Literacy is a skill for all time, for all people. It is an integral part of our lives, whether we are students or adult professionals. Giving all educators the breadth of knowledge and practical tools that help students strengthen their literacy skills is the focus of Read, Write, Lead. Drawing on her experience as a mentor teacher, reading specialist, instructional coach, and staff developer, author Regie Routman offers time-tested advice on how to develop a schoolwide learning culture that leads to more effective reading and writing across the curriculum. She explains how every school—including yours—can: implement instructional practices that lead to better engagement and achievement in reading and writing for all students, from kindergarten through high school, including second-language and struggling learners; build Professional Literacy Communities of educators working together to create sustainable school change through professional learning based on shared beliefs; reduce the need for intervention through daily practices that ensure success, even for our most vulnerable learners; and embed the language of productive feedback in responsive instruction, conferences, and observations in order to accelerate learning for students, teachers, and leaders. In their own voices, teachers, principals, literacy specialists, and students offer real-life examples of changes that led to dramatic improvement in literacy skills and—perhaps just as important--increased joy in teaching and learning. Scattered throughout the book are “Quick Wins”--ideas and actions that can yield positive, affirming results while tackling the tough work of long-term change.
Recommended by the Ontario Ministry Of Education Grades K-8 With all the controversy and confusion over "best practice" issues in teaching reading, Regie Routman steps in: giving clarity, support, specific demonstrations, and confidence to teachers so they can teach reading in a manner that is consistent with research and learning theory and respectful of students' needs, interests, and abilities. In Reading Essentials, she realistically describes how to achieve these goals. Readers will discover research-based strategies, immediately doable ideas, and detailed lessons. Topics include: teaching much more, more effectively and joyfully, in less time applying an optimal learning model to teaching reducing isolated skills work maximizing whole-class teaching working with struggling readers connecting reading with writing organizing a terrific classroom library and reading area monitoring and evaluating students as readers integrating assessment and testing into daily teaching teaching comprehension sensibly and effectively applying shared reading across the grades and curriculum planning guided reading in meaningful, manageable ways knowing how and when to question research and programs ensuring reading competence and confidence for every child Also available by Regie Routman: Writing Essentials / 0325006016 / 2004 / 304 pp. + DVD / Grades K-8 Conversations / 032500109X / 2000 / 896 pp. / Grades K-8
"Describes strategies for teaching writing to adolescents, including teaching the reasons writing is important, meeting student needs in learning writing, modeling good writing by the teacher, using real-world models of writing, giving students choice, writing for authentic, real-world purposes, and assessing student writing"--Provided by publisher.
Author: Donna Kalmbach Phillips
Release Date: 2015-12-22
Genre: Language Arts & Disciplines
Becoming a Teacher of Writing in Elementary Classrooms nurtures teachers’ identities as writers, connects to the realities of writing instruction in real and diverse classrooms, and encourages critical and creative thinking. This text is about writing instruction as a journey teachers and students embark on together. The focus is on learning how to teach writing through specific teaching and learning structures found in the Writing Studio: mini-lessons; teacher and peer conferencing; guided writing; and sharing, celebrating, and broadcasting writing. Pedagogical features include teaching structures and strategies, "Problematizing Practice" classroom scenarios, assessment resources, and a Companion Website. Because a teacher who views him or herself as a writer is best positioned to implement the Writing Studio, a parallel text, Becoming-writer, give readers space to consider who they are as a writer, their personal process as a writer, and who they might become as a writer.
Author: Paul Lee Thomas
Publisher: Peter Lang
Release Date: 2005
Until a few decades ago, student writing stood as a distant third in the three R's. Since the late 1970s, however, students have been asked to write more, and teachers have been expected to teach writing more specifically. In spite of this mandate, however, little has been done to prepare teachers for this shift in the curriculum. This primer provides a brief history of the field, as well as an exploration of what we now know about teaching. Teachers entering the field as well as seasoned veterans will find how to foster student writers, and to grow as writers themselves.
Author: Lori Jamison Rog
Publisher: International Reading Assoc.
