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| Author | : Robert C. Calfee |
| Publisher | : Routledge |
| Total Pages | : 386 |
| Release | : 1996 |
| Genre | : English language |
| ISBN | : 0805818359 |
First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.
| Author | : Kathleen Blake Yancey |
| Publisher | : National Council of Teachers of English (Ncte) |
| Total Pages | : 140 |
| Release | : 1992 |
| Genre | : Education |
| ISBN | : |
This collection of 10 essays argues that portfolios in the writing classroom are worth exploring and that such exploration opens up new opportunities: new ways to learn to write, to think about teaching writing, to understand students, teachers, and curricula, and to describe and report on what is found. The collection makes this argument by sharing the stories of teachers in various situations: teachers alone, teachers as team members, and teachers concerned with administration as well as learning. Three key points are made: that portfolios should be designed locally by teachers and students; that they require periodic review; and that through such reviews more can be learned about writing and its teaching. The articles and authors are as follows: (1) Introduction: Writing Portfolios--Changes and Challenges (Catharine Lucas); (2) Teacher's Stories: Notes toward a Portfolio Pedagogy (Kathleen Blake Yancey); (3) Increasing Student Autonomy through Portfolios (Sue Ellen Gold); (4) Portfolio Practice in the Middle School: One Teacher's Story (James E. Newkirk); (5) Portfolios: Process for Students and Teachers (Catherine D'Aoust); (6) Looking into Portfolios (Sandra Murphy and Mary Ann Smith); (7) Portfolio Reflections in Middle and Secondary School Classrooms (Roberta Camp); (8) Writing Portfolios in Secondary Schools (David Kneeshaw); (9) Portfolio Practice and Assessment for Collegiate Basic Writers (Irwin Weiser); and (10) Portfolios in the Writing Classroom: A Final Reflection (Kathleen Blake Yancey). A 39-item annotated bibliography of resources on portfolios for teaching and assessment concludes the volume. (SR)
| Author | : Robert J. Tierney |
| Publisher | : Christopher-Gordon Pub |
| Total Pages | : 200 |
| Release | : 1991 |
| Genre | : Education |
| ISBN | : 9780926842083 |
Annotated bibliography and index.
| Author | : Kristin Ackerman |
| Publisher | : Stenhouse Publishers |
| Total Pages | : 156 |
| Release | : 2016 |
| Genre | : Education |
| ISBN | : 1625310390 |
If you've ever sat down to confer with a child and felt at a loss for what to say or how to help move him or her forward as a writer, this book is for you. If you are a strong teacher of writing but are not seeing results from your students, this book is for you. Authors Kristin Ackerman and Jennifer McDonough have been teaching writing for several years and know that conferring can be a murky and messy process--perhaps the hardest component of all. Written from the lessons they've learned through hard-won classroom experience--their mistakes and challenges--Conferring with Young Writers is based on what Kristin and Jen call the "three Fs" frequency, focus, and follow-up. They've created a classroom management system that offers routine and structure for giving the most effective feedback in a writing conference. This book will help writing teachers--and students--learn to break down and utilize the qualities that enable good writing: elaboration, voice, structure, conventions, and focus. The authors also provide the knowledge and skills it takes to confer well, which will help you improve as a writing teacher and give your students the confidence to think of themselves as writers.
| Author | : Robert Calfee |
| Publisher | : Routledge |
| Total Pages | : 403 |
| Release | : 2012-10-12 |
| Genre | : Education |
| ISBN | : 1136488340 |
This volume presents chapters by researchers, practitioners, and policymakers who study the impact of classroom portfolios in the assessment of writing achievement by elementary and middle grade students. The focus throughout the volume is on the tension between classroom assessment and externally mandated testing. It presents the efforts of researchers, practitioners, and policymakers to understand the impact of classroom portfolios for the assessment of writing achievement by elementary and middle grade students. Under the auspices of the Center for the Study of Writing, the editors conducted a national survey of exemplary portfolio projects, arranged for a series of "video visits," and held several working conferences. The result of this work is a broad-ranging tale: the aspirations of teachers and administrators to move the machinery of schooling in the direction of more authentic and engaging tasks, the puzzlement of students when they realize that the assignments are real and that the teacher may not have a "right answer" in mind, and the tensions between ivory-tower ideas and everyday classroom practice. Divided into four sections, this research volume: * provides a historical perspective, develops the conceptual framework that serves as a background for many activities described throughout, and discusses numerous practical issues that confront today's researchers and practitioners; * views the phenomenon of writing portfolios through a variety of broadview lenses such as teacher enthusiasm, student reflection, assessment tension, the portfolio as metaphor, and the locus of control; * conveys important conceptual issues with a balance toward pragmatics; and * offers unique insights from the perspective of one individual who serves as scholar, researcher, and teacher.
