The workbook is designed for student practice. It includes six copies of each paragraph framework listed below. These frameworks provide scaffolding for students to build paragraph-writing skills. They should be used until students can structure the paragraph types independently.
Paragraph Frameworks includes:
The frameworks are printed on one-side only, perforated, and three-hole-punched for ease of use in the classroom.
(This student workbook was originally intended for use with the first edition of From Talking to Writing, which is no longer in publication. The second edition is now available!)
Refunds and exchanges will be offered solely at the discretion of Landmark Outreach staff. If you have any questions or concerns regarding your order, please email firstname.lastname@example.org or call (978) 236-3216.
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Terrill Jennings, a founding teacher of Landmark School, has taught students with dyslexia for more than forty years. She has chaired and co-chaired the Language Arts department at Landmark’s Elementary•Middle School, and she also co-founded Landmark’s Expressive Language Program. Her particular instructional focus is developing techniques and strategies for teaching written expression. Terrill received her master’s in reading from the Harvard Graduate School of Education. In her retirement, Terrill has acted as the reading coordinator for volunteer tutors at a Massachusetts inner city school. She has also consulted for the Dyslexia Reading Center in Dubai, UAE. In December 2016, the Massachusetts branch of the International Dyslexia Association presented Terrill with the Alice H. Garfield Award for outstanding commitment and service to children who struggle with reading.
Dr. Charles Haynes is a professor and clinical supervisor at the MGH Institute of Health Professions in Boston. He has a Master of Science in speech-language pathology and received his doctorate in reading, language, and learning disabilities from Harvard Graduate School of Education. Dr. Haynes has over thirty years of experience teaching children and adolescents with dyslexia, conducts research on predictors of spoken-written language relationships, and has received several awards for his teaching. He has authored over forty publications on applied and theoretical topics related to language learning development and disabilities. In fall of 2014, the International Dyslexia Association presented him with the Margaret Byrd Rawson Lifetime Achievement Award for his contributions to the field and for his support of persons with dyslexia and related language learning difficulties.