| Description |
1 online resource (225 p.) |
| Series |
Corwin Literacy |
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Corwin literacy.
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| Contents |
Cover -- Contents -- Responsiveness Across the Domains -- Foreword -- Acknowledgments -- Letter From the Authors -- Introduction -- A Shared Story -- The Four Domains of Responsiveness -- The Structure of This Book -- Chapter 1: Collecting Information About the Writers in Your Classroom -- Why Collecting Information Matters -- Ways to Collect Information -- Data Collection Across the Four Domains -- Collecting Information for Academic Responsiveness -- Collecting Information About Content-Related Skills -- Collecting Information About Writing Behaviors and Writing Processes |
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Collecting Information for Linguistic Responsiveness -- Collecting Information About Students' Home Language(s) Speaking and Processing Skills, Language Use, and Vocabulary Development -- Collecting Information for Cultural Responsiveness -- Collecting Information About the Cultural and Social Identities of Students -- Collecting Information for Social-Emotional Responsiveness -- Collecting Information About Student Interests -- Collecting Information About Social-Emotional Habits of Students in Relation to Writing -- Collecting Information Across the Domains |
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Chapter 2: Planning Responsive Instruction -- Why Responsive Plans Matter -- Types of Plans -- Planning Across the Domains -- Academically Responsive Planning -- Planning Multiple Entry Points for Students to Access Information and Develop Skills -- Planning Differentiated Instruction -- Linguistically Responsive Planning -- Planning Supports for Language and Vocabulary Development -- Supporting Students With Expressive and Receptive Language Development -- Culturally Responsive Planning -- Planning Connections, Content, and Contexts That Are Reflective of Diverse Communities |
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Socially-Emotionally Responsive Planning -- Planning Meaningful Experiences That Align With Student Interest -- Planning Safe and Supportive Opportunities for Students to Take Risks and Work Collaboratively -- Responsive Planning Across the Domains -- Chapter 3: Co-Constructing Responsive Charts -- Why Responsive Classroom Charts Matter -- Types of Charts -- Academically Responsive Charts -- Determining a Clear, Relevant, and Developmentally Appropriate Purpose -- Modify, Extend, or Supplement Content -- Linguistically Responsive Charts -- Making Language Accessible |
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Culturally Responsive Charts -- Reflecting the Cultural and Social Identities of Students -- Incorporating Student Work in Examples -- Socially-Emotionally Responsive Charts -- Involving Students in the Creation of Charts -- Incorporating the Interests of Students -- Offering Support for Social-Emotional Skills and Positive Habits of Mind -- Responsive Charts Across the Domains -- Chapter 4: Selecting Responsive Mentor Texts -- Why Selecting Mentor Texts Matters -- Types of Mentors -- Responsive Mentor Texts Across the Domains -- Selecting Mentor Texts for Academic Responsiveness |
| Summary |
""This book is an instructive call to action for all of us who need to be reminded of what hope enacted as classroom practice can look like."" -Cornelius Minor Every classroom is shaped by the skills, languages, social and cultural identities, perspectives, and passions of the children within it. When you approach writing instruction with a deep understanding of children in your classroom, everything else-assessment, planning, differentiated instruction, mentor and shared texts-begins to fall into place. And you can teach writing with inclusion, equity, and agency at the forefront. Authors |
| Notes |
Description based upon print version of record |
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Selecting Accessible Mentor Texts |
| Subject |
English language -- Composition and exercises -- Study and teaching (Elementary)
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English language -- Composition and exercises -- Study and teaching (Elementary)
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| Form |
Electronic book
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| Author |
Sorum, Kelsey Marie
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| ISBN |
9781071840894 |
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1071840894 |
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