| Author | : Jim Mahoney |
| Publisher | : Heinemann Educational Books |
| Total Pages | : 200 |
| Release | : 2002 |
| Genre | : Education |
| ISBN | : |
The author discusses his experiences teaching reading and writing, and explains how to structure and run high school classrooms with portfolios as the centerpiece.
| Author | : Irene C. Fountas |
| Publisher | : F&p Professional Books and Mul |
| Total Pages | : 0 |
| Release | : 2017 |
| Genre | : Education |
| ISBN | : 9780325086842 |
Much has been written on the topic of guided reading over the last twenty years, but no other leaders in literacy education have championed the topic with such depth and breadth as Irene Fountas and Gay Su Pinnell. In the highly anticipated second edition of Guided Reading, Fountas and Pinnell remind you of guided reading's critical value within a comprehensive literacy system, and the reflective, responsive teaching required to realize its full potential. Now with Guided Reading, Second Edition, (re)discover the essential elements of guided reading through: a wider and more comprehensive look at its place within a coherent literacy system a refined and deeper understanding of its complexity an examination of the steps in implementation-from observing and assessing literacy behaviors, to grouping in a thoughtful and dynamic way, to analyzing texts, to teaching the lesson the teaching for systems of strategic actions a rich text base that can support and extend student learning the re-emerging role of shared reading as a way to lead guided and independent reading forward the development of managed independent learning across the grades an in-depth exploration of responsive teaching the role of facilitative language in supporting change over time in students' processing systems the identification of high-priority shifts in learning to focus on at each text level the creation of a learning environment within which literacy and language can flourish. Through guided reading, students learn how to engage in every facet of the reading process and apply their reading power to all literacy contexts. Also check out our new on-demand mini-course: Introducing Texts Effectively in Guided Reading Lessons
| Author | : Icy Lee |
| Publisher | : Springer |
| Total Pages | : 173 |
| Release | : 2017-03-28 |
| Genre | : Education |
| ISBN | : 9811039240 |
While assessment and feedback tend to be treated separately in the L2 writing literature, this book brings together these two essential topics and examines how effective classroom assessment and feedback can provide a solid foundation for the successful teaching and learning of writing. Drawing upon current educational and L2 writing theories and research, the book is the first to address writing assessment and feedback in L2 primary and secondary classrooms, providing a comprehensive, up-to-date review of key issues, such as assessment for learning, assessment as learning, teacher feedback, peer feedback, portfolio assessment, and technology enhanced classroom writing assessment and feedback. The book concludes with a chapter on classroom assessment literacy for L2 writing teachers, outlines its critical components and underscores the importance of teachers undertaking continuing professional development to enhance their classroom assessment literacy. Written in an accessible style, the book provides a practical and valuable resource for L2 writing teachers to promote student writing, and for teacher educators to deliver effective classroom writing assessment and feedback training. Though the target audience is school teachers, L2 writing instructors in any context will benefit from the thorough and useful treatment of classroom assessment and feedback in the book.
| Author | : Carol Brennan Jenkins |
| Publisher | : Heinemann Educational Books |
| Total Pages | : 300 |
| Release | : 1996 |
| Genre | : Education |
| ISBN | : |
Inside the Writing Portfolio addresses the primacy of teacher knowledge in the portfolio process. It seeks to answer such questions as: What do we need to know in order to assess the personal narratives, stories, and nonfiction pieces that children choose for their portfolios? How do we mark their progress? What do we need to know to assess the conventions of spelling, punctuation, and handwriting? How do we assess children's self-assessment insights and their goals for future learning? Jenkins makes the case for the collaborative portfolio - one that merges the selections, reflections, and goals of both the child and the teacher. She takes the stance that if portfolio assessment is to stand as a viable alternative to standardized measures, it is essential to capture the insights of both child and teacher in order to illuminate the full extent of a child's learning - past, present, and future. Jenkins walks us through the collaborative portfolio of third grader Shane and then follows his progress through grades four and five. Research findings are presented in conjunction with Shane's writing record, writing samples, excerpts from his interviews and surveys, and other materials. Jenkins also analyzes additional work from younger and older children to illustrate the development of writing across a broad age range. She completes the assessment picture with writing samples from home, highlighting the expansive nature of literacy.
| Author | : Sandra Murphy |
| Publisher | : Markham, Ont. : Pippin Pub. |
| Total Pages | : 100 |
| Release | : 1991 |
| Genre | : Education |
| ISBN | : |
Explains how preparing portfolios, folders that contain selected pieces of students' writing, can bridge the gap between the teaching and evaluation of writing in secondary schools.
