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Direct linkCopp, Stefanie B.; Cabell, Sonia Q.; Tortorelli, Laura S. – Reading Teacher, 2016
See, Say, Write is an adaptable classroom writing routine that teachers can use across a range of activities in the preschool classroom. This preschool writing routine offers an opportunity for teachers to build on a shared experience through engagement in rich conversation and writing. After a shared experience, teachers will provide a visual…
Descriptors: Preschool Education, Beginning Writing, Writing Assignments, Class Activities
Download full textYood, Jessica – Composition Forum, 2014
Writing studies' "recent enthusiasm" (Roderick "CF 25") for complexity theory has morphed into higher education's rabid embrace of reform. New curricula claim commitment to an "advanced," "networked," and "global" culture by erasing introductory composition, thereby dismissing the…
Descriptors: Beginning Writing, Difficulty Level, Educational Change, Higher Education
Parker, David C.; McMaster, Kristen L.; Burns, Matthew K. – School Psychology Review, 2011
The instructional level is helpful when identifying an intervention for math or reading, but researchers have yet to investigate whether the instructional-level concept can be applied to early writing. The purpose of this study was to replicate and extend previous research by examining technical features of potential instructional-level criteria…
Descriptors: Sentences, Writing Evaluation, Writing Assignments, Teaching Methods
McMaster, Kristen L.; Du, Xiaoqing; Yeo, Seungsoo; Deno, Stanley L.; Parker, David; Ellis, Troy – Exceptional Children, 2011
This study examined technical features of slopes produced from curriculum-based measures (CBM) of beginning writing. Eighty-five first-graders completed weekly sentence copy, picture-word, and story prompts for 12 weeks. After 12 weeks, testing revealed alternate-form reliability and criterion validity of CBM scores generally similar to those…
Descriptors: Beginning Writing, Curriculum Based Assessment, Validity, Reliability
Richards, Janet C.; Lassonde, Cynthia A. – Jossey-Bass, An Imprint of Wiley, 2011
The 25 mini-lessons provided in this book are designed to develop students' self-regulated writing behaviors and enhance their self-perceived writing abilities. These foundational writing strategies are applicable and adaptable to all primary students: emergent, advanced, English Language Learners, and struggling writers. Following the SCAMPER…
Descriptors: Writing Assignments, Cues, Writing Strategies, Form Classes (Languages)
