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Creating Young Writers: Using the Six Traits to Enrich Writing Process in Primary Classrooms 3rd edition [Multiple-component retail product, part(s) enclosed]

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  • Formāts: Multiple-component retail product, part(s) enclosed, 336 pages, height x width x depth: 275x216x19 mm, weight: 790 g, Contains 1 CD-ROM and 1 Paperback / softback
  • Izdošanas datums: 29-Sep-2011
  • Izdevniecība: Pearson
  • ISBN-10: 013268585X
  • ISBN-13: 9780132685856
  • Multiple-component retail product, part(s) enclosed
  • Cena: 56,01 €
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  • Formāts: Multiple-component retail product, part(s) enclosed, 336 pages, height x width x depth: 275x216x19 mm, weight: 790 g, Contains 1 CD-ROM and 1 Paperback / softback
  • Izdošanas datums: 29-Sep-2011
  • Izdevniecība: Pearson
  • ISBN-10: 013268585X
  • ISBN-13: 9780132685856
Creating Young Writers: Using the Six Traits to Enrich Writing Process in Primary Classrooms, 3/e gives new and experienced K-3 teachers the most comprehensive guide available to using the highly popular six-traits approach to writing. Well-respected author Vicki Spandel presents an in-depth look at the writing process and how it connects to the six traits, while encouraging them to write continuously with students and model their own personal writing process. The book is a goldmine of activities, strategies, and lesson ideas ideal for use in the K-3 classroom or as part of a study group.

 

Heres whats new:

 

·         NEW! All information pertaining to a given traitrubrics, papers, lessons, and book recommendationappears in one place.

 

·         NEW! Primary writing guides have been revised to make assessment easy.

 

·         NEW! Advanced writing guides for young writers who are ready are now included.

 

·         NEW! Trait-inspired lessons systematically build skills in prewriting, drafting, revising, and editing.

 

·         NEW! Brand new book recommendations include suggestions for linking reading and writing.

 

·         NEW! New lessons specifically designed to make modeling simple and comfortableeven for new teachers.

 

·         NEW! Each new sample paper has its own lessons to teach.

 

·         NEW! Specific suggestions show how to make workshop and process work in your particular teaching style.

 

·         NEW! New and expanded discussion questions and activities at the end of each chapter make this edition ideal for use as a classroom or study group text.

 

·         NEW! Keys to Success suggestions embedded within each chapter help teachers make the most of every strategy or lesson.

Recenzijas

Third Times a Charm

 

Is it possible that one book could serve as a quick, easy to use resource for just about everything a primary teacher needs to know about writing instruction? After reading Vicki Spandels Creating Young Writers: Using the Six Traits to Enrich Writing Process in Primary Classrooms (3rd ed.), Im starting to think this might be the one. True to form, Spandel continues to open our eyes to the most important concepts about teaching writing, but in the third edition of this trusted resource, she does so while seamlessly weaving the six traits together with the components of writing workshop, writing process, and authentic literature.

 

In this edition, we encounter Spandels familiar voice of knowledge and reason, as she takes us back to the roots of the six traits, clearing away the cobwebs collecting on those old rubrics and inviting us (giving us permission?) to celebrate real, true writing in all its forms - and in the products of our young writers . In doing so, she reminds us that as valuable as rubrics and terminology may be - our best instructional decisions still rest in the hearts and writing of the children sitting in front of us every day. To readers of Spandels other works, this will come as no surprise.

 

So, then, whats new in the 3rd edition? Lots! For starters, the entire book has been redesigned, making it more user friendly than ever, and the organizational structure is completely different. In this edition, everything about a single trait is grouped together, making finding specific information faster and easier. Two chapters are dedicated to each of the six traits one that clarifies the trait followed by a chapter that gives practical ideas for integrating it into your workshop and process instruction. Spandel scaffolds our own learning as she shows us how to model writing and highlights what we need to look for (and say!) when exploring the concepts of each trait with our learners. Spandel includes a new feature - perfectly placed side bar notes called Keys to Success - where she shares useful tips and thoughts to help you stay focused and on target. Youll also notice stronger conversations about the writing process and the writing workshop sprinkled throughout the new edition. And, if youre like me, youll appreciate the revised primary writing guides and continuums as well as the addition of writing guides for our youngest writers who arent yet ready for the traditional ones from the second edition.

 

Reading the 3rd edition of Creating Young Writers is like revisiting an old friend whos just back from college. The same, familiar companion, but wiser for the time away. Updated with new sample papers, book recommendations, and study group reflections, this book is a must have. Whether youre new to writing instruction or youre checking back in for a tune up, youll feel an instant connection with an author who knows her stuff and knows how to deliver it well. And, when shes done, youll walk away content that youve invested your valuable time wisely and empowered to apply your new learning to your daily writing instruction.

