Home       What's New       About Us       Contact Information       Books Published       How To Order       Write for Us       Exhibit Schedule       Mailing List   
Susan Mandel Glazer               

Scroll the
Contents
Here
Scroll the Table of Contents
Table of Contents
    Prelude ix
    Chapter 1
    Children and Their Writing Development: How It Happens 1
    Creating Healthy Classroom Environments That Facilitate Learning 3
    Writing Is Developmental 3
    Making Written Forms 4
    Composing Text 6
    Variation In Composing Ability 6
    Evaluating Writing: How To Begin 12
    How and Why We Assess Writing 15
    Encouraging the Growth of Writing: Beginning The Evaluation Process 17
    Questions and Activities To Guide Your Thinking 17
    Chapter 2
    Getting Writing Started in Your Classroom 19
    Writing Five Times Daily Without Critiques 20
    Dialogue Journals 20
    Guideline for Journal Responses 32
    Literature Journals 33
    Student Entries Without Teacher Responses 33
    Student and Teacher Literature Response Dialogue 34
    Content Journals 37
    Discipline Writing Through Observation 37
    Recording Content Information 38
    Mail 45
    Reading Logs 50
    Spontaneous Writing 51
    Questions and Activities to Guide Your Thinking 52
    Chapter 3
    The Learners in Our Classrooms: Who Are They? 53
    Why Are Divergent Learners In Our Classrooms? 53
    The Population: The Children "Included" 55
    Attention Deficit Disorder (ADD) 55
    Attention Deficit Hyperactive Disorder (ADHD) 56
    Communication Disorder 56
    Receptive Communication Problem Behaviors 56
    Expressive Communication Problem Behaviors 57
    Dysgraphia 58
    Perceptual Impairment 58
    What Happens To Children With Learning Problems and Disabilities? 61
    What Do We Do to Encourage These Students to Write? 62
    Questions and Activities to Guide Your Thinking 63
    Chapter 4
    Guiding ALL Learners to Write 65
    Instructional Frameworks That Entice 66
    Getting Them Started 66
    Structured Frameworks for Reluctant Writers 72
    Writing Lists 72
    Writing Descriptive Riddles 73
    Writing Cinquains 75
    Assessing Efforts 75
    Moving Toward Composing Narratives 77
    Writing Stories 77
    Extending Three-Sentence Stories 79
    Story Writing: An Over Time Process 80
    The Importance of Literature for Creating Narrative Text 84
    Talking Prior to Writing 88
    Teaching and Assessing Research and Report Writing 89
    How to Begin 89
    Doing the Research 91
    Writing a First Draft 92
    Rewriting or Revising 92
    Assessing Progress in Research and Report Writing 93
    The Final Product: "What I Learned" 93
    Teaching and Assessing Explanatory Writing 93
    Understanding Students' Knowledge About Persuasive Writing 95
    Questions and Activities to Guide Your Thinking 97
    Chapter 5
    Self-Assessment As Instruction 99
    Introducing Self-Monitoring 101
    Assessing Spelling 102
    Narrative Self-Monitoring 104
    Self-Monitoring and Composition: A Summary 106
    The Self-Monitoring Tools 107
    Questions and Activities to Guide Your Thinking 109
    Self-Monitoring Tools 110
    Appendix. Reading Strategies That Facilitate Writing 139
    Choral Reading 139
    Oral and Written Retellings 140
    Unguided Retelling 140
    Coda 143
    References 145
    About the Author 149
    Index 151



Brand New!
TEACHING ALL CHILDREN TO WRITE:
A Little Comprehensive Guide
Susan Mandel Glazer

In her Prelude to this book Susan Glazer writes, "I hope this little comprehensive guide serves as impetus for you to learn more about yourself as a teacher of writing and about how your students can guide you to become a learner in the classroom." She helps you do this by covering: Children and Their Writing Development, Getting Writing Started in Your Classroom, The Learners In Our Classrooms: Who Are They?, Guiding ALL Learners to Write, and Self Assessment as Instruction. The ideal way to teach your grade 1-3 students to read and write!

2001 Just Published! Paperbound 154pp ISBN 1-929024-32-0 Order #3021 $17.95

Scroll the
Contents
Here
Scroll the Table of Contents
Table of Contents
    Introduction ix
    Chapter 1
    The History, The Strife, and The Charge For Change 1
    Should Phonics and Spelling be Taught in School? 1
    Why Should We Be Concerned With Public Perceptions of the Teaching of Reading? 1
    Phonics 2
    The Study and Foibles of the English Language 7
    So, Who Should Learn Phonics, Spelling, and Aspects of Word Study? 11
    Phonics, Morphemic Analysis, and Spelling: Understanding Sound-Symbol Relationships 11
    Teaching and Assessing Phonemic and Morphemic Awareness, and Spelling 14
    Summary 16
    Things To Think About 16
    Chapter 2
    Teaching Phonics 17
    A Model Lesson for ALL Phonic Skills 26
    Back to Assessment 30
    Children's Self-Monitoring Tool 31
    So, What About Explicit Phonics Instruction? 32
    What to Do With the Child Who Can't Learn Phonics Either Implicitly or Explicitly 33
    Summary 38
    Things To Think About 38
    Chapter 3
    Teaching Spelling 39
    What About the Relationship Between Phonics and Spelling? 39
    When Do Children Need to Be Taught Explicit Phonics? 40
    From Phonics to Spelling 41
    Student Self-Assessment of Spelling Development 55
    Summary 60
    Things To Think About 60
    Chapter 4 Word Study, Or Teaching Word Making 61
    Assessing Students' Knowledge of Word Groups, Origins, and Expanded Vocabulary 69
    Summary 72
    Appendix A Literature for Phonics, Spelling, and Word Study 73
    Appendix B Behavioral Characteristics Indicative of Reading, Writing, or Speaking Problems 79
    Appendix C Game and Activity Formats for Spelling, Phonics, and Word Study 83
    References 89
    About the Author 91
    Author Index 93
    Subject Index 95



PHONICS, SPELLING, AND WORD STUDY: 
A Sensible Approach
Susan Mandel Glazer

Turn to this guide for a no-nonsense look at how to teach phonics and spelling effectively ... how to make word study meaningful ... and how to teach students self-monitoring and self-assessment skills.

1999 98pp Paperbound ISBN 0-926842-82-X (K-12) Order #3001 $9.95


PORTFOLIOS AND BEYOND:
Collaborative Assessment in Reading and Writing
Susan Mandel Glazer and Carol Smullen Brown

See how assessment and instruction are linked together, and how to organize and manage the materials generated by authentic classroom assessment.
1993 Paperbound 200pp ISBN 0-926842-25-0 (K-12) Order #750 $12.95

For fastest service, call toll-free: 1-800-934-8322 in U.S. or 1-781-762-5577 from outside the U.S.


Christopher-Gordon Publishers, Inc.
1420 Providence Hwy, Suite 120
Norwood, MA 02062
1-800-934-8322
1-781-762-5577
cgpublish@christopher-gordon.com

Privacy Statement | Site Map | Contact Information

© 2007 Christopher-Gordon Publishers, Inc.