Atnaujinkite slapukų nuostatas

Developing Strategic Young Writers through Genre Instruction: Resources for Grades K-2 [Kietas viršelis]

3.00/5 (1 ratings by Goodreads)
(University of Delaware, United States), (University of Tennessee, United States)
  • Formatas: Hardback, 284 pages, aukštis x plotis: 267x203 mm, weight: 934 g
  • Išleidimo metai: 19-Feb-2020
  • Leidėjas: Guilford Press
  • ISBN-10: 1462540597
  • ISBN-13: 9781462540594
Kitos knygos pagal šią temą:
Developing Strategic Young Writers through Genre Instruction: Resources for Grades K-2Didesnis paveikslėlis
  • Formatas: Hardback, 284 pages, aukštis x plotis: 267x203 mm, weight: 934 g
  • Išleidimo metai: 19-Feb-2020
  • Leidėjas: Guilford Press
  • ISBN-10: 1462540597
  • ISBN-13: 9781462540594
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781462540594.html
Raktažodžiai:
Tested and fine-tuned in K–2 classrooms, this book provides engaging lessons and materials for teaching the three genres of writing--opinion, procedural, and story--that provide a foundation for beginning writers’ persuasive, informative, and narrative writing skills. The authors' approach integrates strategy instruction, self-regulated learning, and dialogic interactions such as role play. Packed with 55 reproducible planning forms and student handouts, the book makes connections between writing and reading in ways that support growth in both areas, address learning standards, and promote writing across the instructional day. Appendices contain numerous resources to support teachers’ and administrators’ professional learning. The large-size format facilitates photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials.
 
See also the authors' Developing Strategic Writers through Genre Instruction: Resources for Grades 3–5.

Recenzijos

"A 'must have' and 'must read' for K-2 teachers looking to understand how writing and reading work together to improve thinking and understanding across the curriculum. Philippakos and MacArthur provide clear lessons, examples, and explanations that connect the strategies and content between K-2 and later grades. The attention to language and dialogue is wonderful. This book will help you fill your classroom with talk and authentic conversations that strengthen students understanding of genres."--Amanda Lankford, EdS, Assistant Principal, Patterson Elementary School, Pierce County, Georgia

"This spectacular resource presents a comprehensive approach to teaching writing that skillfully fuses cognitive strategy instruction with dialogic interactions. The lessons and materials--such as sentence frames, evaluation rubrics, graphic organizers, and explicit explanations--provide teachers with the necessary tools to meet the writing needs of all K-2 students. This book will be beneficial for beginning as well as established teachers, enabling them to teach strong writing skills and develop dynamic writers."--Karen M. Picerno, MEd, second-grade teacher, Socrates Academy, Charlotte, North Carolina

"Getting off to a good start in learning to write is critical for school success. Philippakos and MacArthur provide primary-grade teachers with the tools to make this happen. Teachers will love this book!"--Steve Graham, EdD, Warner Professor, Mary Lou Fulton Teachers College, Arizona State University

"Philippakos and MacArthur understand writing research, and they have a track record in working collaboratively with teachers. This book provides practical information in an accessible format for easy application to real classrooms. The 'strategy for teaching strategies' is a supportive framework that guides teachers through a teaching process leading to student growth. Most of all, teachers will treasure the lesson plans, which model how to offer genre-based strategy instruction with a self-regulation focus to support all writers in the primary-grade classroom. This book is a winner!"--Carol Sue Englert, PhD, Department of Counseling, Educational Psychology and Special Education, College of Education, Michigan State University -

