment thus making evaluation of the students' work much easier. ~ Janice
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Teaching Method
Traditional
Teacher-centered curriculum commonly used in classrooms that may include a text, teacher manual, tests, etc.
Charlotte Mason
A methodology based on the work of a 19th century educator who maintained that children learn best from literature (Living Books), not textbooks.
Classical
A methodology based on the Latin Trivium (three stages of learning), including the grammar stage (memorization and facts), logic stage (critical thinking), and rhetoric stage (developing/defending ideas).
Unit Study
A thematic or topical approach centered around one topic that integrates multiple subject areas.
Montessori (Discovery)
A methodology based on the work of a 20th century educator that emphasizes student and sensory-driven discovery learning and real-life applications.
Other
Other methodologies
Religious Content
Secular
Contains content contrary to common Christian beliefs (i.e. evolution).
Neutral
Avoids religious or theoretical topics or presents multiple viewpoints without preference.
Christian/Religious
Faith-based or including instructional religious content.
Learning Modality
Auditory
Learns through listening, talking out loud or reading out loud.
Visual
Learns through seeing, prefers written instructions and visual materials.
Kinesthetic/Tactile (Hands-On)
Learns through moving, doing and touching.
Multi-Sensory
Curriculum that employ a variety of activities/components.
Presentation
Sequential
Curriculum progresses through well-defined learning objectives. Emphasizes mastery before moving to the next topic.
Spiral
Topics and concepts are repeated from level to level, adding more depth at each pass and connecting with review.
Conceptual/Topical
Focus is on the “why,” often with a unifying concept as well as specific skills; coverage may be broader.
Teacher Involvement
Low Teacher Involvement
Student-led materials; parent acts as a facilitator.
Medium Teacher Involvement
A mix of teacher-led time and independent student work.
High Teacher Involvement
Teacher-led lessons; may utilize discussions, hands-on activities and working together.
Additional Materials Required
No other materials needed
Everything you need is included.
Other Materials Required
There are additional required resources that are a separate purchase.
Other Materials Optional
There are additional resources mentioned or recommended but are not absolutely necessary.
Consumable
Consumable
Designed to be written in; not reusable.
Non-Consumable
Not designed to be written in; reusable.