Record Nr.

UNINA9910453718303321

Titolo

Unlocking writing : a guide for teachers / / edited by Mary Williams

Pubbl/distr/stampa


Oxon [England] : , : Routledge, , 2013

ISBN

1-138-18115-3

1-315-06969-5

1-134-14338-9

Descrizione fisica

1 online resource (369 p.)

Collana

Unlocking series

Crossphase

Altri autori (Persone)

WilliamsMary

Disciplina

193

Soggetti

Creative writing (Primary education)

Electronic books.

Lingua di pubblicazione

Inglese

Formato

Materiale a stampa

Livello bibliografico

Monografia

Note generali

First published 2002 by David Fulton.

Nota di bibliografia

Includes bibliographical references and index.

Nota di contenuto

Cover; Title Page; Copyright Page; Table of Contents; Acknowledgements; Notes on the contributors; Introduction; Notes; Further reading; 1. Getting the point: how children develop as writers; Developing writing in the early years; Developing a range of writing as children become older; How composition and transcription should work together; What is metacognition?; How can metacognitive awareness be developed?; Notes; Further reading; 2. Teaching 'write': writing in the Literacy Hour; Background; The Literacy Hour; How did teachers view writing in the Literacy Hour during its first two years?

Concerns about writingGuided writing; A more flexible approach; Conclusion; Notes; Further reading; Children's Literature; 3. 'What's the worth?': thinking about writing at Key Stages 2 and 3; Introduction: writing is difficult; Reluctant writers; National Literacy Strategy: Evaluation; The National Writing Project (NWP); Thinking about writing; Classroom practice: thinking and talking about writing; Teaching writing; Teaching at the point of writing; Metacognition: externalisation of thinking; So, what's the worth?; Endnote; Notes; Further reading; Children's Literature

4. Writing aloud: drama and writingDrama's current status; Drama's motivational force; Contexts for communication; Drama and

metacognition; Conclusion; Notes; Further reading; Children's Literature; 5. Is neatness a virtue?: handwriting in the Literacy Hour; The role and changing status of handwriting; Learning to write using the Latin alphabet; Exploiting links between spelling and handwriting; Handwriting in Literacy Hour; Conclusion; Notes; Further reading; 6. Authenticity, modelling and style: writing and ICT; Introduction; Authenticity: audience and purpose

Modelling and teacher questioning in the Literacy HourWriting style; Conclusion; Notes; Further reading; Websites; 7. Keeping track: assessment in writing; The current context; The process approach to writing; Using writing frames; Breaking down the stages: what needs to be assessed?; Teaching and assessing non-fiction texts; Conclusion; Notes; Further reading; 8. Seven keys: developing writing for EAL pupils; Diversity and normality; Key principles for supporting EAL; Keys to developing vocabulary; Using key visuals; Developing keywords and story maps; Practical application; Metacognition

Cultures of learningNotes; Further reading; Children's Literature; 9. How to Write Really Badly: supporting children with writing difficulties; Introduction; Children with writing difficulties in mainstream classes; Early identification of writing difficulties; Supporting children with writing difficulties during the Literacy Hour; Developing sustained writing; Supporting writing across the curriculum; Resources and routines for children with writing difficulties; Conclusion; Notes; Further Reading; Children's Literature; 10. Boys into writing: raising boys' achievement in writing

Boys and motivation

Sommario/riassunto

The underpinning theme of this book is how children develop as writers and how self-awareness raises achievement. It offers creative approaches to increasing pupil motivation and performance by involving, amongst other things, Drama and ICT. The contributors offer practical advice on ways to meet the needs of boys, able children, SEN pupils and those learning English as an additional language; how to plan effective lessons; how to be flexible within the framework of the NLS; and the role of assessment and how it contributes to self-understanding. Central to all c