Trainee teachers often struggle to see the opportunities for meaningful writing in the curriculum. How do they find examples of lessons that encourage purposeful writing across all curriculum areas? This book provides them. It takes exemplar lessons and offers them alongside a detailed exploration of what makes them good, and the theory behind them. The text encourages trainees to consider the teaching of writing critically and to envisage how they can shape lessons for their own teaching.
Through teaching fabulous lessons teachers can help children to discover stories, create worlds, record events, mould characters and inspire each other as writers. This book provides the guidance and examples to help achieve this.
| The authors |
|
vi | |
| Acknowledgements |
|
vii | |
| Foreword |
|
viii | |
| Introduction |
|
1 | (6) |
|
1 Children and their writing |
|
|
7 | (13) |
|
2 Writing is not a subject |
|
|
20 | (14) |
|
3 Writing in the National Curriculum |
|
|
34 | (9) |
|
4 Charting the writing journey |
|
|
43 | (14) |
|
5 Teachers as readers and teachers as writers |
|
|
57 | (10) |
|
6 Becoming a historical enquirer |
|
|
67 | (13) |
|
7 Creating a geographical soundscape |
|
|
80 | (11) |
|
8 Story stones for telling stories |
|
|
91 | (13) |
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9 Inspiration through quality texts |
|
|
104 | (14) |
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10 Poetry through found words |
|
|
118 | (14) |
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11 Researching through digital devices |
|
|
132 | (13) |
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12 Writing beyond the classroom |
|
|
145 | (15) |
| Final thoughts |
|
160 | (1) |
| Index |
|
161 | |
Liz Chamberlain is a Senior Lecturer in Primary Education at the Open University and is a former primary teacher, leading literacy teacher and Assistant Headteacher. Her main area of expertise is linked to the field of English and, in particular, childrens home writing practices. In particular, her interests focus on the ways in which children are positioned, and position themselves, as writers both at home and in school. She continues to work with children as co-researchers through the capture of on-going writing practices through the use of video and photographs. For four years she was the Strategic Consultant for the Everybody Writes national writing project and continues to use this work to reflect on effective literacy practices. She regularly runs after-school writing clubs in local schools.
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