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Teaching Reading: K-2 Workshop

Teaching Writing as a Process

In this session, you will investigate and apply research-based principles on writing instruction in early literacy.

In this session, you will investigate and apply research-based principles on writing instruction in early literacy.

Learning Goals

At the end of this session, you will better understand:

  • Characteristics of effective writing instruction
  • Components of the writing process
  • Formats for writing in K-2 classrooms
  • Writing as an integral part of all curriculum areas

Factor Related to This Session

  • Background knowledge
  • Phonic skills and vocabulary
  • Revisions and editing skills
  • Understanding writing conventions
  • Understanding writing genres and purposes

 

“For very young writers…the opportunity to plan, to rehearse, to share what they’re going to write before they write it, can be a critical step in the writing process.”

Jeanne R. Paratore

 

 

Related Resources

Professional Resources

Bottomly, D. M., W. A. Henk, and S. A. Melnick. “Assessing Children’s Views About Themselves as Writers Using the Writer Self-Perception Scale.” The Reading Teacher. 51 no. 4 (January 1998): 286-297.

Brisk, M. E., and M. M. Harrington. Literacy and Bilingualism: A Handbook for All Teachers, 12-46. Mahwah, N.J.: Laurence Erlbaum Assoc., 2000.

Bromley, K. “Teaching Young Children To Be Writers.” In Strickland, D. S., and L. M. Morrow, eds. Beginning Reading and Writing, 111-120. New York, N.Y.: Teachers College Press, 2000.

Calkins, L. M. The Art of Teaching Writing. Portsmouth, N.H.: Heinemann, 1994.

Fountas, I., and G. S. Pinnell. Guided Reading: Good First Teaching for All Children. Portsmouth, N.H.: Heinemann, 1996.

Fountas, I., and G. S. Pinnell. Guiding Readers and Writers Grades 3-6. Portsmouth, N.H.: Heinemann, 2001.

Graves, D. H. A Fresh Look at Writing. Portsmouth, N.H.: Heinemann, 1994.

Hansen, J. “Young Writers: The People and Purposes That Influence Their Literacy.” In Osborn, J., and F. Lehr, eds., Literacy for All: Issues in Teaching and Learning, 207-236. New York, N.Y.: Guilford Press, 1998.

Pressley, M., et al. Learning To Read: Lessons From Exemplary First-Grade Classrooms. New York, N.Y.: Guilford Press, 2001.

International Reading Association (IRA) and the National Association for the Education of Young Children (NAEYC). “Learning To Read and Write: Developmentally Appropriate Practices for Young Children.” The Reading Teacher 52, no. 2 (October 1998): 193-216.

Rog, L. J. Early Literacy Instruction in Kindergarten. Newark, Del.: International Reading Association, 2001.

Snow, C. E., S. M. Burns, and P. Griffin. Preventing Reading Difficulties in Young Children. Washington, D.C.: National Academy Press, 1998.

Teale, W. H., and E. Sulzby. “Emergent Literacy: New Perspectives.” In Strickland, D. S., and L. M. Morrow, eds. Emerging Literacy: Young Children Learn To Read and Write, 1-15. Newark, Del.: International Reading Association, 1989.

Related Research

Graves, D. Writing: Teachers and Children at Work. Portsmouth, N.H.: Heinemann, 1983.

Classroom Excerpts Used in the Video

Classrooms shown in the video session are from Teaching Reading K-2: A Library of Classroom Practices.

Building Oral Language with Cindy Wilson

Staying on Topic with Martha Duran-Contreras

Students Making Choices with Becky Pursley

Writer’s Journal with John Sinnett

Series Directory

Teaching Reading: K-2 Workshop

Credits

Produced by WGBH Educational Foundation. 2003.
  • Closed Captioning
  • ISBN: 1-57680-681-2

Workshops