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Developing Strategic Young Writers through Genre Instruction: Resources for Grades K-2

Developing Strategic Young Writers through Genre Instruction: Resources for Grades K-2

NOOK Book(eBook)

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Overview

Tested and fine-tuned in K–2 classrooms, this book provides engaging lessons and materials for teaching the three genres of writing--opinion, procedural, and story--that provide a foundation for beginning writers’ persuasive, informative, and narrative writing skills. The authors' approach integrates strategy instruction, self-regulated learning, and dialogic interactions such as role-play. Packed with 69 reproducible planning forms and student handouts, the book makes connections between writing and reading in ways that support growth in both areas, address learning standards, and promote writing across the instructional day. Appendices contain numerous resources to support teachers’ and administrators’ professional learning. The large-size format facilitates photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials.
 
See also the authors' Developing Strategic Writers through Genre Instruction: Resources for Grades 3–5.

Product Details

ISBN-13: 9781462540600
Publisher: Guilford Publications, Inc.
Publication date: 12/13/2019
Sold by: Barnes & Noble
Format: NOOK Book
Pages: 268
Age Range: 5 - 7 Years

About the Author

Zoi A. Philippakos, PhD, is Assistant Professor in the College of Education at The University of Tennessee, Knoxville. Her research interests include reading and writing instruction for students in the elementary grades, strategy instruction and self-regulation, and professional development for classroom teachers. She has worked as an elementary school teacher and literacy coach, and she provides professional development to teachers on effective reading and writing strategies. Dr. Philippakos is coauthor of Developing Strategic Young Writers through Genre Instruction: Resources for Grades K–2, Developing Strategic Writers through Genre Instruction: Resources for Grades 3–5, Effective Read-Alouds for Early Literacy: A Teacher’s Guide for PreK–1, and Differentiated Reading Instruction in Grades 4 and 5: Strategies and Resources. Since 2010 she has codeveloped and organized the Writing Research Study Group at the Literacy Research Association, and she is Chair of the Writing Task Force at the International Literacy Association. Dr. Philippakos has published several articles and chapters and has presented her research at national and international conferences.
 
Charles A. MacArthur, PhD, is Professor of Special Education and Literacy in the School of Education at the University of Delaware. A former special education teacher, Dr. MacArthur has been conducting research on writing development and instruction for struggling writers since the 1980s. He is currently principal investigator of a study that examines the efficacy of a writing curriculum for college basic writing courses. Other research projects have focused on the development of a writing curriculum for students with learning disabilities, writing strategy instruction, decoding instruction in adult education, speech recognition as a writing accommodation, project-based learning in social studies in inclusive classrooms, and first-grade writing instruction. Dr. MacArthur is coeditor of the Journal of Writing Research and serves on the editorial boards of several other journals. He has published over 100 articles and book chapters and is coeditor or coauthor of several books, including the Handbook of Writing Research, Second Edition; Best Practices in Writing Instruction, Third Edition; Developing Strategic Young Writers through Genre Instruction: Resources for Grades K–2; and Developing Strategic Writers through Genre Instruction: Resources for Grades 3–5.
 
 
 

Table of Contents

1. Developing Strategic Writers through Genre-Based Strategy Instruction with Self-Regulation
2. Strategies within Genre-Based Strategy Instruction
3. Sequence of Instruction: A Strategy for Teaching Strategies (STS)
4. Responses to Reading and Opinion Writing
5. Procedural (How-to) Writing
6. Story Writing
7. Language and Grammatical Correctness for Meaning Making
Appendices
 

Interviews

Classroom teachers in grades K–2; literacy coaches; teacher educators and graduate students. May serve as a supplemental text in such courses as Writing Instruction and Early Literacy.