Atnaujinkite slapukų nuostatas

El. knyga: Every Child Can Write, Grades 2-5: Entry Points, Bridges, and Pathways for Striving Writers

4.60/5 (10 ratings by Goodreads)
(Simsbury Public Schools)
  • Formatas: PDF+DRM
  • Serija: Corwin Literacy
  • Išleidimo metai: 20-Sep-2019
  • Leidėjas: Corwin Press Inc
  • Kalba: eng
  • ISBN-13: 9781544384078
Kitos knygos pagal šią temą:
Every Child Can Write, Grades 2-5: Entry Points, Bridges, and Pathways for Striving WritersDidesnis paveikslėlis
  • Formatas: PDF+DRM
  • Serija: Corwin Literacy
  • Išleidimo metai: 20-Sep-2019
  • Leidėjas: Corwin Press Inc
  • Kalba: eng
  • ISBN-13: 9781544384078
Kitos knygos pagal šią temą:

DRM apribojimai

  • Kopijuoti:

    neleidžiama

  • Spausdinti:

    neleidžiama

  • El. knygos naudojimas:

    Skaitmeninių teisių valdymas (DRM)
    Leidykla pateikė šią knygą šifruota forma, o tai reiškia, kad norint ją atrakinti ir perskaityti reikia įdiegti nemokamą programinę įrangą. Norint skaityti šią el. knygą, turite susikurti Adobe ID . Daugiau informacijos  čia. El. knygą galima atsisiųsti į 6 įrenginius (vienas vartotojas su tuo pačiu Adobe ID).

    Reikalinga programinė įranga
    Norint skaityti šią el. knygą mobiliajame įrenginyje (telefone ar planšetiniame kompiuteryje), turite įdiegti šią nemokamą programėlę: PocketBook Reader (iOS / Android)

    Norint skaityti šią el. knygą asmeniniame arba „Mac“ kompiuteryje, Jums reikalinga  Adobe Digital Editions “ (tai nemokama programa, specialiai sukurta el. knygoms. Tai nėra tas pats, kas „Adobe Reader“, kurią tikriausiai jau turite savo kompiuteryje.)

    Negalite skaityti šios el. knygos naudodami „Amazon Kindle“.

"In all classrooms, there are students who have difficulty with writing, either because of developmental challenges or previous experiences with limited instruction. These are kids who can't think of ideas or organize thoughts or integrate the many components of written language; and these are the students who keep teachers up at night. This book focuses on specific approaches to take when working with striving writers. This is not a book about how to teach writing - but a book about how to teach students. And the ideas here are based firmly in the belief that every child can write when given adequate entry points, bridges, and pathways to success by a knowledgeable, intentional teacher"--

Empowering striving writers to thrive as writers!

 

When we think of students who have faced instructional challenges as striving writers, their path to success becomes clearer. It may not be the same path their classmates travel, but with you as their guide, they will reach their goal.  This book, filled with practical strategies, classroom-management ideas, reproducible tools, as well as low and high-tech solutions for increasing output and boosting self esteem will also help you:

 

·         Implement principles of UDL to optimize your classroom environment and student learning;

·         Identify and honor students’ strengths throughout your writing instruction;

·         Maximize the power of formative assessment to set goals with students

·         Integrate the most appropriate technology that empowers students and leads them to independence