 

Terry Thompson  Instructional Intervention Teacher Windcrest Elementary North East ISD San Antonio, Texas  

 

 

 A Must Have

 

Foreword ix
Preface xi
Chapter 1 Coming Face to Face with the Six Traits
1(14)
Where Do the Six Traits Come From?
2(2)
Creating a Vision of Success
4(1)
The Six "Keys to Good Writing"
5(7)
Ideas: The Message
5(1)
Organization: Design
6(1)
Voice: Fingerprints on the Page
6(1)
Word Choice: Phrasing
7(1)
Sentence Fluency: Rhythm and Flow
8(2)
Conventions & Presentation: Preparing to Publish
10(1)
A Real Life Sample
10(2)
Where Should I Begin?
12(1)
Something to Think About
13(1)
Study Group: Interactive Questions and Activities
13(1)
Coming Up
14(1)
Chapter 2 Setting the Stage
15(24)
What Does Writing Workshop Look Like?
16(2)
In Judy's Writing Workshop
18(2)
Focus on Student Writers
18(1)
Opening Lessons
18(1)
Conferences
19(1)
Sharing
19(1)
It Must Be Working
19(1)
Connecting Traits to Writing Process
20(11)
Planning
21(2)
Drafting
23(1)
Sharing
24(1)
Revising
25(1)
Revising a Sketch
25(1)
Revision Strategies for Young Writers
26(2)
Editing
28(1)
Publishing
28(1)
Speed Week: Process in a Nutshell
29(2)
Three Published Examples
31(6)
Something to Think About
37(1)
Study Group: Interactive Questions and Activities
37(1)
Coming Up
38(1)
Chapter 3 Tracking Down ideas
39(18)
Teaching Ourselves First
41(4)
Teacher Writing Guide for IDEAS
41(1)
Early Guide to Ideas
42(1)
3 Parts to a Writing Guide
43(1)
Continuums: Another Way to View Writing
43(2)
The Importance of Art
45(1)
What to Look for---and What to Say
45(1)
Looking Inside Writing
46(8)
Using These Writing Samples in the Classroom
54(1)
Something to Think About
55(1)
Study Group: Interactive Questions and Activities
55(1)
Coming Up
56(1)
Chapter 4 Teaching Ideas within Writing Process
57(28)
When Do I Teach the Traits? How Much Time Do I Spend?
58(1)
Which Trait Do I Teach First?
59(1)
5 Ways to Teach IDEAS
60(1)
Teaching IDEAS Conceptually
60(2)
Ideas as Imagination and Observation
60(1)
Ideas as Pictures in the Mind
61(1)
Ideas as Memories
61(1)
Ideas as Messages
61(1)
Lessons & Strategies for Teaching IDEAS
62(8)
Modeling Suggestions for the Trait of IDEAS
70(6)
Some of the Best Books Around for Teaching IDEAS
76(7)
Something to Think About
83(1)
Study Group: Interactive Questions and Activities
84(1)
Coming Up
84(1)
Chapter 5 Spotting Organization
85(18)
Teaching Ourselves First
86(3)
Teacher Writing Guide for Organization
87(1)
Early Guide to Organization
87(1)
Continuum for Organization
88(1)
What to Look for---and What to Say
89(1)
Looking Inside the Writing
89(11)
Using These Writing Examples in the Classroom
100(1)
Something to Think About
101(1)
Study Group: Interactive Questions and Activities
102(1)
Coming Up
102(1)
Chapter 6 Teaching Organization within Writing Process
103(26)
Why Teach Organization as the Second Trait?
105(1)
5 Ways To Teach Organization
105(1)
Teaching Organization Conceptually
105(2)
Organization as Order
105(1)
Organization as Grouping
106(1)
Organization as Planning
107(1)
Organization as Sculpting
107(1)
Lessons & Strategies for Teaching Organization
107(9)
Modeling Suggestions for the Trait of Organization
116(4)
Some of the Best Books Around for Teaching Organization
120(7)
Something to Think About
127(1)
Study Group: Interactive Questions and Activities
128(1)
Coming Up
128(1)
Chapter 7 On the Hunt for Voice
129(17)
Teaching Ourselves First
131(3)
Teacher Writing Guide for Voice
132(1)
Early Guide to Voice
132(1)
Continuum for Voice
133(1)
What to Look for---and What to Say
134(1)
Looking Inside the Writing
135(8)
Using These Writing Samples in the Classroom
143(1)
Something to Think About
144(1)
Study Group: Interactive Questions and Activities
145(1)
Coming Up
145(1)
Chapter 8 Teaching Voice within Writing Process
146(28)
Why Voice Matters
147(1)
5 Ways to Teach Voice
148(1)
Teaching Voice Conceptually
148(3)
Voice as Metaphor
148(1)
Voice as Individuality
149(1)
Voice as Art
149(2)
Voice as Mood
151(1)
Lessons & Strategies for Teaching Voice
151(7)
Modeling Suggestions for the Trait of Voice
158(3)
Some of the Best Books Around for Teaching Voice
161(11)
Something to Think About
172(1)
Study Group: Interactive Questions and Activities
172(1)
Coming Up
173(1)
Chapter 9 In Search of Word Choice
174(14)
Teaching Ourselves First
175(2)
Teacher Writing Guide for Word Choice
176(1)
Early Guide to Word Choice
177(1)
Continuum for Word Choice
178
What to Look for---and What to Say
177(3)
Looking Inside the Writing
180(5)
Using These Writing Samples in the Classroom
185(2)
Something to Think About
187(1)
Study Group: Interactive Questions and Activities
