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Teaching Writing in Diverse Classrooms, K-8: Enhancing Writing Through Literature, Literacy, and Technolgy, CourseSmart eTextbook

By Margaret A Moore-Hart

Published by Pearson

Published Date: May 20, 2009

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Description

This exciting new writing methods text offers a contemporary look at teaching writing strategies to 21st century students . The plethora of writing strategies shared throughout this text are nlinked to research and theory and continually ask teachers to use problem solving and thinking to respond to the challenges of teaching writing in a global, computer-mediated society.  The best practices offered in this text will make it easy for teachers to help their students flourish as creative and proficient writers.    Two distinct characteristics make this text unique. First, the author shares experiences in successful writing with students from a wide range of cultural and linguistic backgrounds.  Second, the author emphasizes the use of technology to facilitate all stages of writing and to help students access, retrieve, interpret and apply information to enhance what they write.  Rich authentic examples illustrate for readers how to capture students ' attention and engage them in the use of  contemporary writing tools.   In the words of Linda Gambrell, former President of the International Reading Association, "this text is a pleasure to read and it is filled with valuable ideas for improving writing instruction.   It will provide teachers, administrators, staff developers, and teacher educators with a very practical and powerful, research-based instructional model that will help to empower both teachers and their students."

Table of Contents

TABLE OF CONTENTS

 

PART ONE:  THEORETICAL PERSPECTIVES OF A LITERACY PROGRAM INTEGRATED WITH TECHNOLOGY

 

1      Literacy as a Process

Writing as a Thinking Process             Writing as a Process of Communicating Meaning with Young Children

Writing as a Process of Communicating Meaning in the Elementary Classroom

Writing as a Process of Representing Life Experiences in the Elementary Classroom

            Promoting The Reading and Writing Relationship

                        Reading and Writing Relationships Emerge from Oral Language

                        Reading and Writing Relationships Emerge From Social Interactions

Creating Links Between Reading and Writing Through Guided Reading and Writing    

            Forming Links Between Reading and Writing Through Guided Reading

            Forming Links Between Reading and Writing Through Guided Writing

            Forming Links Between Reading and Writing Through Narrative Fiction

Forming Links Between Reading and Writing Through a Variety of Reading Experiences

Fostering Links Between Reading and Writing Through Authors’ Stories

Relating Authors’ Stories to Real-life Writing

            Describing Writing as A Process

                        Prewriting

                        Drafting

                        Revising

                        Editing

                        Publishing

                        Supporting Young Authors Through the Writing Process

           

Closing Thoughts

            Teachers’ Questions

2      Using Technology to Enhance and Extend Literacy Learning

Integrating Technology With Literacy

            Using Technology to Support and Enhance Literacy

            Using Technology as a Learning Tool

Rationale for Integrating Technology with the Language Arts Curriculum

            Technology Transforms our World and Learning in the School

            Technology Transforms Literacy Learning

Integrating Technology with the Language Arts Curriculum

            Using Mindtools in Technology Environments   

Orchestrating Literacy Learning in Technologically Rich Learning Environments

 

The Components of Literacy learning in Technologically Rich Learning Environments

 

      Closing Thoughts

 

      Teachers’ Questions

 

PART TWO:  STRATEGIES FOR ENHANCING LITERACY ACROSS THE CURRICULUM WITH THE USE OF WRITING AND TECHNOLOGY

 

3      Getting Writing Started

The Sensitivity of Writing

            Creating a Risk-Free Environment

Fostering Fluency in Writing

Responding to Students’ Ideas First

Nurturing Positive Feelings about Journal Writing


Using Personal Writing Adventures in Preschool Settings

                  Preschool Writing Opportunities in Literacy Centers

                  Modeling Writing with Morning News During Circle Time in Preschool

                  Stimulating Preschoolers’ Understanding of Written Language

Personal Writing Adventures in Kindergarten Settings

                  Using Lifebooks to Foster Personal Writing in Kindergarten

                  Supporting Kindergarten Writers’ Emergent Writing

Using Personal Writing Journals in the Elementary Grades          

                  Using Personal Journals in Fifth Grade

            Specific Ways to Foster Writing Development of Linguistically and Culturally Diverse Learners

 

            Publishing Students’ Personal Journal Entries

Alternative Ways to Use Journals in the Elementary Grades

            Dialogue Journals as a Way to Guide the Development of Writing

            Using Computers with Focused Journal Entries

            Using Literature Response Journals  

            Using Electronic Dialogues with Journals

            Using Simulated Journals with the Social Studies Curriculum

            Using Science Journals to Reinforce Science Concepts

            Using Math Journals to Reinforce Math Concepts

Closing Thoughts

Teachers’ Questions

4      Real-life Experiences in Writing

Managing Writing Workshop in an Inclusion Classroom

            Gathering Time for Writing       

            Conducting Mini-Lessons

            Conferring with Students

            Helping Students Shape their Writing

            Share Sessions

 

