Listening to young writers Developing writing competency through conversation, engagement and assessment by Melissa Haru Landa

By:

Hare Landa, Melissa

Material type: Text

TextLanguage: Inglés Mayfield, PA. Maupin House 2005Description: 146 páginas ilustraciones 26 cmContent type:

texto

Media type:

no mediado

Carrier type:

volumen

ISBN:

978-0-929895-81-9

Subject(s):

DDC classification:

421.25

Contents:

INTRODUCTION CHAPTER ONE: CREATING A WRITER-FRIENDLY CLASSROOM Writing Begins with Conversation Conversations with Reluctant Talkers Conversations with "Safe" Writer The Importance of Conversation to English Language Learners Making Time for Conversation Using the Classroom to Engage Young Writers Children's Self-Published Books CHAPTER TWO: ASSESSING WRITING BEHAVIOR AND WRITING PROGRESS Understanding Children's Writing Behavior Assessment with School-Wide K-2 Prompts Components of School-Based Writing Assessment The Writing Prompts Topics for the Prompt Sample Prompts Directions for Administering the Prompt Assessment Criteria Honoring the Emergent Writer's Journey Emergent Stages of Writing Scoring Rubric Writing Samples of Emergent Writers Importance of Emergent Rubrics Progress to the Next Level Early Writer's Rubrics Attention to Audience Expression of Language Ideas Organization Early Writers Rubric: Content-A, E, I, O Early Writers Rubric: Conventions-U Scoring Determining the Score Sample Analyses Weekly Writing Samples as a Supplement to Formal Assessments Sharing Rubric Scores CHAPTER THREE: SETTING AND TEACHING INDIVIDUAL WRITING GOALS The Importance of Individual Writing Goals Determining Writing Goals for Each Child Emergent Writing Goals (Kindergarten to Mid-Year First Grade) Early Writing Goals (Mid-Year First Grade through Second Grade) Writing Goals and ELL Children Grouping Children Sharing Writing Goals with Students Writing Goals Presented in "Children's Words" Visual Reminders of Writing Goals for Emergent Readers When Do Children Learn to Apply Their Writing Goals? CHAPTER FOUR: INSTRUCTIONAL STRATEGIES Strategy One: Begin Each School Day with a Class Meeting Benefits of Class Meeting to Second Language Learners Strategy Two: Monitoring the Instructional Tone Learn How to Ask Good Questions Strategy Three: Connecting Children's Lives to Books Strategy Four: Making Class Books General Guidelines for Class Books Benefits of Nonfiction Class Books Making Class Books in Head Start or Pre-K Making Class Books in Kindergarten Class Books in First and Second Grade Creating Books with Independent First and Second Graders CHAPTER FIVE: WRITING-GOAL LESSONS Writing-Goal Lessons How Writing-Skill Lessons Support ELL Children Writing-Goal Lessons Lessons on "A"- Ideas Lesson 1: Asking the Reader a Question Lesson 2: Writing a Persuasive Letter Lesson 3: Writing a Persuasive Letter Lessons on "E"-Expression of Language Lesson 4: Using Words to Describe Things (Adjectives) Lesson 5: Writing a Simile Lesson 6: Writing Synonyms Lesson 7: Describing a Character Lesson 8: Describing an Action (Verbs) Lesson 9: Using Adverbs to Describe Actions Lesson 10: Using Other Words for "Said" Lesson 11: Saying "I like" in Different Ways Lessons on "I"- Ideas Lesson 12: Getting Ideas from Other People's Stories Lesson 13: Adding Details Lesson 14: Using Symbols to Add Details Lesson 15: Creating a Web AFTER Writing a Rough Draft Lessons on "O"- Organization Lesson 16: Writing an Opening Sentence that "Hooks" the Reader Lesson 17: Writing a Powerful Ending Sentence Lesson 18: Color-Coding Sentences to Organize Information Lessons on "U"-Understanding Conventions Lesson 19: Using Color Coding to Write from Left to Right Lesson 20: Using the Word Wall and Sound Spelling Lesson 21: Writing High-Frequency Words Lesson 22: Writing Dictated Sentences Lesson 23: Using the Word Wall to Spell High-Frequency Words Lesson 24: Correcting Errors in the Class Plans Lesson 25: Using a Traditional Tale to Teach Possessive Nouns Lesson 26: Using a Traditional Tale to Teach Quotation Marks Lesson 27: Using a Traditional Tale to Teach the Past Tense of Some Irregular Verbs Lesson 28: Preparing a Child's Writing for Publishing The Importance of Publishing Conclusion APPENDIX A: Annotated Bibliography for Extending Children's Ideas References

Summary: 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.

