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Fostering writing in today's classroom / / Richard Gentry, Jan McNeel, Vickie Wallace-Nesler ; foreword by Laura Robb
| Fostering writing in today's classroom / / Richard Gentry, Jan McNeel, Vickie Wallace-Nesler ; foreword by Laura Robb |
| Autore | Gentry Richard |
| Pubbl/distr/stampa | Huntington Beach, California : , : Shell Education, , 2014 |
| Descrizione fisica | 1 online resource (218 pages) |
| Disciplina | 372.623 |
| Collana | Effective teaching in today's classrooms |
| Soggetto topico |
Creative writing (Primary education)
Written communication - Study and teaching (Primary) |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-4258-9566-2 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910460902603321 |
Gentry Richard
|
||
| Huntington Beach, California : , : Shell Education, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Fostering writing in today's classroom / / Richard Gentry, Jan McNeel, Vickie Wallace-Nesler ; foreword by Laura Robb
| Fostering writing in today's classroom / / Richard Gentry, Jan McNeel, Vickie Wallace-Nesler ; foreword by Laura Robb |
| Autore | Gentry Richard |
| Pubbl/distr/stampa | Huntington Beach, California : , : Shell Education, , 2014 |
| Descrizione fisica | 1 online resource (218 pages) |
| Disciplina | 372.623 |
| Collana | Effective teaching in today's classrooms |
| Soggetto topico |
Creative writing (Primary education)
Written communication - Study and teaching (Primary) |
| ISBN | 1-4258-9566-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910798068103321 |
|
Gentry Richard
|
||
| Huntington Beach, California : , : Shell Education, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Fostering writing in today's classroom / / Richard Gentry, Jan McNeel, Vickie Wallace-Nesler ; foreword by Laura Robb
| Fostering writing in today's classroom / / Richard Gentry, Jan McNeel, Vickie Wallace-Nesler ; foreword by Laura Robb |
| Autore | Gentry Richard |
| Pubbl/distr/stampa | Huntington Beach, California : , : Shell Education, , 2014 |
| Descrizione fisica | 1 online resource (218 pages) |
| Disciplina | 372.623 |
| Collana | Effective teaching in today's classrooms |
| Soggetto topico |
Creative writing (Primary education)
Written communication - Study and teaching (Primary) |
| ISBN | 1-4258-9566-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910823487703321 |
|
Gentry Richard
|
||
| Huntington Beach, California : , : Shell Education, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Unlocking writing : a guide for teachers / / edited by Mary Williams
| Unlocking writing : a guide for teachers / / edited by Mary Williams |
| Pubbl/distr/stampa | Oxon [England] : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (369 p.) |
| Disciplina | 193 |
| Altri autori (Persone) | WilliamsMary |
| Collana |
Unlocking series
Crossphase |
| Soggetto topico | Creative writing (Primary education) |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-138-18115-3
1-315-06969-5 1-134-14338-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| 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 |
| Record Nr. | UNINA-9910453718303321 |
| Oxon [England] : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Unlocking writing : a guide for teachers / / edited by Mary Williams
| Unlocking writing : a guide for teachers / / edited by Mary Williams |
| Pubbl/distr/stampa | Oxon [England] : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (369 p.) |
| Disciplina | 193 |
| Altri autori (Persone) | WilliamsMary |
| Collana |
Unlocking series
Crossphase |
| Soggetto topico | Creative writing (Primary education) |
| ISBN |
1-134-14345-1
1-138-18115-3 1-315-06969-5 1-134-14338-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| 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 |
| Record Nr. | UNINA-9910790650303321 |
| Oxon [England] : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Unlocking writing : a guide for teachers / / edited by Mary Williams
| Unlocking writing : a guide for teachers / / edited by Mary Williams |
| Pubbl/distr/stampa | Oxon [England] : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (369 p.) |
| Disciplina | 193 |
| Altri autori (Persone) | WilliamsMary |
| Collana |
Unlocking series
Crossphase |
| Soggetto topico | Creative writing (Primary education) |
| ISBN |
1-134-14345-1
1-138-18115-3 1-315-06969-5 1-134-14338-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| 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 |
| Record Nr. | UNINA-9910817558103321 |
| Oxon [England] : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
