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Teaching Writing in the Inclusive Classroom: Strategies and Skills for All Students, Grades 6 - 12

ISBN: 978-0-7879-8214-0
192 pages
January 2007, Jossey-Bass
Teaching Writing in the Inclusive Classroom: Strategies and Skills for All Students, Grades 6 - 12 (0787982148) cover image
Teaching Writing in the Inclusive Classroom offers teachers in grades 6–12 everything they need to help all students develop basic writing skills, relate writing to real-life tasks, and explore writing as a creative and enjoyable practice.  Filled with fifty engaging activities, this hands-on resource is an important and valuable tool that can supplement any teacher's approach to writing instruction. Teaching Writing in the Inclusive Classroom offers strategies based on the proven TIP Writing Process that is designed to individualize the writing process by focusing on the specific needs of each student within the classroom.
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About the Authors.

Acknowledgments.

Chapter One: Why Write, Anyhow? Understanding Voice, Theory, and Standards in Contemporary Classrooms.

What Is the TIP Writing Process.

Jane’s Story: Learning to Participate Through an Ice Cream Social.

Jamie’s Story: Patience and Creativity Pay Off.

Debbie’s Story: Labels Create the “Can’t”.

A Word About Our Goals.

It Ain’t All Theory—But a Little Bit Helps.

Product Approaches: Understanding Writing As a Sum of Its Parts.

Process Approaches: Movement Toward Authenticity.

The TIP Writing Process: A Balanced, Authentic Approach.

Authenticity and Effective Practice.

Flow and Optimal Experience.

What We Believe About Writing.

What Writing Is Not.

What Writing Is.

The TIP Weekly Schedule.

A Few Words About Standards.

The Principled Argument.

The Assimilationist Stance.

A Simple Fact: Too Many Standards.

Acculturation Instead of Assimilation.

A Place for Standards.

Who Will Benefit From the TIP Approach?

Chapter Two: Developing Voice and Authority.

Lessons for Developing Voice and Authority.

Lists of Ten.

Basic Description.

Rich Description.

The Frame.

Round Robin Theme Exchange.

Sight, Smell, Taste-Touch, Sound (SST-TS).

Picture Writing.

The Alien Encounter.

The Archaeologist.

The Blueberry.

The Hall Walk.

The Reporter.

Transactional Writing.

Visualizing.

Writing Directions.

The Friday Essay.

Chapter Three: Developing Mini Lessons.

Using the Writing Workshop and Mini Lesson Approach.

Developing Mini Lessons.

Determine Content Need.

Keep Them Short.

Make Them Simple.

Engage Students and Provide for Interaction.

Provide Practice Time.

Consider What’s Next.

Get Students Comfortable.

Evaluate.

Mini Lessons and Special Education Students.

Chapter Four: Discovering Organization.

Developing Organizational Mini Lessons.

Don’t Spill the Topics.

Sweet Organization.

Paragraph Jigsaw.

Persuading Paragraphs.

Beginning-Middle-End.

Fitting the Pieces Together.

Situation-Problem-Solution.

Thesis Statements and Organizing Ideas.

Checking It All Out.

Chapter Five: Learning the Little Stuff: Sentence Structure, Punctuation, Contractions, Descriptive Vocabulary, and More.

Developing Grammar Mini Lessons.

Ask Yourself.

Scaffold.

Identify and Practice.

Follow Up.

Knowing Nouns and Venturing About Verbs.

I’m Just Acting!

Postcards from the Past.

It’s Happening—Right Now!

Looking into the Future.

Who? What? A World Without Pronouns.

Dance, FANBOYS, Dance!

Crushing Contractions.

Capitalizing Capitalization.

Quoting Quotables.

Appropriate Apostrophes.

Defragging Sentence Fragments.

Comma Chameleon.

Prefix Circles.

Prefix Puzzle.

Bucket o’ Words.

Vocabulary Pictures.

It’s in the Bag: Adding Descriptive Details.

Overusing and Abusing “Very”.

Idiomatic Scavenger Hunt.

Chapter Six: Finding Out About Research.

Developing Research Skill Mini Lessons.

Noting Notes.

Building Focused Thesis Statements.

Working Out a Working Outline.

Developing I-Search Research Papers.

Brainstorming I-Search Topics.

Narrowing Down the I-Search Topic.

Developing a Search Plan.

Identifying Potential Resources.

Gathering Information, Integrating Information, and Self-Evaluation.

Appendix: NCTE/IRA Standards for the English Language Arts.

References.

Index.

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Roger Passman, Ed.D., is associate professor of secondary education, Northeastern Illinois University, Chicago, Illinois. He has been a high school and middle school teacher and is a professional mentor to aspiring teachers.

Katherine S. McKnight, Ph.D., is associate professor of secondary education and chair, Department of Teacher Education, Northeastern Illinois University, Chicago, Illinois. A former high school English teacher, she consults with the Chicago Public Schools on realigning special education courses with content area standards.

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  • A thoughtful and engaging book full of activities to help every type of learner explore the writing process.
  • Useful for general literacy education and special education teachers, since every general classroom is an inclusive classroom.
  • The T-I-P writing program is an adaptation of the writing workshop (a well-known method for teaching brainstorming, organization, drafting, editing, and publishing).
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"A very teacher-friendly guide to teaching writing . . . gives teachers ample ways to entice students into sharing their own stories and experiences."
—Donna Ogle, Ed.D., professor, National-Louis University and past president, International Reading Association

"Throughout this book, teachers are encouraged to clarify their own beliefs about the writing process as well as belief in the potential of each child to find their own unique 'voice' through writing."
—Beverly Otto, Ph.D., professor of teacher education and author, Language Development in Early Childhood

"A must-have for any individual interested in providing access to appropriate educational opportunities for all students, especially for students who struggle with academics."
—Peggy A. Duran-Klenclo, M.Ed., J.D., coordinator, student support services, Region 17 Education Service Center, Lubbock, Texas

"Contains practical approaches for teaching our students to become better writers . . . I wholeheartedly recommend this book. "
—Melvina Adams, literacy teacher, Chase Elementary School, Chicago. Illinois

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