Write to Be Read is for designers of engaging curriculum, interesting in improving the teaching of writing in schools today. Assumptions are challenged with reference to traditional models for teaching writing. Examples of students writing and activities are presented with self and teacher models of assessment to engage the writing lives of students.
Write to Be Read is for designers of engaging curriculum, interesting in improving the teaching of writing in schools today. Assumptions are challenged with reference to traditional models for teaching writing. Examples of students writing and activities are presented with self and teacher models of assessment to engage the writing lives of students.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Barbara J. Smith, PhD. is a passionate educator who promotes critical and creative thinking in the design of schools and school curriculum. Hope Blecher, EdD. is a literacy expert who encourages and inspires educators and schools to engage students in deep learning in and outside the traditional school classroom. Together, this duo amass over 80 years of experiences in all kinds of schools and college level programming.
Inhaltsangabe
Table of Contents Introduction...A work in progress SECTION A: Making Connections Chapter 1: Thinking Through Writing Chapter 2: Doing the Write Thing Chapter 3: Writing with Others Chapter 4: Disciplinary and Interdisciplinary Writing SECTION B: New Approaches for Teaching Writing Chapter 5: Poetry as a Gateway to Prose Chapter 6: Prompts for Prose Writing Chapter 7: Planning to Write Chapter 8: Producing the First Draft Chapter 9: Polishing the Writing Chapter 10: Presenting the Writing Chapter 11: Purpose-Based (PB) Writing Model SECTION C: Writing for a Purpose, One Grade at A Time Chapter 12: Writing in a Primary Setting Chapter 13: Grade 3 to 5 Writing Chapter 14: Middle School Writing in an Elementary School Setting Chapter 15: Middle School Writing in a High School Setting Chapter 16: Senior High School Writing SECTION D: Deep Dive into Writing Forces Chapter 17: Differentiating Writing Chapter 18: Feedback & Assessment Chapter 19: Hand Held Devices Chapter 20: Parent Role in Student Writing Chapter 21: Challenges to Changing Writing Instruction Conclusion:From Students to Writers
Table of Contents Introduction...A work in progress SECTION A: Making Connections Chapter 1: Thinking Through Writing Chapter 2: Doing the Write Thing Chapter 3: Writing with Others Chapter 4: Disciplinary and Interdisciplinary Writing SECTION B: New Approaches for Teaching Writing Chapter 5: Poetry as a Gateway to Prose Chapter 6: Prompts for Prose Writing Chapter 7: Planning to Write Chapter 8: Producing the First Draft Chapter 9: Polishing the Writing Chapter 10: Presenting the Writing Chapter 11: Purpose-Based (PB) Writing Model SECTION C: Writing for a Purpose, One Grade at A Time Chapter 12: Writing in a Primary Setting Chapter 13: Grade 3 to 5 Writing Chapter 14: Middle School Writing in an Elementary School Setting Chapter 15: Middle School Writing in a High School Setting Chapter 16: Senior High School Writing SECTION D: Deep Dive into Writing Forces Chapter 17: Differentiating Writing Chapter 18: Feedback & Assessment Chapter 19: Hand Held Devices Chapter 20: Parent Role in Student Writing Chapter 21: Challenges to Changing Writing Instruction Conclusion:From Students to Writers
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