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[null,"1.","Record Nr.",null,"UNINA9910973918403321"]
[null,null,"Titolo",null,"Unlocking writing : a guide for teachers / / edited by Mary Williams"]
[null,null,"Pubbl/distr/stampa",null,"Oxon [England] : , : Routledge, , 2013"]
[null,null,"ISBN",null,"1-134-14345-1"]
[{"$nulls":4},"1-138-18115-3"]
[{"$nulls":4},"1-315-06969-5"]
[{"$nulls":4},"1-134-14338-9"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (369 p.)"]
[null,null,"Collana",null,"Unlocking series"]
[{"$nulls":4},"Crossphase"]
[null,null,"Disciplina",null,"193"]
[null,null,"Soggetti",null,"Creative writing (Primary education)"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","First published 2002 by David Fulton."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"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?"]
[{"$nulls":4},"Concerns about writingGuided writing; A more flexible approach; Conclusion; Notes; Further reading; Children's Literature; 3. 'What's the worth?': thinking about writing at Key Stages 2 and 3; Introduction: writing is difficult; Reluctant writers; National Literacy Strategy: Evaluation; The National Writing Project (NWP); Thinking about writing; Classroom practice: thinking and talking about writing; Teaching writing; Teaching at the point of writing; Metacognition: externalisation of thinking; So, what's the worth?; Endnote; Notes; Further reading; Children's Literature"]
[{"$nulls":4},"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 "]
[{"$nulls":4},"the Latin alphabet; Exploiting links between spelling and handwriting; Handwriting in Literacy Hour; Conclusion; Notes; Further reading; 6. Authenticity, modelling and style: writing and ICT; Introduction; Authenticity: audience and purpose"]
[{"$nulls":4},"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"]
[{"$nulls":4},"Cultures of learningNotes; Further reading; Children's Literature; 9. How to Write Really Badly: supporting children with writing difficulties; Introduction; Children with writing difficulties in mainstream classes; Early identification of writing difficulties; Supporting children with writing difficulties during the Literacy Hour; Developing sustained writing; Supporting writing across the curriculum; Resources and routines for children with writing difficulties; Conclusion; Notes; Further Reading; Children's Literature; 10. Boys into writing: raising boys' achievement in writing"]
[{"$nulls":4},"Boys and motivation"]
[null,null,null,"Sommario/riassunto","<P>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. </P><P></P><P>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. </P><P></P><P>Central to all c"]