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• Title:Every child can write, grades 2-5 : entry points, bridges, and pathways for striving writers / Melanie Meehan ; foreword by M. Colleen Cruz.
  
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• Author/Creator:Meehan, Melanie, author.
  
• Published/Created:Thousand Oaks, CA : Corwin, [2020]
  

• Holdings

  Holdings Record Display

  • Location:EDUCATION LIBRARY stacksWhere is this?
    
  • Call Number: LB1576 .M434 2020
    
  • Number of Items:1
    
  • Status:Available
    

   
• Library of Congress Subjects:Language arts (Elementary)
  English language--Composition and exercises--Study and teaching (Elementary)
  
• Description:xxiv, 245 pages : illustrations ; 24 cm
  
• Summary:"In all classrooms, there are students who have difficulty with writing, either because of developmental challenges or previous experiences with limited instruction. These are kids who can't think of ideas or organize thoughts or integrate the many components of written language; and these are the students who keep teachers up at night. This book focuses on specific approaches to take when working with striving writers. This is not a book about how to teach writing - but a book about how to teach students. And the ideas here are based firmly in the belief that every child can write when given adequate entry points, bridges, and pathways to success by a knowledgeable, intentional teacher"-- Provided by publisher.
  
• Notes:Includes bibliographical references and index.
  
• ISBN:9781544355078 (paperback)
  1544355076
  
• Contents:Machine generated contents note: pt. 1 CREATING A PRODUCTIVE ENVIRONMENT
  ch. 1 Come In and Look Around!
  How does the classroom environment support our writers who face instructional obstacles?
  Our striving writers benefit from an organized environment, and they need routines in order to maintain that organization
  Our classroom's spaces should contain only materials that foster student learning and independence
  more we create, provide, and encourage the use of tools for independence and repertoire, the more learning will happen in our classrooms
  ch. 2 Listen, Learn, and Then Go Write!
  How can we set up classroom management and routines to support learning and independent writing?
  Transitions work best when everyone, especially striving writers, gets to where they belong during instruction and independent writing time
  In order for instruction to be effective, students must not only listen to it, they must also understand it
  Independent writing time should involve independently writing
  pt. 2 FINDING ENTRY POINTS AND BUILDING BRIDGES
  ch. 3 Find the Place Where Writers Can Join the Work
  How can we provide entry points so all writers get to experience success within the writing process?
  We can use what we know about standards and progressions of writing to help students grow their ZPD along the continuum of mastery
  When we determine where and how students get stuck in their process, we can help them find the right entry point
  We empower students and engage them in their development as writers by teaching them to self-assess their process
  -and progress
  ch. 4 Construct Bridges for Writers to Join the Journey
  How can we change the steps and the process so that all writers can participate and produce?
  Even though choice is a critical feature in many writing classes, sometimes we need to remove choice in order to provide temporary scaffolds that get students writing
  bridges we provide our striving writers may need to be placed in different parts of the process
  Sometimes isolating skills is an effective way to improve overall performance
  pt. 3 PROVIDING PATHWAYS
  ch. 5 Power of Paper
  -Don't Underestimate It!
  How can we leverage paper choice to inspire our writers who face instructional obstacles?
  Paper has the power to communicate what is important
  -neatness or content?
  Paper choice communicates our expectations and helps students set expectations for themselves
  Paper can be one of your most powerful scaffolds for focus and organization
  ch. 6 Co-Create Classroom Charts as Pathways Toward Independence
  How can we use charts to develop students' independence within our writing classrooms?
  It's important to be confident about the types and purposes of various charts
  Quick-Reference Guide to Classroom Charts
  We need to address what gets in the way of relevant, responsive charts
  -and know what we can do about it
  More than anything else, classroom charts are there for students to use
  ch. 7 Venture Forth on Higher-Tech Pathways With Intention and Forethought
  How can we leverage technology to find entry points and build bridges or pathways for our writers who face instructional obstacles?
  Technology has the power to impact students, and it has the power to impact teachers
  Technology enables us to provide access to students so that tools, charts, and other resources can be easily accessed at points in the process where and when students need them
  It's important to pay attention to the reason we are using any digital device, modification, or tool with students
  -and make sure it fits a student's needs
  ch. 8 Spelling and Conventions
  -The Pitfalls and Potholes Along the Trail
  How can we address the skills involved with spelling and conventions while not losing momentum with the overall writing process?
  Striving writers
  -no, all writers
  -need to see conventions and spelling done correctly
  As we teach the transcriptive elements of spelling and punctuation, our instruction must be within students' realm of possibility and transference
  -within their ZPD
  We can improve correct usage by finding ways to embed conventions across the day, increasing the level of intention, and infusing elements of play during students' independent writing time
  ch. 9 Every Child Can Write
  -A Case Study
  What does it Look tike in a real classroom when we merge entry points, bridges, and pathways?
  Increasing Volume as a Crucial First Step
  Establishing Routines
  Providing Charts for Independence
  Finding Different Entry Points
  Building Independence for All
  Expanding Paper Choice
  Assessing Engagement
  Reflecting on Student Growth and Making Adjustments
  Every Child Can Write: Getting Closer to Our Goals
  Appendix
  A. Favorite Mentor Texts for Writing Instruction
  Narrative
  Information
  Opinion
  B. Mentor Text Charts With Craft Moves
  Narrative
  Information
  Opinion
  C. Sample of Progressions
  Creating a Beginning for a Narrative Story
  Creating an Ending for a Narrative Story
  Sample of a Progression of a Narrative Beginning Using Stars
  Progression of Narrative Elaboration
  Introduction Progression for Information Writing
  Conclusion Progression for Information Writing
  D. Samples of Task Analyses
  Sample Task Analyses for Narrative Story, Research-Based Essay, Information Writing
  Classroom Example: Narrative Story
  Classroom Example: Information Book
  E. Anchor Charts
  Narrative Writing Anchor Chart Sequence
  Information Writing Anchor Chart Sequence
  F. Writing Standards
  Narrative Writing Standards
  Information Writing Standards
  Opinion Writing Standards
  G. Convention Station Samples
  Periods and Capitals
  Capitals
  Commas
  Tricky Words.