List(s) this item appears in: MAESTRIA EN ENSEÑANZA DE INGLES COMO LENGUA EXTRANJERA

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Item type	Current library	Call number	Copy number	Status	Notes	Date due	Barcode
Libro	CRAI UNEMI U.A.C. Educación (FACE)	H274 421.25 (Browse shelf(Opens below))	Ej.1	Available	Estantería: Educación Básica17		31598206

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Previous	No cover image available No cover image available	No cover image available No cover image available			No cover image available No cover image available			Next
Previous	ECU 864.2 MONs Siete Tratados	ECU 864.2 MONs Siete tratados	EL37 421.25 Introduction to Spanish/English linguistics	H274 421.25 Listening to young writers	H597 421.25 EXCEPTIONAL CHILDREN	H811 421.25 Leading professional learning communities	K69 421.25 Coaching approaches and perspectives	Next

INTRODUCTION
CHAPTER ONE: CREATING A WRITER-FRIENDLY CLASSROOM
Writing Begins with Conversation
Conversations with Reluctant Talkers
Conversations with "Safe" Writer
The Importance of Conversation to English Language Learners
Making Time for Conversation
Using the Classroom to Engage Young Writers
Children's Self-Published Books
CHAPTER TWO: ASSESSING WRITING BEHAVIOR AND WRITING
PROGRESS
Understanding Children's Writing Behavior
Assessment with School-Wide K-2 Prompts
Components of School-Based Writing Assessment
The Writing Prompts
Topics for the Prompt
Sample Prompts
Directions for Administering the Prompt
Assessment Criteria
Honoring the Emergent Writer's Journey
Emergent Stages of Writing Scoring Rubric
Writing Samples of Emergent Writers
Importance of Emergent Rubrics
Progress to the Next Level
Early Writer's Rubrics
Attention to Audience
Expression of Language
Ideas
Organization
Early Writers Rubric: Content-A, E, I, O
Early Writers Rubric: Conventions-U
Scoring
Determining the Score
Sample Analyses
Weekly Writing Samples as a Supplement to Formal Assessments
Sharing Rubric Scores
CHAPTER THREE: SETTING AND TEACHING INDIVIDUAL WRITING
GOALS
The Importance of Individual Writing Goals
Determining Writing Goals for Each Child
Emergent Writing Goals (Kindergarten to Mid-Year First Grade)
Early Writing Goals (Mid-Year First Grade through Second Grade)
Writing Goals and ELL Children
Grouping Children
Sharing Writing Goals with Students
Writing Goals Presented in "Children's Words"
Visual Reminders of Writing Goals for Emergent Readers
When Do Children Learn to Apply Their Writing Goals?
CHAPTER FOUR: INSTRUCTIONAL STRATEGIES
Strategy One: Begin Each School Day with a Class Meeting
Benefits of Class Meeting to Second Language Learners
Strategy Two: Monitoring the Instructional Tone
Learn How to Ask Good Questions
Strategy Three: Connecting Children's Lives to Books
Strategy Four: Making Class Books
General Guidelines for Class Books
Benefits of Nonfiction Class Books
Making Class Books in Head Start or Pre-K
Making Class Books in Kindergarten
Class Books in First and Second Grade
Creating Books with Independent First and Second Graders
CHAPTER FIVE: WRITING-GOAL LESSONS
Writing-Goal Lessons
How Writing-Skill Lessons Support ELL Children
Writing-Goal Lessons
Lessons on "A"- Ideas
Lesson 1: Asking the Reader a Question
Lesson 2: Writing a Persuasive Letter
Lesson 3: Writing a Persuasive Letter
Lessons on "E"-Expression of Language
Lesson 4: Using Words to Describe Things (Adjectives)
Lesson 5: Writing a Simile
Lesson 6: Writing Synonyms
Lesson 7: Describing a Character
Lesson 8: Describing an Action (Verbs)
Lesson 9: Using Adverbs to Describe Actions
Lesson 10: Using Other Words for "Said"
Lesson 11: Saying "I like" in Different Ways
Lessons on "I"- Ideas
Lesson 12: Getting Ideas from Other People's Stories
Lesson 13: Adding Details
Lesson 14: Using Symbols to Add Details
Lesson 15: Creating a Web AFTER Writing a Rough Draft
Lessons on "O"- Organization
Lesson 16: Writing an Opening Sentence that "Hooks" the Reader
Lesson 17: Writing a Powerful Ending Sentence
Lesson 18: Color-Coding Sentences to Organize Information
Lessons on "U"-Understanding Conventions
Lesson 19: Using Color Coding to Write from Left to Right
Lesson 20: Using the Word Wall and Sound Spelling
Lesson 21: Writing High-Frequency Words
Lesson 22: Writing Dictated Sentences
Lesson 23: Using the Word Wall to Spell High-Frequency Words
Lesson 24: Correcting Errors in the Class Plans
Lesson 25: Using a Traditional Tale to Teach Possessive Nouns
Lesson 26: Using a Traditional Tale to Teach Quotation Marks
Lesson 27: Using a Traditional Tale to Teach the Past Tense of Some Irregular
Verbs
Lesson 28: Preparing a Child's Writing for Publishing
The Importance of Publishing
Conclusion
APPENDIX A: Annotated Bibliography for Extending Children's Ideas
References

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.

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