187(1)
Coming Up
187(1)
Chapter 10 Teaching Word Choice within Writing Process
188(21)
What Are We Teaching When We Teach Word Choice?
189(1)
5 Ways To Teach Word Choice
189(1)
Teaching Word Choice Conceptually
190(1)
Word Choice as Meaning
190(1)
Word Choice as Weight
190(1)
Word Choice as the Target
191(1)
Lessons & Strategies for Teaching Word Choice
191(6)
Modeling Suggestions for the Trait of Word Choice
197(3)
Some of the Best Books Around for Teaching Word Choice
200(7)
Something to Think About
207(1)
Study Group: Interactive Questions and Activities
208(1)
Coming Up
208(1)
Chapter 11 Stalking Sentence Fluency
209(16)
Teaching Ourselves First
211(3)
Teacher Writing Guide for Sentence Fluency
212(1)
Early Guide to Sentence Fluency
212(1)
Continuum for Sentence Fluency
213(1)
What to Look for---and What to Say
214(1)
Looking Inside the Writing
214(8)
Using These Writing Samples in the Classroom
222(1)
Something to Think About
223(1)
Study Group: Interactive Questions and Activities
224(1)
Coming Up
224(1)
Chapter 12 Teaching Sentence Fluency within Writing Process
225(24)
What Are We Teaching?
226(1)
5 Ways to Teach Sentence Fluency
227(1)
Teaching Sentence Fluency Conceptually
227(1)
Fluency as Dance & Rhythm
227(1)
Fluency as Personal Poetry
227(1)
Fluency as "Come Alive" Poetry
228(1)
Lessons & Strategies for Teaching Sentence Fluency
228(6)
Modeling Suggestions for the Trait of Sentence Fluency
234(3)
Some of the Best Books Around for Teaching Sentence Fluency
237(10)
Something to Think About
247(1)
Study Group: Interactive Questions and Activities
247(1)
Coming Up
248(1)
Chapter 13 Celebrating Conventions & Presentation
249(21)
Conventions and Presentation
250(2)
Teaching Ourselves First
252(3)
Teacher Writing Guide for Conventions & Presentation
253(1)
Early Guide to Conventions & Presentation
253(1)
Continuum for Conventions & Presentation
254(1)
What to Look for---and What to Say
255(1)
Looking Inside the Writing
255(12)
Using These Writing Samples in the Classroom
267(1)
Something to Think About
268(1)
Study Group: Interactive Questions and Activities
269(1)
Coming Up
269(1)
Chapter 14 Teaching Conventions & Presentation within Writing Process
270(21)
What Are We Teaching?
271(1)
5 Ways to Teach Conventions & Presentation
272(1)
Teaching Conventions & Presentation Conceptually
273(1)
Conventions as Customs
273(1)
Conventions as Courtesy
273(1)
Presentation as Packaging and Design
273(1)
Lessons & Strategies for Teaching Conventions & Presentation
274(6)
Modeling Suggestions for the Trait of Conventions & Presentation
280(1)
Some of the Best Books Around for Teaching Conventions & Presentation
281(8)
Something to Think About
289(1)
Study Group: Interactive Questions and Activities
289(1)
Coming Up
290(1)
Chapter 15 Assessing Young Writers Well
291(24)
Three Levels of Assessment
292(5)
Level 3 Large-Scale, Formal Assessment
292(1)
Level 2 Classroom Assessment
293(2)
Level 1 Personal Assessment
295(2)
Making Assessment All It Can Be at the Large-Scale Level
297(10)
Making Assessment All It Can Be at the Classroom Level
307(3)
The Dreaded Grades
310(3)
Final Thoughts
313(1)
Something to Think About
313(1)
Study Group: Interactive Questions and Activities
314(1)
Appendix Connection between College-and Career-Readiness Anchor Standards for Writing and the Six Traits of Writing 315(1)
Sources Cited 316(3)
Index 319
Vicki Spandel has worked as a language arts teacher, researcher, editor, journalist, technical writer, and award winning video producer. In 1984, Vicki coordinated the 17-member teacher team out of Beaverton, Oregon, that developed the original, internationally recognized 6-trait model for writing assessment and instruction. Since that time, she has served as scoring director for more than 80 state, county, and district writing assessments, and has developed instructional writing materials for students K through college. She is a frequent visitor in writing classrooms, providing coaching on writing, revision, and editing.

 

Vicki is the author or co-author (with Jeff Hicks) of more than 30 books for teachers and students, including Creating Young Writers, 2nd Edition (2008, Allyn and Bacon), The 9 Rights of Every Writer (2005, Heinemann), The Write Traits Classroom Kits, Grades 1 through 8 (Great Source Education Group), Write Traits Advanced, Grades 9 through 12 (Great Source), and most recently, Write Traits Kindergarten: Bringing the Traits to Kinderwriters (2008, Great Source). She lives with her family in the beautiful Three Sisters Wilderness area of Central Oregon, where she is currently working on several picture books.