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

TABLE OF CONTENTS

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

1      Literacy as a Process

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