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'Susan Ruckdeschel provides a clear rationale for having student writers coach each other as they revise their work. Her explanations, examples, practical tips, and reproducibles enable teachers to use the process successfully in their own classrooms. This peer review process is straightforward, engaging, and flexible, and aims to develop students' independence as writers' - Denise Nessel, Education Consultant and Mentor National Urban Alliance for Effective Education Students who understand how to analyze the writing of others can use those skills to improve their own writing. Peer coaching is a collaborative process that engages learners in student-to-student interactions to help them become more proficient writers. Susan Ruckdeschel provides a concise road map for using peer coaching to help secondary students clarify their writing goals and deepen their understanding of effective writing. Aligned with state and IRA/NCTE standards, Peer Coaching for Adolescent Writers shows teachers how to teach students to articulate a purpose for their writing, formulate questions for feedback, provide constructive comments to their peers, and incorporate the critiques of their peers into their writing. Designed for ease of use, this book offers: - Clear, step-by-step tips for implementing the peer coaching process - Ideas for using peer coaching across content areas - An appendix of ready-to-go reproducible forms, including scripts, checklists, rubrics, and more - Transcripts, photos, and classroom examples throughout - Adaptations for students with special needs and English language learners By developing their writing and editing skills through the peer review process, students can become effective communicators both in and out of the classroom.

Setting and Description focuses on the effective use of descriptive writing techniques to depict a story setting. Students practice first-drafting, editing, polishing and sharing original scenes and stories set in realistically described times and places.

Developing children's writing abilities boosts their confidence, creates enjoyment and relevance in the task and cultivates a range of decision-making and problem-solving skills that can then be applied across the curriculum. The Countdown series provides all the support you need in helping children to improve their prose, poetry and non-fiction writing. Countdown to Non-Fiction Writing is a comprehensive and flexible resource which you can use in different ways. It includes: 37 stand-alone modules which cover all aspects of writing and understanding non-fiction texts, including the nature of language, logical thinking, recognising ‘facts’ and planning; A countdown flowchart provides an overview, showing how modules are linked and allowing teachers and pupils to track their progress; Photocopiable activity sheets for each module that show how to make decisions and solve problems which writers face on the journey to a finished piece of work; Teachers’ notes for each module with tips and guidance, including how modules can be used in the classroom, links to other modules and curriculum links, and advice on helping and guiding pupils in their writing; A self-study component so pupils can make their own progress through the material. This option gives young writers a sense of independence in thinking about their work and through offering a scaffolding of tasks, encourages confident and effective writing; 'Headers' for each module showing where along the 'countdown path' you are at that point; Contents page for quick access to particular modules and relevant aspects of writing. In short, Countdown to Non-Fiction Writing saves valuable planning time and gives you all the flexibility you need in helping pupils to prepare for, understand, and write non-fiction. The structure of the book allows teachers to utilise the modules for ‘self-study’, as a longer programme following the ‘countdown’ structure, or to dip into the book for individual lesson activities and ideas to fit in with wider programmes of study. A former teacher, Steve Bowkett is now a full-time writer, storyteller, educational consultant and hypnotherapist. He is the author of more than forty books including Jumpstart! Creativity and A Handbook of Creative Learning Activities . 'If you know that you have a tendency to favour creative over non-fiction when teaching writing techniques, then you really should get hold of this book as soon as possible ... it's an absolute joy from start to finish, and should be given not only to every pupil and teacher in the country, but also to anyone who has ever used the phrase \"I'm entitled to my opinion\" during the course of a discussion and expected to settle that matter. The modules Steve Bowkett has put together will take pupils on a fascinating, empowering and thoroughly enjoyable journey through language, taking in the nature of truth and reality, the politics of persuasion, and a mysteriously disappeared chicken leg on the way...and at the end of it, they will not only be better writers, but wiser readers, listeners and consumers too. Wonderful.' - Teach Primary Introduction Section 1 – Non-Fiction, Fiction, Truth and Lies 37 How can we tell it’s non fiction? 36 What is a fact? 35 What is an opinion? 34 What is truth? 33 Fact, opinion and wisdom 32 Example of fact and opinion 31 Some tips for writing non fiction – Purpose, audience and style 30 Non fiction text types – Persuading, Instructing, Reporting, Explaining, Recounting, Discussing 29 Types, forms and styles Section 2 – Questioning Skills 28 Be nosy – the importance of questions 27 Types of question – closed, open, specific, general, rhetorical, philosophical 26 It’s OK not to know – feeling comfortable with uncertainty 25 Yes but what does it mean? 24 Interpretation: questioning the answers – and questioning the questions – refining and clarifying questions Section 3 – Evaluating Information 23 Evaluating information 22 Ambiguity (and punctuation) 21 Scepticism 20 Reading between the lines 19 The words in the tones – emotive language Section 4 – Persuasive Writing 18 How to put feelings into writing/the power of generalisations 17 Words that influence (including strong verbs, adjectives, adverbs) 16 The language of advertising – wordplay, puns rhymes, slogans, exaggeration, intriguing questions, embedded suggestions Section 5 - Writing an Argument (Discursive Writing) 15 How to prepare an argument 14 Argument planner 13 Persuasive arguments 12 Does it follow? Logical linking / evidence is strength 11 A note on metaphors 10 Controversial issues / viewpoints 9 Assessing arguments 8 The value of discussion Section 6 - Writing to Inform 7 Some tips 6 Descriptive writing – examples and games 5 Personal and impersonal 4 Directions and instructions 3 Recounting and reporting / news article template 2 Writing a letter Section 7 – Putting it all together 1 Concept maps and making notes Review