 

Beginning Writing Workshop with Lifework

            Gaining Independence When Writing Personal Narratives

            Real-life Writing and the Three Circles of  Ideas–The Family, the Classroom, and the School

 

            Real-life Writing and Multilanguage Writers

 

Bringing Life Into Learning Through Observation

 

            Using First-hand Experiences and Observation in Writing Workshop

            Using our Environment and Surroundings with Observation During Writing Workshop

 

            Using Observations of our Classrooms to Create Poetry

 

            Using Observations of our Home Environment to Create Descriptive Paragraphs

 

            Using Observations of Photos to Write Descriptive Paragraphs

 

Bringing Life Into Learning Through Interviewing

           

            Students Interviewing their Teachers

           

            Students Interviewing their Substitute Teachers

 

            Students Interviewing Parents

 

            Students Interviewing People They Know

 

Closing Thoughts

 

Teachers’ Questions

 

5      Integrating Multicultural Literature With Writing and Word Processing

 

Discovering and Appreciating the Similarities and Differences Among People

Creating a Foundation for Respecting and Celebrating Cultural Diversity

Using Writing to Reinforce Cultural Values and Beliefs

Exposing Students to Quality Literature


 

      Reinforcing Concepts About Diversity Through Multicultural Literature

            Integrating Multicultural Literature with a Thematic Unit On Cinderella Stories

 

            Integrating a Cinderella Story with Writing as a Framework for Learning About Characters

 

Using Multicultural Folktales to Learn About the Literary Elements of Literature

           

Using Writing Responses with Literature:  A Way to Highlight Understanding of Diversity

 

            Using Writing Response with Multicultural Biographies

 

            Using Writing Response with Multicultural Narrative Stories

 

            Using Writing Response with Multicultural Poetic Books

 

            Creating Choral Readings From Multicultural Stories

 

            Using Writing Response with Multicultural Informational Books

 

Creating New Endings to a Story

 

            First Graders Predit Tiblo’s and Tanski’s Dream

 

            Using Prewriting Strategies to Help First Graders Gather Their Ideas for Writing

 

            Drafting an Ending to the Story

 

Crafting Personal Narratives with Multicultural Literature

 

            Using Guided Writing to Craft a “Fictionalized” Personal Narrative

 

            Using the Writing Process to Craft a “Fictionalized” Personal Narrative


 

Creating Memoirs Through the Use of Multicultural Literature

 

            Using Prewriting Strategies to Facilitate Writing Memoir

 

            Modeling the Drafting Process

 

            Using the PQP Process to Revise the Memoirs

 

            Using a Checklist to Edit the Memoirs

     

Closing Thoughts

 

      Teachers’ Questions

 

6   Using Writing in an Integrated, Interdisciplinary Curriculum

Integrating Writing and Literature with an Interdisciplinary Curriculum

Using Theme Teaching or Focused Inquiry in an Integrated, Interdisciplinary Curriculum

 

Integrating Writing with an Integrated, Interdisciplinary Curriculum

 

Integrating Informational Literature with an Integrated, Interdisciplinary Curriculum

 

      Using Experienced-Based Learning with Interdisciplinary Teaching

 

                  Experienced-Based Learning in Mathematics

 

                  Experienced-Based Learning in Social Studies

 

                  Experienced-Based Learning in Science

 

      Using Informational Literature with Interdisciplinary Teaching

 

                  Experiencing Math Through Informational Literature

 

                  Experiencing Social Studies Through Informational Literature

 

                  Experiencing Science Through Informational Literature

 

      Closing Thoughts

 

      Teachers’ Questions


 

7      Using Information and Communication Technology Tools in an Integrated, Interdisciplinary Curriculum

 

Using Technology Tools to Enhance Learning About our Community

             

              Getting Started with Technology

 

                  Students Learning About Themselves

 

                  Using Field Trips to Understand Change Over Time

                 

Using Interviews to Learn About Changes in Their School Over Time

                 

                  Using Interviewing and Observation to Learn About the Community

 

      Using Technology as an Information and Communication Tool to Learn About the State of Michigan

 

                  Modeling the Process of Notetaking and Paraphrasing

 

                  Modeling the Process of Writing Business Letters

 

                  Investigating their Topics in Small Groups

 

                  Winning Another Award

 

      Using Technology as a Publishing Tool

 

                  Authors Publishing School Newsletters

 

      Using Technology as a Publishing Tool Across the Curriculum

     

