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|Author||: Lucy Calkins,Kelly Boland Hohne,Audra Kirshbaum Robb|
|Editor||: Heinemann Educational Books|
"These assessment tools make progress in writing as transparent, concrete, and obtainable as possible and put ownership for this progress into the hands of learners, allowing students and teachers to work toward a very clear image of what good writing entails." -Lucy Calkins, Writing Pathways Lucy Calkins' groundbreaking performance assessments offer instructional tools to support continuous assessment, timely feedback, and clear goals tied to learning progressions that have been aligned with world-class standards. Originally published as part of the bestselling Units of Study in Opinion/Argument, Information, and Narrative Writing, grades K-8, Writing Pathways is ideal for writing workshop, but suitable for any writing instruction context or curriculum. This practical guide includes: Learning progressions for opinion/argument, information, and narrative writing, which map the specific benchmarks students will master for every grade level On-demand writing prompts that support schoolwide performance assessment Student checklists to help students set goals and integrate crucial self-assessment into their work Rubrics to support individual teachers and professional learning communities as they evaluate mastery and plan instruction within and across grade levels Student writing samples that illustrate different ways students have exemplified standards and highlight essential features of each writing genre Annotated exemplar pieces of writing on the same topic for every grade level that highlight the traits you can expect to see at each level of the learning progressions. Who needs Writing Pathways? Educators who are not yet ready to implement the full Units of Study curriculum can use Writing Pathways to get started with Lucy Calkins' proven approach to writing assessment and instruction. Coaches and administrators who are supporting implementation of Lucy Calkins' Units of Study will find Writing Pathways to be an ideal resource to guide their work. Who doesn't need Writing Pathways? The content in this stand-alone edition is the same as in the previous editions found in Lucy Calkins' Units of Study (K-5 and 6-8 are combined in this new edition). Teachers who have the Units of Study do not need this new edition.
|Author||: Alicia Curtin|
|Editor||: Taylor & Francis|
This thought-provoking book will provide masters students, teachers and researchers with a toolkit and theoretical framework for teaching literacy through children's literature. It features innovative ideas for developing student and teacher experiences with literature and popular culture texts in the classroom, providing practical examples and teaching aids throughout. Taking a collaborative approach, Curtin explores how teachers and learners can engage with literature and its authors for the development of literacy in classroom practice. Connecting reader and writer identities and worlds through interviews with and suggested classroom activities from authors themselves, this text combines author, teacher and learner perspectives in the development of creative pedagogies that extend understandings of literacy beyond reading, writing and text. Exploring fairy-tales, comic books and graphic novels, children living in literature (i.e., texts which portray children, their lives and experiences), popular culture, young adult fiction, and non-fiction and digital texts such as blogs etc, this text develops a sociocultural understanding of literacy as a lived and contextually dependent practice where meaning is derived through relationships between people, settings and culture. Different contexts for literacy are explored, including reading and writing strategically (to learn about literacy and literature), widely (for personal purposes) and deeply (to transform understanding) (Short, 2011). This text will be an invaluable resource for teachers, researchers or anyone interested in reading and writing stories. The author interviews will also be of particular interest to older learners themselves as a way to develop their understanding of their own reading and writing practices. Pedagogies can be adapted to any age group, ranging from the early years to young adult.
|Author||: Lillian Craton,Renée Love,Sean Barnette|
|Editor||: CSU Open Press|
"A collection of short essays written by and for instructors of college writing that examine life lessons that both students and instructors learn from first-year composition courses"--Provided by publisher.
|Author||: Nicole Sieben|
This book provides ways of thinking about the teaching of writing in secondary schools (with applications to college writing) and shares research-based strategies for immediate use in the classroom.
|Author||: Heidi L. Andrade,Randy E. Bennett,Gregory J. Cizek|
The Handbook of Formative Assessment in the Disciplines meaningfully addresses current developments in the field, offering a unique and timely focus on domain dependency. Building from an updated definition of formative assessment, the book covers the integration of measurement principles into practice; the operationalization of formative assessment within specific domains, beyond generic strategies; evolving research directions including student involvement and self-regulation; and new approaches to the challenges of incorporating formative assessment training into pre-service and in-service educator training. As supporters of large-scale testing programs increasingly consider the potential of formative assessments to improve teaching and learning, this handbook advances the subject through novel frameworks, intersections of theory, research, and practice, and attention to discernible disciplines. Written for instructors, graduate students, researchers, and policymakers, each chapter provides expert perspectives on the procedures and evaluations that enable teachers to adapt teaching and learning in-process toward student achievement.
|Author||: Jessica Singer Early,Christina Saidy|
Creating Literacy Communities as Pathways to Student Success offers a model for using literacy as a pathway for secondary students to explore fields from which they are often systematically excluded. In particular, this volume demonstrates how access for young Latina students to STEM related fields can be bolstered through engagement with mentors in writing and reading programs. Written for pre- and in-service teachers, as well as scholars across disciplines, this book aims to re-conceptualize the ways in which writing can best serve ethnically and linguistically diverse students, especially girls.
|Author||: Bernie Ross,Trevor Lockwood|
|Editor||: Braiswick at By Design|
An informative guide for writers using the Internet author.co.uk is among the best of the UK sites for writers. Now it is possible to browse through it's thousand pages offline, and immediately link to all the web sites it suggests through the CD-ROM enclosed with the book. A true writer's guide to the Internet, that can be kept up-to-date by visiting the author.co.uk website. Takes you through the whole process from starting to write, how to write, using the Internet, finding a publishing, linking to services, ebooks and print on demand.
|Author||: Melanie Meehan|
|Editor||: Corwin Press|
Empowering striving writers to thrive as writers! Somehow, in every classroom during every year, there are students who keep us up at night because of the instructional challenges they face as writers. These students—our striving writers—may find success exploring different entry points and pathways than those their classmates travel. Every Child Can Write will help you lead striving writers along their journey toward growth, confidence, and success. Filled with practical strategies, classroom-management ideas,and reproducible tools, this book also offers low- and high-tech solutions for increasing writing volume and boosting self-esteem. Plus, with suggestions for differentiating instruction based on standards and student needs, it will 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; and Integrate the most appropriate technology that empowers students and leads them to independence. As essential as writing is in elementary school, it will be even more important when your students reach middle school. Now is the time to give them the skills, practice, and confidence they need to succeed. To address distance learning, Melanie Meehan has created a free resource available at corwin.com/everychildcanwritefreeresources. As we know, in distance learning caregivers and teachers partner more than ever to help students with writing. The Distance Learning companion to Every Child Can Write is for teachers to share with caregivers to help children develop their writing lives—even while learning at home. Each of the eight modules contains video clips that talk caregivers through tools for supporting their student writers, along with downloadable tools that can be used by teachers or caregivers.
|Author||: Oluwakemi J. Elufiede,Carrie J. Boden,Tina Murray|
Enhancing Writing Skills includes conference presentation papers from the Carnegie Writers, Inc. 1st Annual Conference. The anthology provides published and aspiring writers resources for sustaining, enhancing and evaluating their writing skills. The chapter themes focus on genre-based writing, creativity in writing, mechanics of writing, academic writing, and writing as a business. Enhancing writing skills is beneficial to diverse writers as it impacts the community, working, and educational environments. ANTHOLOGY GOALS AND OBJECTIVES: - Enable writers to learn from other writers for the development of networking relationships and professional development. - Assist writers with techniques on sustaining their writing talents in their chosen genre or various genres. - Provide meaningful publishing resources related to non-traditional and traditional publication venues. - Enhance writers understanding for marketing strategies in the 21st century.
|Author||: Melanie Meehan|
Empowering striving writers to thrive as writers! Somehow, in every classroom during every year, there are students who keep us up at night because of the instructional challenges they face as writers. These students—our striving writers—may find success exploring different entry points and pathways than those their classmates travel. Every Child Can Write will help you lead striving writers along their journey toward growth, confidence, and success. Filled with practical strategies, classroom-management ideas,and reproducible tools, this book also offers low- and high-tech solutions for increasing writing volume and boosting self-esteem. Plus, with suggestions for differentiating instruction based on standards and student needs, it will 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; and Integrate the most appropriate technology that empowers students and leads them to independence. As essential as writing is in elementary school, it will be even more important when your students reach middle school. Now is the time to give them the skills, practice, and confidence they need to succeed.
|Author||: Laurie Blass,Mari Vargo|
|Editor||: Cengage Learning|
Pathways, Second Edition, is a global, five-level academic English program. Carefully-guided lessons develop the language skills, critical thinking, and learning strategies required for academic success. Using authentic and relevant content from National Geographic, including video, charts, and other infographics, Pathways prepares students to work effectively and confidently in an academic environment. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
|Author||: Donna E. Alvermann,Norman J. Unrau,Misty Sailors,Robert B. Ruddell|
The Seventh Edition of this foundational text represents the most comprehensive source available for connecting multiple and diverse theories to literacy research, broadly defined, and features both cutting-edge and classic contributions from top scholars. Two decades into the 21st century, the Seventh Edition finds itself at a crossroads and differs from its predecessors in three major ways: the more encompassing term literacy replaces reading in the title to reflect sweeping changes in how readers and writers communicate in a digital era; the focus is on conceptual essays rather than a mix of essays and research reports in earlier volumes; and most notably, contemporary literacy models and processes enhance and extend earlier theories of reading and writing. Providing a tapestry of models and theories that have informed literacy research and instruction over the years, this volume’s strong historical grounding serves as a springboard from which new perspectives are presented. The chapters in this volume have been selected to inspire the interrogation of literacy theory and to foster its further evolution. This edition is a landmark volume in which dynamic, dialogic, and generative relations of power speak directly to the present generation of literacy theorists and researchers without losing the historical contexts that preceded them. Some additional archival essays from previous editions are available on the book’s eResource. New to the Seventh Edition: Features chapters on emerging and contemporary theories that connect directly to issues of power and contrasts new models against more established counterparts. New chapters reflect sweeping changes in how readers and writers communicate in a digital era. Slimmer volume is complemented by some chapters from previous editions available online.
|Author||: Evan Ortlieb,Earl H. Cheek Jr.,Wolfram Verlaan|
|Editor||: Emerald Group Publishing|
This volume will feature prominent researchers sharing evidence-based successes partnering with teachers in K-12 classrooms. It will have 3 sub-sections according to grade level appropriate instruction: K-3, 4-8, 9-12. As a result the book will have wide readership amongst educators in the early childhood, elementary, middle, and high school years.
|Author||: Ross Young,Felicity Ferguson|
This book explores what writing for pleasure means, and how it can be realised as a much-needed pedagogy whose aim is to develop children, young people, and their teachers as extraordinary and life-long writers. The approach described is grounded in what global research has long been telling us are the most effective ways of teaching writing and contains a description of the authors’ own research project into what exceptional teachers of writing do that makes the difference. The authors describe ways of building communities of committed and successful writers who write with purpose, power, and pleasure, and they underline the importance of the affective aspects of writing teaching, including promoting in apprentice writers a sense of self-efficacy, agency, self-regulation, volition, motivation, and writer-identity. They define and discuss 14 research-informed principles which constitute a Writing for Pleasure pedagogy and show how they are applied by teachers in classroom practice. Case studies of outstanding teachers across the globe further illustrate what world-class writing teaching is. This ground-breaking text is essential reading for anyone who is concerned about the current status and nature of writing teaching in schools. The rich Writing for Pleasure pedagogy presented here is a radical new conception of what it means to teach young writers effectively today.
|Author||: Danielle L. DeFauw|
This text draws on interviews, assignments, field notes, and observations from a flipped writing methodology course conducted with preservice elementary teachers in the US. In doing so, the text powerfully illustrates the benefits of using flipped methodologies in K-6 instruction to engage students, teachers, and families in authentic writing practices. Engaging Teachers, Students, and Families in K-6 Writing Instruction demonstrates the use of flipped writing methodologies to engage preservice teachers in literacy instruction, increase their confidence as writers, and bolster their understanding and application of pedagogical content knowledge. In turn, this underpins teachers’ ability to teach writing as an authentic, purpose-driven, audience-focused process. In particular, chapters explore effective teaching strategies including writing clinics, writing contests, and family literacy sessions which encourage writing development within a community of students, teachers, families, and authors. This text will be an engaging and informative guide for educational researchers, teacher educators, and preservice and inservice teachers looking to develop effective flipped writing pedagogies to support educators, students, and families.
|Author||: Stacey Shubitz,Lynne R. Dorfman|
Stacey Shubitz and Lynne Dorfman warmly welcome you to experience writing workshop for the first time or in a new light with Welcome to Writing Workshop. Through strategic routines, tips, resources, and short focused video clips, teachers can create the sights and sounds of a thriving writing workshop where: * both students and teachers are working authors * students spend most of their time writing--not just learning about it * student choice is encouraged to help create engaged writers, not compliant ones * students are part of the formative assessment process * students will look forward to writing time--not dread it. From explanations of writing process and writing traits to small-group strategy lessons and minilessons, this book will provide the know-how to feel confident and comfortable in the teaching of writers.
|Author||: Zoi A. Philippakos,Steve Graham|
|Editor||: Guilford Publications|
Writing skills are essential for success in the 21st-century school and workplace, but most classrooms devote far more time to reading instruction, with writing often addressed in isolation or excluded. In this insightful professional development resource and text, leading researchers discuss why and how to integrate writing and reading instruction in grades K–12 and beyond. Contributors explore how to harness writing–reading connections to support learning in such areas as phonics and spelling, vocabulary, understanding genre and text structure, and self-regulated strategy development, as well as across content areas and disciplines. Special considerations in teaching emergent bilingual students and struggling literacy learners are described. User-friendly features include guiding questions, classroom examples, and action questions that help teachers translate the research and concepts into practice.
|Author||: Jennifer Klein,Elizabeth Stuart Whitehead|
|Editor||: Rowman & Littlefield|
The book will show how art can be used to teach the Traits of Writing. Each chapter will include a summary of each trait and art and writing lessons to demonstrate how to teach the trait.
|Author||: Susanne R. Borgwaldt,Terry Joyce|
|Editor||: John Benjamins Publishing|
Typology research is extremely important in both proposing classification frameworks and in promoting the careful investigation and analysis of the core concepts inherent within the classification contrasts employed. More exemplary of the latter aspect, the present collection of papers on the typology of writing systems address a number of significant linguistic and psycholinguistic issues surrounding the classification of writing systems. The seven contributions within this volume, which originally appeared as a special issue of Written Language and Literacy 14:1 (2011), cover a wide variety of issues, ranging from an overview of writing system typology research, comparative graphematics, letter-shape similarities, the morphographic principle, tone orthography typology, measuring graphematic transparency, to unconventional spellings within online chat. Reflecting the growing interest in writing, the book will be of interest to advanced students and researchers working on writing systems, written language, and reading research.