List of Forms and Handouts
xix
Chapter 1 Writing Strategically: An Introduction to Genre-Based Strategy Instruction
1(16)
Genre-Based Strategy Instruction: An Introduction
2(1)
Writing, Policies, and Expectations
3(3)
Research Recommendations and Development
6(3)
Instructional Approach and Influences on Genre-Based Strategy Instruction
9(6)
Points to Remember
15(1)
Closing Thoughts
16(1)
Chapter 2 Strategies within Genre-Based Strategy Instruction
17(17)
Strategies to Address, Explain, and Review across Genres
17(1)
The Writing Strategy Ladder
18(1)
Steps on the Writing Strategy Ladder
18(5)
Writing Purposes PIECE of Pie
23(1)
The Be Strategic! Strategy and Self-Talk
24(2)
Closing Thoughts
26(8)
Chapter 3 Sequence of Instruction: A Strategy for Teaching Strategies
34(17)
Instructional Sequence across Units
35(1)
The Strategy for Teaching Strategies
35(7)
Organization of Instructional Units
42(2)
Points to Remember
44(5)
Closing Thoughts
49(2)
Chapter 4 Responses to Reading and Opinion Writing
51(73)
Challenges
51(1)
College and Career Readiness
52(1)
Content of Instruction
52(2)
Instructional Sequence
54(1)
Points to Remember on Opinion Writing
55(2)
Lesson Outline
57(1)
Responses to Reading Lessons
58(1)
Lesson 1 Introduction to Persuasion and Opinion Writing through a Read-Aloud
58(7)
Lesson 2 Modeling of a Response
65(4)
Lesson 3 Mini-Lesson on Evaluation
69(3)
Lesson 4 Collaborative Practice
72(3)
Lesson 5 Mini-Lesson on Reasons and Evidence and Guided Practice
75(5)
Lesson 6 Continuous Guided Practice to Independence
80(2)
Lesson Outline
82(1)
Opinion-Writing Lessons
83(1)
Lesson 1 Introduction---Evaluation of Well-Written - and Weak Examples
83(3)
Lesson 2 Modeling How to Write an Opinion Paper
86(3)
Lesson 3 Self-Regulation and Collaborative Writing
89(3)
Lesson 4 Students Plan and Draft Their Own Opinion Papers
92(2)
Lesson 5 Preparation for Peer Review and Self-Evaluation
94(2)
Lesson 6 Peer Review, Editing, and Conferences
96(2)
Sharing and Publishing Guidelines
98(1)
Guidelines for Continuous Guided Practice to Mastery
98(26)
Chapter 5 Procedural (How-To) Writing
124(51)
Challenges
124(1)
College and Career Readiness
125(1)
Points to Remember on Procedural Writing
126(1)
Recommendations for Modifications
127(1)
Procedural Unit: Resources and Unit Organization
127(1)
Lesson Outline
128(2)
Procedural-Writing Lessons
130(1)
Lesson 1 Introduction to the Writing Purposes and Genre
130(6)
Lesson 2 Evaluation of Well-Written and Weak Examples and Initial Self-Evaluation
136(4)
Lesson 3 Modeling of Planning, Drafting, Evaluation, and Editing
140(8)
Lesson 4 Self-Regulation, Collaborative Planning, Drafting, Evaluation, and Editing
148(3)
Lesson 5 Guided Practice as Students Start Working on Their Own Papers
151(2)
Lesson 6 Preparation for Peer Review and Self-Evaluation
153(3)
Lesson 7 Peer Review and Revisions
156(2)
Lesson 8 Editing
158(2)
Sharing and Publishing Guidelines
160(1)
Continuous Guided Practice
161(14)
Chapter 6 Story Writing
175(70)
Challenges
176(1)
College and Career Readiness
176(1)
Points to Remember on Story Writing
177(1)
Story-Writing Unit: Resources and Unit Organization
178(1)
Lesson Outline
178(3)
Story-Writing Lessons
181(1)
Lesson 1 Introduction to the Writing Purpose and Genre
181(6)
Lesson 2 Evaluation of Well-Written and Weak Examples and Initial Self-Evaluation
187(5)
Lesson 3 Modeling of Planning, Drafting, Evaluating to Revise, Editing, and Goal Setting
192(5)
Lesson 4 Self-Regulation and Mini-Lesson on Adjectives
197(6)
Lesson 5 Collaborative Planning, Drafting, Evaluating to Revise, and Editing
203(4)
Lesson 6 Guided Practice
207(2)
Lesson 7 Preparation for Peer Review and Self-Evaluation
209(2)
Lesson 8 Peer Review and Revisions
211(2)
Lesson 9 Editing
213(2)
Sharing and Publishing Guidelines
215(1)
Continuous Guided Practice
215(1)
Guidelines for Continuous Guided Practice to Mastery
215(14)
Language and Grammatical Correctness for Meaning Making
229(1)
A Focus on Grammar and Syntax
230(1)
Common Core State Standards
231(1)
Sentence: A Definition
232(1)
Sentence Expansion
232(3)
Sentence Construction
235(2)
Sentence Combining
237(4)
Sentence Imitation
241(1)
Second-Language Learners
242(1)
Points to Remember
243(1)
Closing Thoughts
244(1)
Appendices
245(28)
Appendix 1 Reading Guides for PLC Discussions
247(3)
Appendix 2 Assessment-Grouping Guidelines
250(5)
Appendix 3 Questions for Journal Entries
255(2)
Appendix 4 Questions for PLC Meetings
257(1)
Appendix 5 Pacing Guide
258(1)
Appendix 6 Report-Writing Resources
259(11)
Appendix 7 A Guiding Checklist for Principals and Literacy Leaders
270(3)
References 273(4)
Index 277
Zoi A. Philippakos, PhD, is Associate Professor of Reading and Elementary Education in the College of Education at the University of North Carolina at Charlotte. Her research interests include reading and writing instruction for students in the elementary grades, strategy instruction and self-regulation, and approaches to professional development for classroom teachers. A former elementary school teacher and literacy coach, Dr. Philippakos is coauthor of Differentiated Literacy Instruction in Grades 4 and 5 and Effective Read-Alouds for Early Literacy.

Charles A. MacArthur, PhD, is Professor Emeritus of Special Education and Literacy in the School of Education at the University of Delaware. A former special education teacher, Dr. MacArthur has been conducting research on writing development and instruction for struggling writers since the 1980s. Most recently, he was principal investigator on two grants to develop and examine the efficacy of a writing curriculum for college basic writing courses. Other research projects have focused on the development of a writing curriculum for students with learning disabilities, writing strategy instruction, decoding instruction in adult education, speech recognition as a writing accommodation, project-based learning in social studies in inclusive classrooms, and first-grade writing instruction. Dr. MacArthur is a Fellow of the American Educational Research Association and a recipient of a research award from the Council for Exceptional Children. He has served as coeditor of the Journal of Writing Research and the Journal of Special Education, has published over 125 articles and book chapters, and is coeditor or coauthor of several books.