Educators strive to create \"assessment cultures\" in which they integrate evaluation into teaching and learning and match assessment methods with best instructional practice. But how do teachers and administrators discover and negotiate the values that underlie their evaluations? Bob Broad's 2003 volume, What We Really Value, introduced dynamic criteria mapping (DCM) as a method for eliciting locally-informed, context-sensitive criteria for writing assessments. The impact of DCM on assessment practice is beginning to emerge as more and more writing departments and programs adopt, adapt, or experiment with DCM approaches. For the authors of Organic Writing Assessment, the DCM experience provided not only an authentic assessment of their own programs, but a nuanced language through which they can converse in the always vexing, potentially divisive realm of assessment theory and practice. Of equal interest are the adaptations these writers invented for Broad's original process, to make DCM even more responsive to local needs and exigencies. Organic Writing Assessment represents an important step in the evolution of writing assessment in higher education. This volume documents the second generation of an assessment model that is regarded as scrupulously consistent with current theory; it shows DCM's flexibility, and presents an informed discussion of its limits and its potentials.

Many reading programs today overlook an essential component of literacy instruction-helping children develop an enduring love of reading. This authoritative and accessible guide provides a wealth of ideas for incorporating high-quality children's books of all kinds into K-6 classrooms. Numerous practical strategies are presented for engaging students with picturebooks, fiction, nonfiction, and nontraditional texts. Lively descriptions of recommended books and activities are interspersed with invaluable tips for fitting authentic reading experiences into the busy school day. Every chapter concludes with reflection questions and suggestions for further reading. The volume also features reproducible worksheets and forms.

This book pulls together the experiences of teachers and children in pre-school through Grade 3. It demonstrates that nonfiction composing is a highly creative process for young children. It provides suggestions for writing assignments, focused reading, and assessment. The theme that underlines this book is that joy and creativity are inherently part of nonfiction and non-narrative composing with young children.

Writing Rhetorically: Fostering Responsive Thinkers and Communicators, author Jennifer Fletcher aims to cultivate independent learners through rhetorical thinking. She provides teachers with strategies and frameworks for writing instruction that can be applied across multiple subjects and lesson plans. Students learn to discover their own questions, design their own inquiry process, develop their own positions and purposes, make their own choices about content and form, and contribute to conversations that matter to them. Inside this book, Fletcher helps remove some of the scaffolding and explains how to put in practice some methods which can successfully foster: Inquiry, Invention, and Rhetorical Thinking Writing for Transfer Paraphrasing, Summary, Synthesis, and Citation Skills Research Skills and Processes Evidence-Based Reasoning Rhetorical Decision Making' Rhetorical decision making helps students develop the skills, knowledge, and mindsets needed for transfer of learning: the ability to adapt and apply learning in new settings. The more choices students make as writers, the better prepared they are to analyze and respond to diverse rhetorical situations.' Writing Rhetorically' shows teachers what it looks like to dig into real texts with students and novice writers and how it develops them for lifelong learning.

'Filled with easy-to-implement ideas, clearly explained. This book helps teachers differentiate with confidence. I absolutely recommend it to ALL teachers' - Steve Knobl, Principal, Gulf High School, New Port Richey, FL 'Chapman and King have done it again. The new edition has so many new activities and strategies for teachers to help students become motivated to write and become better writers!' - Linda Prichard, PreK/Fifth-Grade Instructional Specialist, Rutherford County Schools, Murfreesboro, TN Every classroom is made up of students at different levels of proficiency in writing. This concise guide helps teachers work with each students' unique skills and needs so that the student learns to apply information, demonstrate content mastery, think creatively and critically, and solve real-world problems through writing. This updated edition of a best-selling book offers explicit strategies for differentiating writing instruction to help students learn content and develop as writers. The authors address how to create a climate for writing, use flexible groupings, differentiate instruction, and assess student writing. Offering new strategies and activities for effective writing instruction, this second edition: - Covers informational text writing and critical thinking skills - Includes guidance for working with English language learners - Discusses current research about writing and learning - Offers expanded coverage of assessment methods and tools Differentiated Instructional Strategies for Writing in the Content Areas provides educators with the tools they need to address students' writing and learning needs across different grade levels, developmental stages, and learning styles.