                  Young Authors Publishing Simulated Newsletters About History

                 

                  Young Authors Publishing Magazines

 

                  Young Authors Publishing Books


 

Using Technology Tools to Publish Students’ Writing

 

                  Publishing Books About Mom Using Word Processing Tools

 

                  Using Graphics to Create “Coloring Books”

 

                  Publishing and Illustrating Children’s Writing with KidPix

 

      Closing Thoughts

 

Teachers’ Questions 

                                         

8   Generating Meaning Through Electronic Learning

 

Using Electronic Dialogues in Literacy Learning

 

                  Instructional Uses of Electronic Dialogues

                 

Using Computer Communications as Interpersonal Exchanges

                 

      Electronic Dialogues Between Fifth Graders and Teachers at the University

     

Electronic Dialogues in K-1 Multiage Classrooms

 

      Virtual Book Clubs in the Middle School

 

Using Computer Communications to Inquire About Diversity

 

      Discovering Deeper Cultural Knowledge About Cinderella Stories with Hypermedia Technology Tools

 

      Discovering Deeper Cultural Knowledge About Japan and China with Hypermedia Technology Tools

 

      Extending Multicultural Learning Experiences Through Hypermedia Software

 

      Teachers Becoming Technology Mediators


 

Using the Internet To Gather Information About Animals

 

      Introducing Students to the Internet

 

      Third Graders Use the Internet to Pursue their Own Inquiries About Animals

 

      Using the Internet with the Inquiry Process

 

                  Initial Experiences with Analyzing and Evaluating Internet Sources

 

Using the Internet to Pursue Inquiries About Endangered Species:  A Process Approach

 

Using the Internet to Write Advise Columns About Animals

 

Using the Internet to Investigate an Historical Time Period

 

Using Computer Communications to Solve Problems

 

Closing Thoughts

 

Teachers’ Questions

 

9      Fostering Respect and Appreciation Through the Use of Technology in an Inclusion Environment

 

Building a Community of Learners Through Inclusion

 

            What Is Inclusion?

 

            Expanding Learning Opportunities in an Inclusion Classroom Through Technology

 

Technology as a Communication Tool in an Inclusion Classroom

 

                   Creating a Community of Learners in an Inclusion Environment

 

                        Extending Scientific Concepts Through Poetry

 

                        Extending Social Studies Concepts Through Poetry

 

                        Extending Learning Across the Curriculum Through a Thematic Unit

           

           

Writing Workshop With POHI Students 

 

                        Andrew Becomes an Author

 

Using Focused Writing with Different Genres or Types of Writing           

 

                        Creating Personal Narratives in an Inclusion Environment

 

                        Learning About Informational Texts in the Fifth Grade Curriculum

 

                        Creating Informational Texts About Historical Figures

 

            Culminating Experiences with Writing        

 

            Celebrating the Power of Teaming

 

            Closing Thoughts

 

            Teachers’ Questions

 

PART THREE:  ORGANIZING AND MANAGING A SUCCESSFUL WRITING PROGRAM.

 

10 Organizing and Managing Assessment in a Writing Program

 

          Assessment as an Ongoing, Continuous Process

 

            Organizing the Curriculum to Reflect Effective Assessment Theory and Research

 

                        Using Observation as a Tool for Assessing Students’ Writing

 

                        Using Conferencing as a Tool for Assessing Students’ Writing

 

                        Using Checklists as a Tool for Assessing Students’ Writing

 

                        Using Writing Folders as a Tool for Assessing Students’ Writing

 

                        Using Writing Samples as a Tool for Assessing Students’ Writing

 

                        Using Self-Assessment as a Tool for Assessing Students’ Writing

 

                        Using Portfolios as a Tool for Assessing Students’ Writing

 


 

            Using Writing Sample Analysis to Help Students Shape and Craft their Writing 

 

                        Helping Young Writers Improve the Flow of their Writing

 

Helping Young Writers Consider New Leads and Endings for their Writing Pieces

 

Helping Young Writers Add More Descriptive Words to their Writing

 

Helping Young Writers Discover Voice in the Writing

 

Helping Young Writers Become Aware of Focus in their Writing

 

Helping Young Writers Apply Writing Conventions

 

            Using Formal Assessment with Our Writing Curriculum

 

Preparing Students for Standardized Tests

 

Strategies to Improve Test Performance on Standardized Tests

 

      Closing Thoughts

 

      Teachers’ Questions

                       

                       

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Teaching Writing in Diverse Classrooms, K-8: Enhancing Writing Through Literature, Literacy, and Technolgy, CourseSmart eTextbook
Format: Safari Book

$37.99 | ISBN-13: 978-0-13-501621-3