Developing Strategic Young Writers through Genre Instruction Resources for Grades K-2

Tested and fine-tuned in K-2 classrooms, this book provides engaging lessons and materials for teaching the three genres of writing--opinion, procedural, and story--that provide a foundation for beginning writers persuasive, informative, and narrative writing skills. The authors' approach integrates strategy instruction, self-regulated learning, and dialogic interactions such as role play. Packed with 55 reproducible planning forms and student handouts, the book makes connections between writing and reading in ways that support growth in both areas, address learning standards, and promote writing across the instructional day. Appendices contain numerous resources to support teachers and administrators professional learning. The large-size format facilitates photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials. See also the authors' Developing Strategic Writers through Genre Instruction: Resources for Grades 35.

1. Writing Strategically: An Introduction to Genre-Based Strategy Instruction 2. Strategies within Genre-Based Strategy Instruction 3. Sequence of Instruction: A Strategy for Teaching Strategies 4. Responses to Reading and Opinion Writing 5. Procedural (How-to) Writing 6. Story Writing 7. Language and Grammatical Correctness for Meaning Making Appendices 1. Reading Guides for Professional Learning Community (PLC) Discussions 2. Assessment-Grouping Guidelines 3. Questions for Journal Entries 4. Questions for PLC Meetings 5. Pacing Guide 6. Report-Writing Resources 7. A Guiding Checklist for Principals and Literacy Leaders

Zoi A. Philippakos, PhD, is Associate Professor of Reading and Elementary Education in the College of Education at the University of North Carolina at Charlotte. Her research interests include reading and writing instruction for students in the elementary grades, strategy instruction and self-regulation, and approaches to professional development for classroom teachers. A former elementary school teacher and literacy coach, Dr. Philippakos is coauthor of Differentiated Literacy Instruction in Grades 4 and 5 and Effective Read-Alouds for Early Literacy. Charles A. MacArthur, PhD, is Professor of Special Education and Literacy in the School of Education at the University of Delaware. A former special education teacher, Dr. MacArthur has been conducting research on writing development and instruction for struggling writers since the 1980s. He is currently principal investigator of a study that examines the efficacy of a writing curriculum for college basic writing courses. Other research projects have focused on the development of a writing curriculum for students with learning disabilities, writing strategy instruction, decoding instruction in adult education, speech recognition as a writing accommodation, project-based learning in social studies in inclusive classrooms, and first-grade writing instruction. Dr. MacArthur is coeditor of the Journal of Writing Research and serves on the editorial boards of several other journals. He has published over 100 articles and book chapters and is coeditor or coauthor of several books, including the Handbook of Writing Research, Second Edition; Best Practices in Writing Instruction, Third Edition; Developing Strategic Young Writers through Genre Instruction: Resources for Grades K-2; and Developing Strategic Writers through Genre Instruction: Resources for Grades 35.