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Making Progress in Writing [Mīkstie vāki]

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  • Formāts: Paperback / softback, 188 pages, height x width: 280x210 mm, weight: 350 g
  • Izdošanas datums: 16-May-2002
  • Izdevniecība: Routledge
  • ISBN-10: 0415259320
  • ISBN-13: 9780415259323
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  • Mīkstie vāki
  • Cena: 66,41 €
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Making Progress in WritingPalielināt
  • Formāts: Paperback / softback, 188 pages, height x width: 280x210 mm, weight: 350 g
  • Izdošanas datums: 16-May-2002
  • Izdevniecība: Routledge
  • ISBN-10: 0415259320
  • ISBN-13: 9780415259323
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780415259323.html
Keywords:
Children's achievements in writing lag behind their achievements in reading, speaking and listening. National tests are beginning to expose this gap and inevitably, it is raising concerns. The issue is not without controversy but regardless of the politics of the situation, national progress in children's writing is both needed and possible.
This new book from Eve Bearne makes a valuable contribution towards helping teachers close this gap. Uniquely, it follows the structure of the National Literacy Strategy, whilst examining key areas such as bridging KS2 and KS3 writing, and writing skills beyond the Literacy Hour. Such a structure makes the book incredibly practical and easy to use, providing essential information for both practitioners and academics.

Recenzijas

Winner of the UKRA Teachers' Book Award 2003

List of figures
ix
Acknowledgements xiii
Making progress in writing: Introduction 1(164)
Writing now: current trends
5(10)
Writing - noun or verb?
6(1)
From texts to teaching
6(1)
Writing in schools and classrooms
7(1)
Making meaning: the early years
8(1)
Young children's writing
8(1)
Writing at home and school
9(1)
Voice in writing
10(1)
Creativity and culture
10(3)
Ideas and interactions: Halliday's model
13(2)
The writers
15(12)
Hearing voices
16(1)
Choosing to write
16(1)
Interpersonal aspects of writing
17(1)
Talking before writing
17(1)
Case study Key Stage 2: developing writing through talk
18(1)
Gender and writing
19(1)
Case study Key Stage 3: getting the picture - boys and writing
20(1)
Different approaches to learning
21(2)
Case study Key Stage 2: teaching approaches and learning styles
23(1)
Writing and bilingualism
24(1)
Case study Key Stage 1: observing bilingual learners
24(3)
Provision and practice
27(20)
Reviewing practice
28(1)
The school as an environment for writing
28(2)
The classroom as an environment for writing
30(1)
Managing the writing environment: activities and groupings
30(1)
Planning for teaching the process of writing
31(1)
Teaching writing: developing imaginative and independent writers
32(1)
Resources for writing: places, things and people
33(7)
Setting up a writing area
33(5)
ICT and writing
38(1)
People as resources
39(1)
Case study: teaching assistance and writing
40(1)
Using writing throughout the curriculum
41(1)
Case study Foundation Stage: a topic based approach to writing
41(1)
Case study Key Stage 2: cross curricular writing
42(3)
Joined up writing: links with homes and communities
45(2)
Assessment: the planning - teaching - writing - assessment cycle
47(42)
Effective learning and assessment
48(1)
Planning - teaching - writing - reviewing - palnning
48(1)
From targets to teaching and assessing
48(2)
Targets and Progress Descriptors for Writing: Foundation and Key Stages 1, 2 and 3
50(1)
Assessing the writing of children who have English as an Additional Language
51(1)
Monitoring individual progress: Foundation and Key Stages 1, 2 and 3
51(27)
Progress in writing
78(1)
Involving pupils in response
78(1)
Case study Key Stage 3: using response partners
78(2)
Writers evaluating their own writing
80(2)
Reflecting on progress in writing
82(2)
Writing miscue analysis
84(3)
Diagnosing specific difficulties
87(2)
Writing narrative and plays
89(18)
Teaching narrative
90(1)
Author studies
90(1)
Case study Key Stage 2: what writers offer that teachers can't
90(1)
Progress in narrative
91(1)
Structuring narrative
92(1)
Case study Key Stage 1: storymaps
92(2)
Developing narrative
94(1)
Case study Key Stage 2: improving narrative writing
94(2)
Personal narratives
96(1)
Case study Key Stage 3: writing autobiography
96(2)
From telling to writing
98(2)
Traditional narratives
100(1)
Visual narratives
101(3)
Writing plays
104(1)
Case study Key Stage 2: learning to be playwrights
104(3)
Writing poetry
107(14)
What is poetry?
108(1)
Case study Foundation and Key Stage 1, 2 or 3: `Anything you want it to be': reading and writing poetry
108(1)
Progress in writing poetry
109(1)
Writing poetry: structure, language and meaning
109(1)
Case study Key Stage 1: Poetry for all: pupils who speak English as an Additional Language working in the literacy hour
109(3)
Looking closely at language
112(1)
Case study Key Stage 2: poetry from word work
113(1)
Writing about poetry
114(1)
Case study Key Stage 3: a Year 7 Poetry Unit
114(1)
The environment for poetry
115(1)
Teaching poetry: suggestions for writing
116(1)
Narrative poetry
117(1)
Responding to pupils' poetry writing
117(1)
Useful resources
118(3)
Writing non-fiction
121(18)
Writing and learning
122(1)
Revisiting genre: the structure of fiction and non-fiction texts
122(2)
Progression in non-fiction writing
124(1)
Scaffolds and writing frames
124(1)
Hypothesising, predicting, gathering, organising and categorising information
125(1)
Preparation, getting ideas going, framing questions, exploring ideas
125(1)
Case study Key Stage 1: what I know and what I want to find out
126(1)
Giving information to others, communicating ideas, reflecting on learning
127(1)
Case study Key Stage 2: writing and Design Technology
127(5)
Describing, persuading, arguing
132(1)
Case study Key Stage 2: making frames for information and persuasive writing
132(2)
Evaluating and reviewing progress
134(1)
Case study Key Stage 3: learning to write like a geographer
134(5)
Spelling and language study
139(12)
Approaches to spelling
140(1)
Spelling development
140(1)
Creating a supportive environment for spelling/language
141(1)
Progression in spelling
142(2)
Teaching spelling systematically
144(1)
Diagnosing difficulties with spelling
145(1)
Working on spelling at home
146(1)
Teaching punctuation
147(4)
Conclusion: reviewing policy for writing
151(14)
Policy in action
152(1)
The role of the Literacy/English coordinator
152(1)
Establishing principles and priorities
153(1)
Teaching writing: the process
154(1)
Teaching writing: across the curriculum
155(1)
Planning for teaching sustained writing
156(1)
Ensuring continuity and progression
157(1)
The writing environment
157(1)
Using ICT
157(1)
Diversity and inclusion
157(6)
Different approaches to learning
158(1)
Special educational needs
158(1)
Pupils described as Gifted and Talented
158(3)
Boys and writing
161(1)
Pupils who have English as an Additional Language
162(1)
Responding to and assessing writing
163(1)
Spelling and handwriting
163(1)
Making links over writing
163(1)
with homes
163(1)
with other schools
163(1)
with the community outside the school
164(1)
Putting the policy together
164(1)
References 165(4)
Index 169