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Scaffolding Young Writers
9781571103420Regular price $33.34 Sale price $25.00 Save $8.34
The goal of teaching writing is to create independent and self-motivated writers. When students write more often, they become better at writing. They acquire habits, skills, and strategies that enable them to learn more about the craft of writing. Yet they require the guidance and support of a more knowledgeable person who understands the writing process, the changes over time in writing development, and specific techniques and procedures for teaching writing.
In Scaffolding Young Writers: A Writers' Workshop Approach, Linda J. Dorn and Carla Soffos present a clear road map for implementing writers' workshop in the primary grades.
Adopting an apprenticeship approach, the authors show how explicit teaching, good models, clear demonstrations, established routines, assisted teaching followed by independent practice, and self-regulated learning are all fundamental in establishing a successful writers' workshop. There is a detailed chapter on organizing for writers' workshop, including materials, components, routines, and procedures. Other chapters provide explicit guidelines for designing productive mini-lessons and student conferences.
Scaffolding Young Writers also features:
- An overview of how children become writers;
- Analyses of students' samples according to informal and formal writing assessments
- Writing checklists, benchmark behaviors, and rubrics based on national standards
- Examples of teaching interactions during mini-lessons and writing conferences
- Illustrations of completed forms and checklists with detailed descriptions, and blank reproducible forms in the appendix for classroom use
Instruction is linked with assessment throughout the book, so that all teaching interactions are grounded in what children already know and what they need to know as they develop into independent writers.
Shaping Literate Minds
9781571103383Regular price $33.34 Sale price $25.00 Save $8.34
How can teachers create a literacy curriculum that builds processing links between reading, writing, and spelling knowledge? In Shaping Literate Minds: Developing Self Regulated Learners, Linda J. Dorn and Carla Soffos illustrate how processing theory can be applied to the everyday practices of classroom teaching.
If instruction emphasizes the interrelationships of these three language areas, students learn how to transfer knowledge, skills, and strategies across literacy events. This is complex theory, but the authors provide clear and practical examples to support teachers as they incorporate these ideas into their classroom practices.
Grounded in authentic experiences from primary classrooms, this book provides:
- Explanations of processing behaviors among reading, writing, and spelling knowledge
- Observational tools that support teachers in noticing changes over time in specific literacy behaviors
- Guidance on creating conditions for developing self-regulated learners
- Authentic reading and writing samples and teacher/student interactions
- Figures and pictures that clearly describe how teachers can use assessment to inform and guide instruction, with links to national standards
- Details for establishing a school-based literacy model that includes team meetings, assessment walls, high standards, and a curriculum for literacy
- Appendixes with reproducible assessment checklists, report cards, task cards for literacy corners, and guided reading observation forms for team meetings