Every Child Can Write, Grades 2-5 : Entry Points, Bridges, and Pathways for Striving Writers /: Entry Points, Bridges, and Pathways for Striving Writers. (2019)

• Record Type: Book
• Further Information: Note: Melanie Meehan.
• Authors: Meehan, Melanie
• Contents: Foreword M. Colleen Cruz; Acknowledgments; About the Author; Introduction; Why Our Work Matters; Entry Points, Bridges, and Pathways; How This Book Is Organized and What I Hope You’ll Gain From Reading It; PART 1: CREATING A PRODUCTIVE ENVIRONMENT; Chapter 1: Come In and Look Around!; How does the classroom environment support our writers who face instructional obstacles?; Our striving writers benefit from an organized environment, and they need routines in order to maintain that organization; Our classroom’s spaces should contain only materials that foster student learning and independence; The more we create, provide, and encourage the use of tools for independence and repertoire, the more learning will happen in our classrooms; Chapter 2: Listen, Learn, and Then Go Write!; How can we set up classroom management and routines to support learning and independent writing?; Transitions work best when everyone, especially striving writers, gets to where they belong during instruction and independent writing time; In order for instruction to be effective, students must not only listen to it, they must also understand it; Independent writing time should involve independently writing; PART 2: FINDING ENTRY POINTS AND BUILDING BRIDGES; Chapter 3: Find the Place Where Writers Can Join the Work; How can we provide entry points so all writers get to experience success within the writing process?; We can use what we know about standards and progressions of writing to help students grow their ZPD along the continuum of mastery; When we determine where and how students get stuck in their process, we can help them find the right entry point; We empower students and engage them in their development as writers by teaching them to self-assess their process—and progress; Chapter 4: Construct Bridges for Writers to Join the Journey; How can we change the steps and the process so that all writers can participate and produce?; Even though choice is a critical feature in many writing classes, sometimes we need to remove choice in order to provide temporary scaffolds that get students writing; The bridges we provide our striving writers may need to be placed in different parts of the process; Sometimes isolating skills is an effective way to improve overall performance; PART 3: PROVIDING PATHWAYS; Chapter 5: The Power of Paper—Don’t Underestimate It!; How can we leverage paper choice to inspire our writers who face instructional obstacles?; Paper has the power to communicate what is important—neatness or content?; Paper choice communicates our expectations and helps students set expectations for themselves; Paper can be one of your most powerful scaffolds for focus and organization; Chapter 6: Co-Create Classroom Charts as Pathways Toward Independence; How can we use charts to develop students’ independence within our writing classrooms?; It’s important to be confident about the types and purposes of various charts; Quick-Reference Guide to Classroom Charts; We need to address what gets in the way of relevant, responsive charts—and know what we can do about it; More than anything else, classroom charts are there for students to use; Chapter 7: Venture Forth on Higher-Tech Pathways . . . With Intention and Forethought; How can we leverage technology to find entry points and build bridges or pathways for our writers who face instructional obstacles?; Technology has the power to impact students, and it has the power to impact teachers; Technology enables us to provide access to students so that tools, charts, and other resources can be easily accessed at points in the process where and when students need them; It’s important to pay attention to the reason we are using any digital device, modification, or tool with students—and make sure it fits a student’s needs; Chapter 8: Spelling and Conventions—The Pitfalls and Potholes Along the Trail; How can we address the skills involved with spelling and conventions while not losing momentum with the overall writing process?; Striving writers—no, all writers—need to see conventions and spelling done correctly; As we teach the transcriptive elements of spelling and punctuation, our instruction must be within students’ realm of possibility and transference—within their ZPD; We can improve correct usage by finding ways to embed conventions across the day, increasing the level of intention, and infusing elements of play during students’ independent writing time; Chapter 9: Every Child Can Write—A Case Study; What does it look like in a real classroom when we merge entry points, bridges, and pathways?; Increasing Volume as a Crucial First Step; Establishing Routines; Providing Charts for Independence; Finding Different Entry Points; Building Independence for All; Expanding Paper Choice; Assessing Engagement; Reflecting on Student Growth and Making Adjustments; Every Child Can Write: Getting Closer to Our Goals; Appendix; A. Favorite Mentor Texts for Writing Instruction; Narrative; Information; Opinion; B. Mentor Text Charts With Craft Moves; Narrative; Information; Opinion; C. Sample of Progressions; Creating a Beginning for a Narrative Story; Creating an Ending for a Narrative Story; A Sample of a Progression of a Narrative Beginning Using Stars; A Progression of Narrative Elaboration; Introduction Progression for Information Writing; Conclusion Progression for Information Writing; D. Samples of Task Analyses; Sample Task Analyses for Narrative Story, Research-Based Essay, Information Writing; Classroom Example: Narrative Story; Classroom Example: Information Book; E. Anchor Charts; Narrative Writing Anchor Chart Sequence; Information Writing Anchor Chart Sequence; F. Writing Standards; Narrative Writing Standards; Information Writing Standards; Opinion Writing Standards; G. Convention Station Samples; Periods and Capitals; Capitals; Commas; Tricky Words; References; Index;
• Edition: 1st
• Publisher Details: Thousand Oaks : Corwin
• Publication Date: 2019
• Extent: 1 online resource (272 pages)
• Languages: English
• ISBNs: 9781544384092; 1544384092
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
• Access Usage: Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.