Listening to young writers (Record no. 24365)
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| 000 -CABECERA | |
|---|---|
| campo de control de longitud fija | 05189nam a22002657a 4500 |
| 005 - FECHA Y HORA DE ACTUALIZACIÓN | |
| 005 | 20201117141011.0 |
| 008 - LONGITUD FIJA | |
| campo de control de longitud fija | 201117b ||||| |||| 00| 0 spa d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| ISBN | 978-0-929895-81-9 |
| información adicional | 9780929895819 |
| 040 ## - FUENTE DE CATALOGACIÓN | |
| Centro catalogador/agencia de origen | UNEMI |
| Lengua de catalogación | Español |
| Normas de descripción | rda |
| 041 ## - IDIOMA | |
| Código de lengua del texto/banda sonora o título independiente | Inglés |
| 100 ## - AUTOR PERSONAL | |
| 9 (RLIN) | 44404 |
| nombre | Hare Landa, Melissa |
| 245 ## - TÍTULO PROPIAMENTE DICHO | |
| título | Listening to young writers |
| subtítulo | Developing writing competency through conversation, engagement and assessment |
| Mención de responsabilidad, etc. | by Melissa Haru Landa |
| 264 ## - PIE DE IMPRENTA | |
| lugar (ciudad) | Mayfield, PA. |
| editorial | Maupin House |
| fecha | 2005 |
| 300 ## - DESCRIPCIÓN FÍSICA | |
| Extensión | 146 páginas |
| Ilustraciones | ilustraciones |
| Dimensiones | 26 cm |
| 336 ## - TIPO DE CONTENIDO | |
| contenido, término | texto |
| 337 ## - MEDIACIÓN | |
| RDA | rdamedia |
| Tipo de medio | no mediado |
| 338 ## - PORTADOR | |
| RDA | rdacarrier |
| Tipo de portador | volumen |
| 505 ## - NOTA DE CONTENIDO | |
| Nota de contenido | INTRODUCTION<br/>CHAPTER ONE: CREATING A WRITER-FRIENDLY CLASSROOM<br/>Writing Begins with Conversation<br/>Conversations with Reluctant Talkers<br/>Conversations with "Safe" Writer<br/>The Importance of Conversation to English Language Learners<br/>Making Time for Conversation<br/>Using the Classroom to Engage Young Writers<br/> Children's Self-Published Books<br/>CHAPTER TWO: ASSESSING WRITING BEHAVIOR AND WRITING <br/>PROGRESS<br/>Understanding Children's Writing Behavior<br/>Assessment with School-Wide K-2 Prompts<br/>Components of School-Based Writing Assessment<br/>The Writing Prompts <br/>Topics for the Prompt <br/>Sample Prompts<br/>Directions for Administering the Prompt<br/>Assessment Criteria<br/>Honoring the Emergent Writer's Journey<br/> Emergent Stages of Writing Scoring Rubric<br/>Writing Samples of Emergent Writers<br/>Importance of Emergent Rubrics<br/>Progress to the Next Level<br/>Early Writer's Rubrics<br/> Attention to Audience <br/>Expression of Language<br/>Ideas<br/>Organization<br/>Early Writers Rubric: Content-A, E, I, O<br/>Early Writers Rubric: Conventions-U<br/>Scoring<br/>Determining the Score<br/>Sample Analyses<br/>Weekly Writing Samples as a Supplement to Formal Assessments<br/>Sharing Rubric Scores<br/>CHAPTER THREE: SETTING AND TEACHING INDIVIDUAL WRITING <br/>GOALS<br/>The Importance of Individual Writing Goals<br/>Determining Writing Goals for Each Child<br/>Emergent Writing Goals (Kindergarten to Mid-Year First Grade)<br/>Early Writing Goals (Mid-Year First Grade through Second Grade)<br/>Writing Goals and ELL Children<br/>Grouping Children<br/>Sharing Writing Goals with Students<br/>Writing Goals Presented in "Children's Words"<br/>Visual Reminders of Writing Goals for Emergent Readers<br/>When Do Children Learn to Apply Their Writing Goals?