Foreword x
M. Colleen Cruz
Acknowledgments xii
About the Author xiv
Introduction xv
Why Our Work Matters xvi
Entry Points, Bridges, and Pathways xviii
How This Book Is Organized and What I Hope You'll Gain From Reading It xx
PART 1 CREATING A PRODUCTIVE ENVIRONMENT
Chapter 1 Come In and Look Around!
2(24)
How does the classroom environment support our writers who face instructional obstacles?
2(24)
Our striving writers benefit from an organized environment, and they need routines in order to maintain that organization
6(5)
Our classroom's spaces should contain only materials that foster student learning and independence
11(7)
The more we create, provide, and encourage the use of tools for independence and repertoire, the more learning will happen in our classrooms
18(8)
Chapter 2 Listen, Learn, and Then Go Write!
26(28)
How can we set up classroom management and routines to support learning and independent writing?
26(28)
Transitions work best when everyone, especially striving writers, gets to where they belong during instruction and independent writing time
29(6)
In order for instruction to be effective, students must not only listen to it, they must also understand it
35(9)
Independent writing time should involve independently writing
44(10)
PART 2 FINDING ENTRY POINTS AND BUILDING BRIDGES
Chapter 3 Find the Place Where Writers Can Join the Work
54(22)
How can we provide entry points so all writers get to experience success within the writing process?
54(22)
We can use what we know about standards and progressions of writing to help students grow their ZPD along the continuum of mastery
57(8)
When we determine where and how students get stuck in their process, we can help them find the right entry point
65(4)
We empower students and engage them in their development as writers by teaching them to self-assess their process---and progress
69(7)
Chapter 4 Construct Bridges for Writers to Join the Journey
76(30)
How can we change the steps and the process so that all writers can participate and produce?
76(30)
Even though choice is a critical feature in many writing classes, sometimes we need to remove choice in order to provide temporary scaffolds that get students writing
80(12)
The bridges we provide our striving writers may need to be placed in different parts of the process
92(8)
Sometimes isolating skills is an effective way to improve overall performance
100(6)
PART 3 PROVIDING PATHWAYS
Chapter 5 The Power of Paper---Don't Underestimate It!
106(20)
How can we leverage paper choice to inspire our writers who face instructional obstacles?
106(20)
Paper has the power to communicate what is important---neatness or content?
108(4)
Paper choice communicates our expectations and helps students set expectations for themselves
112(4)
Paper can be one of your most powerful scaffolds for focus and organization
116(10)
Chapter 6 Co-Create Classroom Charts as Pathways Toward Independence
126(28)
How can we use charts to develop students' independence within our writing classrooms?
126(28)
It's important to be confident about the types and purposes of various charts
129(1)
Quick-Reference Guide to Classroom Charts
130(11)
We need to address what gets in the way of relevant, responsive charts---and know what we can do about it
141(7)
More than anything else, classroom charts are there for students to use
148(6)
Chapter 7 Venture Forth on Higher-Tech Pathways With Intention and Forethought
154(18)
How can we leverage technology to find entry points and build bridges or pathways for our writers who face instructional obstacles?
154(18)
Technology has the power to impact students, and it has the power to impact teachers
158(3)
Technology enables us to provide access to students so that tools, charts, and other resources can be easily accessed at points in the process where and when students need them
161(5)
It's important to pay attention to the reason we are using any digital device, modification, or tool with students---and make sure it fits a student's needs
166(6)
Chapter 8 Spelling and Conventions---The Pitfalls and Potholes Along the Trail
172(20)
How can we address the skills involved with spelling and conventions while not losing momentum with the overall writing process?
172(20)
Striving writers---no, all writers---need to see conventions and spelling done correctly
176(3)
As we teach the transcriptive elements of spelling and punctuation, our instruction must be within students' realm of possibility and transference---within their ZPD
179(7)
We can improve correct usage by finding ways to embed conventions across the day, increasing the level of intention, and infusing elements of play during students' independent writing time
186(6)
Chapter 9 Every Child Can Write---A Case Study
192(17)
What does it Look tike in a real classroom when we merge entry points, bridges, and pathways?
192(17)
Increasing Volume as a Crucial First Step
193(1)
Establishing Routines
194(1)
Providing Charts for Independence
195(3)
Finding Different Entry Points
198(3)
Building Independence for All
201(1)
Expanding Paper Choice
202(2)
Assessing Engagement
204(1)
Reflecting on Student Growth and Making Adjustments
205(1)
Every Child Can Write: Getting Closer to Our Goals
206(3)
Appendix
A Favorite Mentor Texts for Writing Instruction
209(1)
Narrative
209(1)
Information
209(1)
Opinion
209(1)
B Mentor Text Charts With Craft Moves
210(11)
Narrative
210(4)
Information
214(6)
Opinion
220(1)
C Sample of Progressions
221(3)
Creating a Beginning for a Narrative Story
221(1)
Creating an Ending for a Narrative Story
221(1)
A Sample of a Progression of a Narrative Beginning Using Stars
222(1)
A Progression of Narrative Elaboration
222(1)
Introduction Progression for Information Writing
223(1)
Conclusion Progression for Information Writing
223(1)
D Samples of Task Analyses
224(3)
Sample Task Analyses for Narrative Story, Research-Based Essay, Information Writing
224(1)
Classroom Example: Narrative Story
225(1)
Classroom Example: Information Book
226(1)
E Anchor Charts
227(2)
Narrative Writing Anchor Chart Sequence
227(1)
Information Writing Anchor Chart Sequence
228(1)
F Writing Standards
229(5)
Narrative Writing Standards
229(1)
Information Writing Standards
230(2)
Opinion Writing Standards
232(2)
G Convention Station Samples
234(2)
Periods and Capitals
234(1)
Capitals
234(1)
Commas
235(1)
Tricky Words
235(1)
References 236(2)
Index 238
Having begun her teaching career as a special education teacher, Melanie has been the Elementary Writing and Social Studies Coordinator in Simsbury, Connecticut since 2012, and her passion for writing has led to several books and publications.

Melanies first book, Every Child Can Write, was published by Corwin Press in October 2019. With a foundational belief that all students can learn to write, this book provides strategies and resources that teachers can use, duplicate, and gather inspiration from. The Responsive Writing Teacher, co-written with Kelsey Sorum, was published in February 2021 and emphasizes the importance of knowing and understanding students across many platforms in order to teach them powerfully. Melanies most recent book,  Answers to Your Biggest Questions About Teaching Elementary Writing, is part of Corwin Presss Five to Thrive Series.

Melanie is also a co-author of  Two Writing Teachers, a blog dedicated to the teaching of writing. Additionally, she co-hosts the companion podcast. Melanies past conference presentations and additional blogs and articles can be found  here.

Melanie holds a BA from Cornell University, an MA in Special Education from the University of Hartford, and a second MA in Educational Leadership from Central Connecticut State University. Melanie also has her Masters of Fine Arts in Creative Writing through the Solstice MFA Program of Pine Manor College.
Daugiau apie elektronines knygas Daugiau apie elektronines knygas
Pastovi nuoroda: https://www.kriso.lt/db/97815443840782e.html
Raktažodžiai: