A guide for teaching all your students the skills they need to be successful writers The 25 mini-lessons provided in this book are designed to develop students’ self-regulated writing behaviors and enhance their self-perceived writing abilities. These foundational writing strategies are applicable and adaptable to all primary students: emergent, advanced, English Language Learners, and struggling writers. Following the SCAMPER (Screen and assess, Confer, Assemble materials, Model, Practice, Execute, Reflect) mini-lesson model devised by the authors, the activities show teachers how to scaffold the writing strategies that students need in order to take control of their independent writing. <ul>
<li>Reveals helpful writing strategies, including making associations, planning, visualizing, accessing cues, using mnemonics, and more</li> <li>Offers ideas for helping students revise, check, and monitor their writing assignments</li> <li>Explains the author's proven SCAMPER model that is appropriate for students in grades K-3</li> </ul>
Let Richards and Lassonde—two experts in the field of childhood education—guide you through these proven strategies for enhancing young children's writing skills.

Writing Strategies for All Primary Students: Scaffolding Independent Writing with Differentiated Mini-Lessons, Grades K-3

Education & Teaching

Richards, Janet C.

Lassonde, Cynthia A.

Schools & Teaching

Jossey-Bass

Elementary Literacy Lessons: Cases and Commentaries From the Field

Textbook for elementary reading/language arts courses. Unique in its use of original teaching cases written by preservice teachers, accompanied by commentaries written by experienced teacher educators and skilled classroom teachers.

Reference

Gipe, Joan P.

Foreign Language Study & Reference

Routledge

Innovative and practical, this text helps prepare teachers to support the literacy learning needs of all children in grades K-6, including academically, linguistically, and culturally diverse students. It features original teaching cases written by preservice teachers enrolled in field-based reading/language arts methods courses, accompanied by commentaries written by experienced teacher educators and skilled classroom teachers. High-interest content and a reader-friendly format encourage critical and reflective thinking about topics important to effective literacy instruction. By promoting reflection about case issues, the text helps prepare future teachers to respond to teaching narratives presented on the practical applications section of the PRAXIS II, an examination required in most states for teacher licensure.  The authentic cases candidly and poignantly describe preservice teachers' plans, problems, hopes, disappointments, dilemmas, and reflective thinking as they address the multilayered complexities and ambiguities associated with learning to teach reading and language arts in elementary classrooms. These teaching stories reveal glimpses of literacy instruction and allow us to enter real classrooms and experience the wide varieties of situations that reading/language arts teachers encounter daily. Although the cases are grouped according to specific dimensions of literacy theory and pedagogy, just as in real classrooms, other issues are woven through each case as well.  The commentaries provide scholarly, and sometimes contrasting, perspectives and approaches through which readers might consider the issues presented in the cases. The commentaries represent only particular perspectives, but readers are encouraged to explore and consider as many perspectives and issues as possible regarding each case. Each chapter includes helpfulpedagogical features: *  New or critical concepts and terms listed at the beginning of each chapter alert readers to what might be unfamiliar vocabulary. * Applications and Reflections pages help readers take an active part in analyzing, documenting, and talking about the particular issues portrayed in the case narratives. Using the questions on these pages, the cases and accompanying commentaries can be read and discussed as a whole class activity, in small collaborative groups, or by individuals. The questions can also be used by readers to guide their own case writing initiatives. * Margin References direct readers to correlated readings for the strategies and parallel concepts mentioned in the cases and commentaries. Suggested readings can be discussed within the format of literacy study groups.  * Annotated Bibliographies at the end of each chapter help readers construct more in-depth knowledge for the instructional strategies and activities discussed in the teaching cases.   The cases, commentaries, and pedagogical features in this distinctive text provide rich opportunities for readers to discover what they need to know and how they need to think in order to teach reading and language arts effectively and successfully.

Integrating Multiple Literacies in K-8 Classrooms: Cases, Commentaries, and Practical Applications

This text gives prospective and practicing teachers a comprehensive understanding of how to teach multiple literacies in elementary and middle school classrooms. All of the literacies--dance, music, visual arts, popular culture, media, and computer technologies--are integrated with reading and writing. Balanced treatment is given to theoretical perspectives and practical applications. The text features authentic cases written by preservice teachers, and commentaries on the cases from practitioners and university professors. The cases are designed to prepare future teachers for the PRAXIS teacher certifying exam and others offered in many states. Three theoretical chapters support the practical applications: *Chapter 1 addresses the benefits of writing and analyzing cases and the specific attributes of exemplary teaching cases, and offers guidelines for teachers to author their own case narratives and questions for analyzing and discussing case issues with peers. *Chapter 2 discusses the role of electronic symbol making and multiple sign systems in children's literacy and how children use symbols to receive and express meaning. *Chapter 3 offers a theoretical framework that helps define and enable teachers to use the new literacies of Internet technology, and provides a strong rationale for expanding traditional definitions of literacy. The practical applications chapters (chaps. 4-12) gradually lead readers toward a deeper understanding of how to conceptualize and structure more complex, integrated lessons. In each of these chapters: *An "Overview" provides up-to-date information about the particular form of literacy discussed in the chapter. *A helpful "What Do You Need to Know and How Do You Begin" section offers ideas and tasks for teachers who wish to nurture their artistic and technological aptitudes, expand their understanding of popular culture media, and increase their knowledge about integrating diverse communication forms into cohesive themed units or instruction. *Exemplary cases--the heart of these chapters--present preservice teachers' candid descriptions of their reflections, confusions, and concerns as they support K-8 students writing and writing development through multiple literacy approaches. *Case-specific questions encourage readers to take an active part in analyzing, documenting, and discussing the particular issues raised. *"Commentaries" by skilled practitioners and university professors provide sound teaching suggestions, scholarly perspectives, and sometimes contrasting solutions to the dilemmas described in the cases. *"Reflections and Explorations" activities help teachers become more actively involved in thinking and learning about multiple literacies. *"Practical Applications" questions engage teachers in considering their own teaching environments and goals as they integrate multiple literacy lessons into their curriculum. *"Suggested Readings" support teachers in constructing more in-depth knowledge about the chapter topics.

McKenna, Michael C.

Giving teachers a comprehensive understanding of how to teach multiple literacies in elementary and middle schools, this study looks at dance, music, visual arts, popular culture, media and computer technologies integrated with reading and writing.

Integrating Multiple Literacies in K-8 Classrooms (Inst. Manual): Cases, Commentaries, and Practical Applications

Albers, Ann

Leu, Donald J.

Kinzer, Charles K.

Labbo, Linda D.

Goldberg, Merryl Ruth

Miller, Terri

Austin, Peggy

Pailliotet, Watts

Begoray, Deborah

Carr, Kathryn Chapman

Words, Language & Grammar

Lawrence Erlbaum Assoc Inc

Doing Academic Writing in Education

This clear, reader-friendly book is carefully designed to help readers gain confidence and acquire competence in their academic writing abilities. It focuses on real people as they write and actively involves readers in the writing process. The authors' innovative approach encourages reflection on how professional writing initiatives connect to the personal self. For pre-service and in-service teachers, graduate students, school administrators, educational specialists, and all others involved in the educational enterprise, effective writing is important to professional success. Organized to help the reader move progressively and confidently forward as a writer of academic prose, Doing Academic Writing in Education: Connecting the Personal and the Professional features: *activities to engage readers in connecting their writing endeavors to their personal selves, and in discovering their own writing attitudes, behaviors, strengths, and problem areas; *practical applications to inform and support the reader's writing initiatives--including opportunities to engage in invention strategies, to begin a draft, to revise and edit a piece of writing that is personally and professionally important, and to record reflections about writing; *the voices of the authors and of graduate students who are pursuing a variety of academic writing tasks--to serve as models for the reader's writing endeavors; and *writing samples and personal stories about writing shared by experts in various contexts--offering hints about conditions, self-reflections, and habits that help them write effectively. All students and professionals in the field of education will welcome the distinctive focus in this book on connecting the personal and the professional, and the wealth of practical applications and opportunities for reflection it provides.

Doing Academic Writing in Education: Connecting the Personal and the Professional

Politics & Social Sciences

Miller, Sharon K.

Sociology

Innovative and practical, this text helps prepare teachers to support the literacy learning needs of all children in grades K-6, including academically, linguistically, and culturally diverse students. It features original teaching cases written by preservice teachers enrolled in field-based reading/language arts methods courses, accompanied by commentaries written by experienced teacher educators and skilled classroom teachers. High-interest content and a reader-friendly format encourage critical and reflective thinking about topics important to effective literacy instruction. By promoting reflection about case issues, the text helps prepare future teachers to respond to teaching narratives presented on the practical applications section of the PRAXIS II, an examination required in most states for teacher licensure. The authentic cases candidly and poignantly describe preservice teachers' plans, problems, hopes, disappointments, dilemmas, and reflective thinking as they address the multilayered complexities and ambiguities associated with learning to teach reading and language arts in elementary classrooms. These teaching stories reveal glimpses of literacy instruction and allow us to enter real classrooms and experience the wide varieties of situations that reading/language arts teachers encounter daily. Although the cases are grouped according to specific dimensions of literacy theory and pedagogy, just as in real classrooms, other issues are woven through each case as well. The commentaries provide scholarly, and sometimes contrasting, perspectives and approaches through which readers might consider the issues presented in the cases. The commentaries represent only particular perspectives, but readers are encouraged to explore and consider as many perspectives and issues as possible regarding each case. Each chapter includes helpfulpedagogical features: New or critical concepts and terms listed at the beg

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Books by Richards, Janet C.