<br/>CHAPTER FOUR: INSTRUCTIONAL STRATEGIES<br/>Strategy One: Begin Each School Day with a Class Meeting<br/>Benefits of Class Meeting to Second Language Learners<br/>Strategy Two: Monitoring the Instructional Tone<br/>Learn How to Ask Good Questions<br/>Strategy Three: Connecting Children's Lives to Books<br/>Strategy Four: Making Class Books<br/>General Guidelines for Class Books<br/>Benefits of Nonfiction Class Books<br/>Making Class Books in Head Start or Pre-K<br/>Making Class Books in Kindergarten<br/>Class Books in First and Second Grade<br/>Creating Books with Independent First and Second Graders<br/>CHAPTER FIVE: WRITING-GOAL LESSONS<br/>Writing-Goal Lessons<br/>How Writing-Skill Lessons Support ELL Children<br/>Writing-Goal Lessons<br/>Lessons on "A"- Ideas<br/>Lesson 1: Asking the Reader a Question<br/>Lesson 2: Writing a Persuasive Letter<br/>Lesson 3: Writing a Persuasive Letter<br/>Lessons on "E"-Expression of Language<br/>Lesson 4: Using Words to Describe Things (Adjectives)<br/>Lesson 5: Writing a Simile<br/>Lesson 6: Writing Synonyms<br/>Lesson 7: Describing a Character<br/>Lesson 8: Describing an Action (Verbs)<br/>Lesson 9: Using Adverbs to Describe Actions<br/>Lesson 10: Using Other Words for "Said"<br/>Lesson 11: Saying "I like" in Different Ways<br/>Lessons on "I"- Ideas<br/>Lesson 12: Getting Ideas from Other People's Stories<br/>Lesson 13: Adding Details<br/>Lesson 14: Using Symbols to Add Details<br/>Lesson 15: Creating a Web AFTER Writing a Rough Draft<br/>Lessons on "O"- Organization<br/>Lesson 16: Writing an Opening Sentence that "Hooks" the Reader<br/>Lesson 17: Writing a Powerful Ending Sentence<br/>Lesson 18: Color-Coding Sentences to Organize Information<br/>Lessons on "U"-Understanding Conventions<br/>Lesson 19: Using Color Coding to Write from Left to Right<br/>Lesson 20: Using the Word Wall and Sound Spelling<br/>Lesson 21: Writing High-Frequency Words<br/>Lesson 22: Writing Dictated Sentences<br/>Lesson 23: Using the Word Wall to Spell High-Frequency Words<br/>Lesson 24: Correcting Errors in the Class Plans<br/>Lesson 25: Using a Traditional Tale to Teach Possessive Nouns<br/>Lesson 26: Using a Traditional Tale to Teach Quotation Marks<br/>Lesson 27: Using a Traditional Tale to Teach the Past Tense of Some Irregular <br/>Verbs<br/>Lesson 28: Preparing a Child's Writing for Publishing<br/>The Importance of Publishing<br/>Conclusion<br/>APPENDIX A: Annotated Bibliography for Extending Children's Ideas<br/>References |
| 520 ## - RESUMEN | |
| Resumen | More children than ever before are entering school with minimal English skills or with a need for specialized instruction. In Listening to Young Writers, author Melissa Hare Landa presents an organized and comprehensive instructional approach to writing instruction that will move every young child to writing competency especially those in Title I and ELL programs. |
| 082 04 - CLASIFICACIÓN DECIMAL DEWEY | |
| Clasificación | 421.25 |
| 650 #0 - MATERIA GENERAL | |
| Término de materia o nombre geográfico como elemento inicial | Inglés (lengua) |
| 9 (RLIN) | 39873 |
| 650 #0 - MATERIA GENERAL | |
| 9 (RLIN) | 39005 |
| Término de materia o nombre geográfico como elemento inicial | Enseñanza de ingles |
| 650 #0 - MATERIA GENERAL | |
| 9 (RLIN) | 42989 |
| Término de materia o nombre geográfico como elemento inicial | Con ejercicios prácticos |
| 942 ## - PUNTO DE ACCESO ADICIONAL KOHA | |
| Tipo de ítem Koha | Libro |
| Ocultar en el OPAC | Perdido | Esquema de clasificación | No circula | Sede propietaria | Localización actual | Ubicación | Adquirido | Precio de adquisición | Préstamos | Signatura topográfica | Código de barras | Visto por última vez | Último préstamo | Ejemplar | Tipo de ítem | Nota pública |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | CRAI UNEMI | CRAI UNEMI | U.A.C. Educación (FACE) | 2020-11-17 | 16.00 | 1 | H274 421.25 | 31598206 | 2022-05-12 | 2020-11-18 | Ej.1 | Libro | Estantería: Educación Básica17 |