Research-Based Practical Strategies for Every Teacher In an age of information overload, do you ever wish you could find one resource that would allow you to quickly gain insight into a variety of cutting-edge practices in elementary education? You’re holding it at your fingertips. What Really Works in Elementary Education compiles the advice of experts who not only understand the research behind certain educational practices, but also have experience working in elementary classrooms. Each user-friendly chapter, focused on a topic vital to elementary educators, presents information in a straightforward way to help you learn what works – and what does not work – with students today. Whether you’re a new educator, or just seeking to build new skills, you’ll benefit from • Insight into a handful of innovative topics in instruction; including using technology, UDL, co-teaching, and assessment • Novel approaches to classroom management and strategies to engage students • Chapters focused on effective methods for teaching within content areas • Practical tips for reaching all learners; including ELLs, students with autism, and gifted students • Useful reproducibles and resources for every topic area Never before has so much valuable information been presented so simply and effectively in one resource. Are you ready to focus on what works best?

Teaching Writing Right

Teaching Writing Right

Teaching Writing Right
Kathleen Dudden RowlandsCalifornia State University, Northridge

What Really Work\s in Writing in the Elementary Classroom

Don’t Underestimate Short People

Donald Graves (1983) opens his groundbreaking book Writing: Teachers and Children at Work with the following claim:

Children want to write. They want to write the first day they attend school. This is no accident. Before they went to school they marked up walls, pavements, newspaper with crayons, chalk, pens, or pencils . . . anything that makes a mark. The child’s marks say, “I am.” (p. 3)

Watching children and carefully recording their growth as writers, Graves and his research team learned that children as young as 6, when given time and opportunity, could do a great deal more as writers than adults had ...

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