Examining the Teaching and Learning of Writing in Elementary School - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Examining the Teaching and Learning of Writing in Elementary School write by Kimberlee Ann Douillard. This book was released on 2006. Examining the Teaching and Learning of Writing in Elementary School available in PDF, EPUB and Kindle. This dissertation explores the complexities of teaching writing in elementary school. Through the use of surveys, fourth grade teachers reported on their instructional practices and described their students' writing behaviors. Surveys provided an overview of instructional practices and also served as a tool for selecting four classroom teachers for more in-depth study. With the selected teachers, interviews and classroom observations were used to examine writing instruction and to uncover the instructional decisions that these teachers made when teaching writing. Study teachers also provided student writing samples which were then examined in conjunction with the teaching of writing to look for relationships between the student writing and the teaching of writing. The influence on the teaching context that emanates from the national, state, and local levels was also analyzed, including the No Child left Behind Act as well as the resulting California English-Language Arts Content Standards in writing, the State Testing and Reporting (STAR) writing test for fourth grade, and the adopted language arts curriculum. Political, cultural, and technical pressures influenced fourth grade teachers' decisions about writing instruction. This three-dimensional approach illuminates the many, often competing, influences that teachers contend with as they make decisions about instruction in their classrooms. In the four classrooms studied, teachers tended to focus instruction on form and language conventions in few writing types. This attention to form and conventions served to limit attention to substantive content and awareness of audience and purpose. Students followed the directions that teachers gave, filling in predetermined formats with surface level information. Students viewed writing as a classroom activity to be done for the teacher, in the way the teacher determined. The tremendous need to have student writing look "right" along with competing demands on teaching/learning time squeezed writing instruction and student writing to the point that writing instruction became a process of teaching students to have their writing conform to predetermined formats. The pressures exerted by political, cultural, and technical factors converged to narrow the definition of writing, limiting students' experiences with writing and the possibilities that writing can offer as a resource for learning.
Teaching Writing in Small Groups
Teaching Writing in Small Groups - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Teaching Writing in Small Groups write by Jennifer Serravallo. This book was released on 2021-03-09. Teaching Writing in Small Groups available in PDF, EPUB and Kindle.
Literate Lives
Literate Lives - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Literate Lives write by Amy Seely Flint. This book was released on 2007-11-09. Literate Lives available in PDF, EPUB and Kindle. Shows teachers how to meet the challenges of teaching literacy in today's classroom This book provides educators with the historical and theoretical foundations necessary for becoming a reading, writing, and literacy teacher and helps them understand the broader, more complete picture of the reading process and what it means to be a teacher of readers. It covers the major theories and application strategies of the reading process, and teaches how to organize for literary instruction in a classroom. As educators learn to recognize and draw upon the multiple literacies that children bring to the classroom, they will: become skilled problem-solvers as they work through real-world examples and study the classroom experiences of others; discover how to dig deeper into literacy instruction and decide on what actions to take; and explore ways to drive and teach literacy with such tools as children's toys and familiar characters.
Exploring Writing in the Content Areas
Exploring Writing in the Content Areas - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook Exploring Writing in the Content Areas write by Maria Carty. This book was released on 2005. Exploring Writing in the Content Areas available in PDF, EPUB and Kindle. "This book will show how to guide students through the various stages of the writing process and teach them to focus on the purpose for writing in all kinds of nonfiction. It will help teachers assess what students know so they can plan more successful instruction." "This practical book also explains how teachers can provide student writers with the concrete, constructive feedback they need. It demonstrates how assessment can guide effective teaching practices."--BOOK JACKET.
No Writer Left Behind
No Writer Left Behind - read free eBook in online reader or directly download on the web page. Select files or add your book in reader. Download and read online ebook No Writer Left Behind write by Kim Street Coady. This book was released on 2007. No Writer Left Behind available in PDF, EPUB and Kindle. The goal of the federally-funded Reading First program is to ensure that all students read well by the end of third grade (Georgia Department of Education, 2006). However, Reading First makes few (if any) provisions for writing in its required 135-minute reading block for literacy instruction. Is it possible to teach reading effectively to young children without involving them in writing? The purpose of this naturalistic study was to investigate how the Reading First framework affected the teaching of writing in primary classrooms in one elementary school that received Reading First funding for three years. Using a social constructivist theoretical lens, the researcher explored these issues in the context of a professional learning community--a voluntary teacher study group--focused on writing instruction. Guiding questions were (1) What are primary teachers' perceptions of the reading-writing connection for students in kindergarten through third grade? (2) How does the context of a school wide Reading First grant affect primary teachers' perceptions of the reading-writing connection for students in K-3? (3) In what ways does a voluntary teacher study group focused on the reading-writing connection influence primary teachers' perceptions of the reading-writing connection and their literacy instruction? Fifteen primary teachers participated in the study during a six-month period. Data sources included an open-ended questionnaire, three in-depth interviews with each participant, audiotapes and selective transcription from ten teacher study group sessions, field notes from observations in 12 of the 15 participants' classrooms, a final focus group interview, and a researcher's journal. Data were analyzed inductively using the constant comparative method (Glaser & Strauss, 1967). Trustworthiness and rigor were established through methods that ensure credibility, confirmability, dependability, and transferability (Lincoln & Guba, 1985). Findings revealed that the teachers viewed reading and writing as connected processes in literacy instruction. Although the Reading First parameters made them fearful of engaging children in writing during the 135-minute reading block, the teacher study group validated their beliefs and knowledge and empowered them to interweave limited writing activities across the curriculum. Overall, the Reading First requirements prevented teachers from involving children in extensive writing process instruction and writing workshop.
