Writing Strategies for All Primary StudentsScaffolding Independent Writing with Differentiated Mini-Lessons, Grades K-3
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. Reveals helpful writing strategies, including making associations, planning, visualizing, accessing cues, using mnemonics, and more Offers ideas for helping students revise, check, and monitor their writing assignments Explains the author's proven SCAMPER model that is appropriate for students in grades K-3 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.
Foreword by Susan B. Neuman ix Introduction 1 Section I Developing Understandings About Writing Strategy Mini-lessons CHAPTER 1 Teaching Writing Strategies in the Classroom 9 Steve Graham CHAPTER 2 Incorporating the SCAMPERWriting Strategy Mini-Lesson Model into Your Writing Program 21 Cindy Lassonde and Janet Richards CHAPTER 3 Architecture of a Mini-Lesson 33 Anne Marie Juola-Rushton CHAPTER 4 The Role of Teachers’ Evaluations 45 Jane Hansen CHAPTER 5 Writing Strategy Instruction for StrugglingWriters 55 Rochelle Matthews-Somerville and Eva Garin Section II Inventing Strategies CHAPTER 6 Noun Charts 75 Cynthia B. Leung CHAPTER 7 Growing a Poem with Interview Buddies 83 Cindy Lassonde CHAPTER 8 Let's Tell a Story 91 Janet Richards CHAPTER 9 Writing Rockets andOther Graphic Organizers 99 Todd Sundeen CHAPTER 10 Interest Charts 107 Susan Davis Lenski and Frances Ramos Verbruggen Section III Drafting Strategies CHAPTER 11 Reread So You Know What to Write Next 117 Deborah G. Litt CHAPTER 12 Where Have I Seen ThatWord Before? 123 Ilene Christian CHAPTER 13 Storyteller Blocks 131 Joyce C. Fine CHAPTER 14 Adding Information 141 Jane Hansen CHAPTER 15 To Rhyme or Not to Rhyme? 153 Cindy Lassonde CHAPTER 16 Think, Draw, Write, and Share (TDWS) 161 Cynthia B. Leung Section IV Polishing Strategies CHAPTER 17 Act ItOut to Discover the Details 173 Joanne Durham CHAPTER 18 Personal Editing Checklists 181 Janet Richards CHAPTER 19 Adding Dialogue to Fiction and Nonfiction 189 Lori Czop Assaf CHAPTER 20 Following Conventions for Writing Dialogue 199 Deborah Guidry and Neva Ann Medcalf CHAPTER 21 Color-Coding Editing 209 Janet Richards CHAPTER 22 Turning Up the Volume of Voice in Poetry 215 Cindy Lassonde CHAPTER 23 STEP into the Shoes of a Reader 223 Noreen S. Moore Section V Comprehensive Strategies CHAPTER 24 Making Pictures 237 Gail Verdi and Susan Polirstok CHAPTER 25 Comprehensive, Step-by-Step Composing for Nonfiction Writing 249 Janet Richards CHAPTER 26 Mentoring Authors' Voices Through Readers' Theater 257 Timothy V. Rasinski and Chase J. Young CHAPTER 27 Think Back, Look Forward 267 Tracy L. Coskie and M. Michelle Hornof About the Authors 279 About the Contributors 281 Acknowledgments 287 Subject Index 289 Name Index 303
Janet C. Richards, Ph.D., is a professor at the University of South Florida in the Childhood Education and Literacy Studies Department, where she specializes in literacy. She is the editor-in-chief of the Journal of Reading Education as well as a literacy scholar for the International Reading Association (IRA). Cynthia Lassonde, Ph.D., is associate professor, Elementary Education and Reading, at the State University of New York (SUNY) in Oneonta. Cynthia has co-authored several books, including Teacher Collaboration for Professional Learning.
Writing Strategies for All Primary Students contains an array of classroom-tested strategies that you can use to help students develop the skills they need to become successful and confident writers. Each strategy follows the SCAMPER (Screen and assess, Confer, Assemble materials, Model, Practice, Execute, Reflect) model devised by childhood education experts Janet C. Richards and Cynthia Lassonde. The mini-lessons from expert contributors found throughout the book can be used with all students including emerging writers, writers who struggle, English language learners, and advanced writers. As comprehensive as it is practical, Writing Strategies for All Primary Students offers A guide for learning how to screen and access students' writing skills Proven writing strategies, including making associations, planning, visualizing, accessing cues, using mnemonics, and more Advice for assisting students in revising, checking, and monitoring their writing assignments A model for incorporating writing strategy instruction and mini-lessons into any writing program Written in a user-friendly style, Writing Strategies for All Primary Students shows you how to scaffold the writing strategies that students need to take control of and self-regulate their writing. "This book fills a gaping niche in the available literature about teaching writing to young authors, and it does so with insight and panache. This very fine volume, written by some of the top thinkers in the field, comprehensively helps us understand how to engage young writers, how to assist them through the process of invention, and how to help them draft and shape their writing." —Jeffrey D. Wilhelm, Ph.D., professor of English Education, director of the Boise State Writing Project "This is a must-read book that contains a trove of excellent instructional ideas that answers questions teachers have about how to teach K-3 children to write well. Through actual lessons the authors provide strategies for assessment, planning, teaching, and reflecting about writing instruction that supports the differentiated needs of young writers." —Diane Lapp, Ed.D., Distinguished Professor of Education, San Diego State University Includes classroom-tested strategies for: emerging writers writers who struggle English language learners, and advanced writers
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