Examines fifth- and sixth-grade students' metacognitive knowledge about the processes of writing narrative and expository texts. Finds that creating a communicative context enhances students' awareness of audience and purpose, as well as their understanding of different aspects of the writing process. (MG)

This booklet contains examples of units of work for teaching children in Year 6 as part of the National Literacy Strategy. The seven units are drawn from all three terms in Year 6. Some of the units were written for the Year 6 Exemplification booklets in 2001-2002 and are reproduced in this publication with supplementary resources and/or guidance.…

The eight units of work in this document are designed to complement existing literacy booster units. Each unit is based on teaching objectives from the National Literacy Strategy Framework. They have been produced with the help of Year 5 teachers and have been trialled with pupils in a range of schools. The units support teachers' work with Year 5…

Traces the revision of narrative and expository text made by sixth grade students during a school year in which the focus was on improving reading comprehension and writing through instruction in text structure. Finds that only expository texts were judged to improve in writing quality by year end. (MG)

Five deaf students, aged 11-12, participated in an instructional program using metacognitive strategies to teach summarization skills based on a knowledge of story structure. During intervention, the subjects' performance rose noticeably, and the level of performance was maintained in three subjects. (Author/JDD)

The effects of an intervention--Cognitive Strategy Instruction in Writing--to improve students' expository writing abilities was studied. The program emphasizes teacher and student dialogues about expository writing strategies, text structure processes, and self-regulated learning. Results of 183 fourth and fifth graders indicate that dialogic…