Classroom Strategies that Work: An Elementary Teacher's Guide to Process Writing

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Pearson Education Canada, 1989 - Education - 162 pages
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This book is based on workshop materials the authors developed for teachers who were interested in using the writing process approach but who needed detailed suggestions on getting started. It includes a section on focused lessons that illustrate ways to call out certain aspects of writing for improvement and to get students to teach each other within the process classroom. A concluding section on writing across the curriculum discusses the many ways in which the entire day can enrich and inform young writers.

This is a book for teachers new to the process approach as well as experienced teachers looking for ways to expand their efforts and to integrate writing within the whole fabric of language learning.

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Contents

A Description of the Writing Process
10
Conclusion
65
A Focused Lesson on Descriptive Writing
73
Copyright

10 other sections not shown

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About the author (1989)

FRANCES TEMPLE teaches the primary grades at the Childrens Hours School in Geneva, New York, and freelances with drama and writing workshops for community groups. Urged on by her students, who sometimes ask, "Why dont you finish any of your stories?", she is writing a novel for young adults about a thirteenth-century pilgrimage.KATHLEEN JUNTUNEN has been an elementary classroom teacher since 1960. She writes poetry, keeps journals, and has written three stories for children. She is presently Teacher Consultant for Writing in the Birmingham public schools in Birmingham, Michigan, where she conducts writing workshops for teachers and does demonstration teaching in K-5 classrooms.CHARLES TEMPLE teaches future teachers at Hobart and William Smith Colleges in Geneva, New York, where he chairs the Education department. He writes songs for and with elementary-school students. He has done pioneer research on invented spelling with Edmund Henderson at the University of Virginia and is now investigating the ways children think about stories. He has written three other books on the teaching of reading and writing and has recently returned from a lecture tour in Portugal, where he was a Fulbright scholar.

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