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Adolescent Literacy: Writing Essays Without a Formula
Tuesday, November 5, 2024 @ 4:00 pm - 5:00 pm EST
Presented by Robert Trettin, High School English Teacher, Augustine Prep Academy (WI); and Dr. Arthur Unobskey, CEO, Riveting Results
Sponsored by Riveting Results
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This edWebinar will unpack a research-based approach to literacy that structures pre-writing activities, writing prompts, and teacher feedback so that all students write insightfully about complex text. Attendees will see how students can learn to write focused paragraphs and, ultimately, coherent, multi-paragraph essays. The presenters will discuss how the latest adolescent literacy and psychology research reveals an approach to teaching writing that deeply engages high school students in school.
A classroom teacher will describe his experience implementing this approach; he will share student work and lead a discussion about his successes and challenges. Teachers will have the opportunity to respond to the student work and discuss their experiences implementing their own approaches to teaching writing.
By the end of the session, teachers will have concrete tools that they can apply. Instructional leaders will learn how they can implement these approaches throughout their schools and districts.
This edWebinar will be of interest to high school teachers, school leaders, and district leaders. Time will be reserved at the end for any further questions regarding current adolescent literacy research or pedagogies.
About the Presenters
Robert Trettin is in his third year as a high school English teacher at Augustine Prep Academy in Milwaukee, Wisconsin. Augustine Prep is a voucher-assisted school where 95% of students are Latino and over 90% receive free or reduced-cost meal services. Previously, Robert taught English at schools in Hanoi, Vietnam. He is a graduate of the University of Wisconsin-Milwaukee and is TESOL certified.
Dr. Arthur Unobskey is the CEO of Riveting Results. For 30 years as an English teacher, principal, and superintendent, Dr. Unobskey enjoyed building nurturing classrooms and school communities that sought to give every student what they needed to progress. Yet he found that many high school students were still not able to fully engage in their classes because they could not read advanced text. In addition to systems and structures, teachers and administrators need actual tools to make complex literature and nonfiction accessible and enjoyable for their students to read. In 2021, he partnered with Riveting Results to build a research-based, comprehensive English language arts program that positions teachers to give each student precisely what they need to read, understand, and enjoy complex text.
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Riveting Results has the solution high school English teachers need. It has developed, tested, and implemented a comprehensive English Language Arts program that enables all students to read and enjoy complex text. Easy-to-use software positions the teacher to integrate differentiated foundational skills practice into the class’s daily study of beautiful literature. Both individual and group activities serve as formative assessments to provide teachers with the data they need to intervene before students become frustrated. Riveting Results students improve their scores on national standardized assessments at three times the rate of the national average.