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Writing Strategies for All Primary Students: Scaffolding Independent Writing with Differentiated Mini-Lessons, Grades K-3

ISBN: 978-0-470-93720-4
320 pages
February 2011, Jossey-Bass
Writing Strategies for All Primary Students: Scaffolding Independent Writing with Differentiated Mini-Lessons, Grades K-3 (0470937203) cover image
A guide for teaching all your students the skills they need to be successful writers

The 25 mini-lessons provided in this book are designed to develop students’ self-regulated writing behaviors and enhance their self-perceived writing abilities. These foundational writing strategies are applicable and adaptable to all primary students: emergent, advanced, English Language Learners, and struggling writers. Following the SCAMPER (Screen and assess, Confer, Assemble materials, Model, Practice, Execute, Reflect) mini-lesson model devised by the authors,  the activities show teachers how to scaffold the writing strategies that students need in order to take control of their independent writing.

  • Reveals helpful writing strategies, including making associations, planning, visualizing, accessing cues, using mnemonics, and more
  • Offers ideas for helping students revise, check, and monitor their writing assignments
  • Explains the author's proven SCAMPER model that is appropriate for students in grades K-3

Let Richards and Lassonde—two experts in the field of childhood education—guide you through these proven strategies for enhancing young children's writing skills.

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Foreword by Susan B. Neuman ix

Introduction 1

Section I Developing Understandings About Writing Strategy Mini-lessons

CHAPTER 1 Teaching Writing Strategies in the Classroom 9
Steve Graham

CHAPTER 2 Incorporating the SCAMPERWriting Strategy Mini-Lesson Model into Your Writing Program 21
Cindy Lassonde and Janet Richards

CHAPTER 3 Architecture of a Mini-Lesson 33
Anne Marie Juola-Rushton

CHAPTER 4 The Role of Teachers’ Evaluations 45
Jane Hansen

CHAPTER 5 Writing Strategy Instruction for StrugglingWriters 55
Rochelle Matthews-Somerville and Eva Garin

Section II Inventing Strategies

CHAPTER 6 Noun Charts 75
Cynthia B. Leung

CHAPTER 7 Growing a Poem with Interview Buddies 83
Cindy Lassonde

CHAPTER 8 Let's Tell a Story 91
Janet Richards

CHAPTER 9 Writing Rockets andOther Graphic Organizers 99
Todd Sundeen

CHAPTER 10 Interest Charts 107
Susan Davis Lenski and Frances Ramos Verbruggen

Section III Drafting Strategies

CHAPTER 11 Reread So You Know What to Write Next 117
Deborah G. Litt

CHAPTER 12 Where Have I Seen ThatWord Before? 123
Ilene Christian

CHAPTER 13 Storyteller Blocks 131
Joyce C. Fine

CHAPTER 14 Adding Information 141
Jane Hansen

CHAPTER 15 To Rhyme or Not to Rhyme? 153
Cindy Lassonde

CHAPTER 16 Think, Draw, Write, and Share (TDWS) 161
Cynthia B. Leung

Section IV Polishing Strategies

CHAPTER 17 Act ItOut to Discover the Details 173
Joanne Durham

CHAPTER 18 Personal Editing Checklists 181
Janet Richards

CHAPTER 19 Adding Dialogue to Fiction and Nonfiction 189
Lori Czop Assaf

CHAPTER 20 Following Conventions for Writing Dialogue 199
Deborah Guidry and Neva Ann Medcalf

CHAPTER 21 Color-Coding Editing 209
Janet Richards

CHAPTER 22 Turning Up the Volume of Voice in Poetry 215
Cindy Lassonde

CHAPTER 23 STEP into the Shoes of a Reader 223
Noreen S. Moore

Section V Comprehensive Strategies

CHAPTER 24 Making Pictures 237
Gail Verdi and Susan Polirstok

CHAPTER 25 Comprehensive, Step-by-Step Composing for Nonfiction Writing 249
Janet Richards

CHAPTER 26 Mentoring Authors' Voices Through Readers' Theater 257
Timothy V. Rasinski and Chase J. Young

CHAPTER 27 Think Back, Look Forward 267
Tracy L. Coskie and M. Michelle Hornof

About the Authors 279

About the Contributors 281

Acknowledgments 287

Subject Index 289

Name Index 303

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Janet C. Richards, Ph.D., is a professor at the University of South Florida in the Childhood Education and Literacy Studies Department, where she specializes in literacy. She is the editor-in-chief of the Journal of Reading Education as well as a literacy scholar for the International Reading Association (IRA).

Cynthia Lassonde, Ph.D., is associate professor, Elementary Education and Reading, at the State University of New York (SUNY) in Oneonta. Cynthia has co-authored several books, including Teacher Collaboration for Professional Learning.

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