Foreword |
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ix | |
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Acknowledgments |
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xi | |
About the Author |
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xiii | |
Introduction |
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1 | (10) |
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2 | (3) |
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4 | (1) |
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Welcome to Learning to Write and Loving It! |
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5 | (3) |
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Writing From 2000 to Today: Some Things Have Changed! |
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6 | (1) |
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Research Base, Beliefs, and Understandings for Learning to Write and Loving It! |
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6 | (2) |
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How to Effectively Use This Resource |
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8 | (3) |
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Chapter 1 Literacy Learning in Preschool and Kindergarten |
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11 | (14) |
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Literacy Learning in Preschool and Kindergarten Can Change Lives |
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11 | (1) |
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Develop Strong Readers and Writers |
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12 | (10) |
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Predictors of Literacy Success |
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13 | (1) |
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Literacy Experiences and the Emergent/Early Reader and Writer |
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14 | (2) |
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At Risk in Preschool and Kindergarten |
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16 | (1) |
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Literacy Skills and Understandings in Kindergarten |
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16 | (2) |
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Continuum of Children's Development in Early Reading and Writing |
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18 | (3) |
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Making Your Program Developmentally Appropriate |
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21 | (1) |
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Literacy Learning and Play |
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22 | (1) |
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Literacy Learning Across the Day |
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23 | (2) |
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Chapter 2 Research on Writing in Preschool and Kindergarten |
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25 | (40) |
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The Reading-Writing Connection |
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25 | (1) |
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Writing: The Stages, Categories, Goals, Skills, and Understandings |
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26 | (9) |
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26 | (3) |
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The Categories of Writing |
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29 | (4) |
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The Goals of Kindergarten Writing |
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33 | (1) |
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The Skills and Understandings of Kindergarten Writers |
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33 | (2) |
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Spelling in Preschool and Kindergarten |
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35 | (10) |
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Why Promote Invented Spelling? |
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36 | (2) |
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Is There a Downside to Promoting Invented Spelling? |
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38 | (2) |
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Should Invented Spelling Ever Be Corrected or Discouraged? |
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40 | (1) |
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The Five Stages of Spelling Development |
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41 | (2) |
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Underwriting: Should Teachers Do It? |
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43 | (2) |
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Writing Tools and Materials |
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45 | (6) |
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45 | (2) |
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47 | (1) |
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Technology as a Tool for Literacy Learning |
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47 | (4) |
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Effectively Supporting Young Writers |
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51 | (14) |
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The High-Yield Strategies of Effective Writing Programs |
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52 | (13) |
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Chapter 3 Assessing Writing in Preschool and Kindergarten |
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65 | (16) |
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Assessing Writing Through Shared, Interactive, Guided, and Independent Writing |
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66 | (1) |
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Assessing Writing Through Writing Conferences |
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66 | (1) |
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Assessing Writing Through Writing Samples |
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67 | (12) |
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68 | (1) |
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Documentation as a Form of Record Keeping |
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69 | (1) |
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Determining Each Child's Writing Category |
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70 | (1) |
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Trait-Based Scoring Scales |
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71 | (4) |
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Determining Each Child's Spelling Stage |
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75 | (4) |
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Self-Assessment: Me as a Writer |
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79 | (2) |
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Chapter 4 Effective Instructional Approaches |
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81 | (10) |
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Modeled and Shared Writing (Writing for and With Children) |
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81 | (3) |
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Purposes of Modeled and Shared Writing |
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82 | (1) |
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Modeled and Shared Writing: Step by Step |
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82 | (2) |
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Interactive Writing (Sharing the Pen With Children) |
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84 | (2) |
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Purposes of Interactive Writing |
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84 | (1) |
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Interactive Writing: Step by Step |
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85 | (1) |
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Guided Writing (Writing With Children) |
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86 | (1) |
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Purpose of Guided Writing |
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86 | (1) |
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Guided Writing: Step by Step |
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86 | (1) |
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Independent Writing (Writing by Children) |
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87 | (4) |
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Purposes of Independent Writing |
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87 | (1) |
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Independent Writing: Suggested Teaching Strategies |
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87 | (4) |
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Chapter 5 Writing Workshop |
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91 | (38) |
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Planning for Writing Workshop |
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91 | (2) |
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92 | (1) |
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Writing Workshop Stage 1 Mini-Lessons |
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93 | (16) |
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Learning to Draw and Mini Lessons |
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100 | (6) |
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106 | (3) |
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Writing Workshop Stage 2 Children Engaged in Writing |
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109 | (9) |
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The Importance of Sustained Writing |
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110 | (1) |
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Strategies for Implementing Sustained Writing |
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110 | (2) |
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Helping Young Children Find Writing Ideas |
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112 | (6) |
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Writing Workshop Stage 3 Writing Conferences |
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118 | (8) |
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What Is a Writing Conference? |
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118 | (1) |
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Setting the Stage for Conferences |
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118 | (1) |
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Individual Versus Croup Conferences |
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119 | (1) |
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120 | (4) |
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Writing Conference: Step by Step |
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124 | (2) |
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Writing Workshop Stage 4 Author Share |
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126 | (2) |
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Author Share: Step by Step |
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126 | (2) |
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Why Does Writing Workshop Get Results? |
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128 | (1) |
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Chapter 6 Writing in Fiction and Nonaction Genres |
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129 | (62) |
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Writing Fiction or Narrative |
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130 | (20) |
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Mini-Lessons and Activities to Support Writing Fiction or Narrative |
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131 | (18) |
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149 | (1) |
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Mini-Lessons and Activities to Support Writing Nonfiction |
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150 | (41) |
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Chapter 7 Writing Songs and Poetry |
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191 | (14) |
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Writing Songs in Preschool and Kindergarten |
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191 | (5) |
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Using Songs as Writing Models |
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191 | (5) |
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Writing Poetry in Preschool and Kindergarten |
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196 | (9) |
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Mini-Lessons for Writing Poetry |
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197 | (6) |
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Advantages of Poetry Writing in Kindergarten |
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203 | (2) |
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Chapter 8 Play Plans Before and After Centers |
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205 | (8) |
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Writing Before Centers: Creating Play Plans |
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206 | (5) |
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Writing After Centers: Reporting |
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211 | (2) |
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Chapter 9 Writing Messages and Using Interactive Journals |
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213 | (20) |
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Writing Messages in Preschool and Kindergarten |
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213 | (16) |
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217 | (1) |
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Writing News-Based Messages |
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218 | (1) |
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Writing Notes, Memos, Cards, Invitations, Tickets, and Letters |
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219 | (10) |
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Interactive Journal Writing in Preschool and Kindergarten |
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229 | (4) |
Closing Thoughts |
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233 | (2) |
Find Out More About Writing in Preschool and Kindergarten |
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235 | (2) |
References |
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237 | (10) |
Index |
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247 | |