LEADER 05387oam 2200685I 450 001 9910453718303321 005 20200520144314.0 010 $a1-138-18115-3 010 $a1-315-06969-5 010 $a1-134-14338-9 024 7 $a10.4324/9781315069692 035 $a(CKB)2550000001131365 035 $a(EBL)1474759 035 $a(OCoLC)862049110 035 $a(SSID)ssj0001175822 035 $a(PQKBManifestationID)11694969 035 $a(PQKBTitleCode)TC0001175822 035 $a(PQKBWorkID)11121433 035 $a(PQKB)10615099 035 $a(OCoLC)868972848 035 $a(MiAaPQ)EBC1474759 035 $a(Au-PeEL)EBL1474759 035 $a(CaPaEBR)ebr10786567 035 $a(CaONFJC)MIL531074 035 $a(EXLCZ)992550000001131365 100 $a20180331d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aUnlocking writing $ea guide for teachers /$fedited by Mary Williams 210 1$aOxon [England] :$cRoutledge,$d2013. 215 $a1 online resource (369 p.) 225 0 $aUnlocking series 225 0 $aCrossphase 300 $aFirst published 2002 by David Fulton. 311 $a1-85346-850-9 311 $a1-299-99823-2 320 $aIncludes bibliographical references and index. 327 $aCover; 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? 327 $aConcerns 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 327 $a4. 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 327 $aModelling 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 327 $aCultures 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 327 $aBoys and motivation 330 $a

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 410 0$aUnlocking Series 606 $aCreative writing (Primary education) 608 $aElectronic books. 615 0$aCreative writing (Primary education) 676 $a193 701 $aWilliams$b Mary$0388369 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910453718303321 996 $aUnlocking writing$92064719 997 $aUNINA