This work provides a range of practical suggestions for teaching non-fiction writing skills and linking them to children's learning across the curriculum.The book provides clear explanations of simple techniques for: using speaking and listening, drama and otehr activities as a preparation for writing; using information learned in a variety of curriculum areas as the content for the teaching of writing; organising information - as notes or pictures - on "skeleton" planning frameworks, so that children are very clear about content before they begin to write; familiarising children with the key langauge features of different non-fiction text types; and demonstrating the writing of different non-fiction texts, including simple note-making and how to convert notes into sentences.
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Book Description
Editorial Reviews
About the Author
Sue Palmer is a former primary teacher who has written many books and educational TV programmes on literacy teaching. She is a regular contributor to the Times Educational Supplement and Child Education, and acts as literacy consultant to educational publishers, the BBC and the NLS.
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Inside This Book
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First Sentence:
Teaching children to write involves developing a wide range of skills - handwriting, phonic encoding, spelling, sentence construction, choice of vocabulary, text organisation, and many more -while at the same time helping them control and orchestrate these skills in the momentous act of composition. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
skeleton planning, time connectives, speaking frame, skeleton notes, shared writing, thick card, more able children, coloured crayons, children recognise, phonics teaching, independent writing, skeleton framework, memory joggers, instruction text Key Phrases - Capitalized Phrases (CAPs): (learn more)
Key Stage, Lee Park, Debbie Billard, Developing Early Writing New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Back Cover | Surprise Me!
Teaching children to write involves developing a wide range of skills - handwriting, phonic encoding, spelling, sentence construction, choice of vocabulary, text organisation, and many more -while at the same time helping them control and orchestrate these skills in the momentous act of composition. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
skeleton planning, time connectives, speaking frame, skeleton notes, shared writing, thick card, more able children, coloured crayons, children recognise, phonics teaching, independent writing, skeleton framework, memory joggers, instruction text Key Phrases - Capitalized Phrases (CAPs): (learn more)
Key Stage, Lee Park, Debbie Billard, Developing Early Writing New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Back Cover | Surprise Me!
Citations (learn more)
This book cites 2
books:
1
book
cites this book:
- The Articulate Classroom: Talking and Learning in the Primary School (Early Years & Primary) by Prue Goodwin in Back Matter
- Resource Bank: Book 1 by Margaret Cooling in Back Matter
- How to Teach Poetry Writing at Key Stage 1 (Writers' Workshop) by Michaela Morgan in Back Cover
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