Release Date: 2006-11-28
This practical resource provides 40 research-based, classroom-tested, and developmentally appropriate minilessons for kindergarten through grade 3 - presented in the context of authentic writing experiences
Author: Anderson, Rebecca S.
Publisher: IGI Global
Release Date: 2014-04-30
More emphasis is being placed on writing instruction in K-12 schools than ever before. With the growing number of digital tools in the classroom, it is important that K-12 teachers learn how to use these tools to effectively teach writing in all content areas. The Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings will provide research about how students use digital tools to write, both in and out of school settings, as well as discuss issues and concerns related to the use of these learning methods. This publication is beneficial to educators, professionals, and researchers working in the field of K-12 and teacher education.
Author: Gerald J. Pine
Release Date: 2008-10-31
"This is a wonderful book with deep insight into the relationship between teachers' action and result of student learning. It discusses from different angles impact of action research on student learning in the classroom. Writing samples provided at the back are wonderful examples." —Kejing Liu, Shawnee State University Teacher Action Research: Building Knowledge Democracies focuses on helping schools build knowledge democracies through a process of action research in which teachers, students, and parents collaborate in conducting participatory and caring inquiry in the classroom, school, and community. Author Gerald J. Pine examines historical origins, the rationale for practice-based research, related theoretical and philosophical perspectives, and action research as a paradigm rather than a method. Key Features Discusses how to build a school research culture through collaborative teacher research Delineates the role of the professional development school as a venue for constructing a knowledge democracy Focuses on how teacher action research can empower the active and ongoing inclusion of nontraditional voices (those of students and parents) in the research process Includes chapters addressing the concrete practices of observation, reflection, dialogue, writing, and the conduct of action research, as well as examples of teacher action research studies
Contemporary Readings in Literacy Education is designed to provide students with high-quality journal and research articles in literacy education. The readings are contextualized with introductions and discussion questions by the editors of the text. The text will help instructors to easily integrate the latest research into their course in a meaningful way. This reader, with edited content and contextualizing material, makes the latest research more interesting and accessible to the students of literacy education.
I recommend this book to all teachers who teach writing . . . the way you teach writing will change forever. - Brian Cambourne, Wollongong University If a school reflects the beliefs of its community, then its curriculum mirrors how children are valued and what kinds of learning matter most. In some schools well-intentioned writing curriculum disengages students from their world by artificially limiting their natural zest for self-expression. That's why, argues Lorraine Wilson, it's crucial that writing be structured to open students' eyes and excite them with the many possibilities that literate behaviors offer. Writing to Live specifically addresses ways to make writing curriculum relevant to students' lives while helping them develop the skills to become active, critically aware citizens. Wilson introduces a variety of contemporary, research-based strategies that bring writing instruction into the moment and engage students-strategies such as: welcoming children to think and write about "hot topics" of their choice encouraging them to bring their out-of-school literacies into the classroom inviting them to explore a broad range of genres asking students to write with purpose and answer challenging questions promoting critical literacy techniques such as considering author purpose and values, identifying stereotypes, and responding to and rewriting texts. Wilson's strategies develop children's self-confidence as writers and readers while giving them an opportunity to voice concerns, express opinions, and seek answers to questions of social justice. And to help you understand how her ideas work in practice, she provides a detailed account of two upper-elementary classrooms where the curriculum is relevant to students' lives, and activities such as writing, reading, role playing, and drawing cultivate active, critically aware citizens. Every community loves its children, but in some places, the writing curriculum doesn't nurture students in ways that help them develop into responsible decision makers. Let Writing to Live be your guide, and make a change for the better.
Author: National Writing Project
Publisher: John Wiley & Sons
Release Date: 2012-06-28
This updated edition of the best-selling book Because Writing Matters reflects the most recent research and reports on the need for teaching writing, and it includes new sections on writing and English language learners, technology, and the writing process.
Humanity and warmth. They are the cornerstones of quality nonfiction writing - even in genres more informational than intimate. With "Finding the Heart of Nonfiction," Georgia Heard demonstrates how with mentor texts you can help students create inviting nonfiction.