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Writing: An Unexamined Gatekeeper
By Ardith Davis Cole, Education Week (February 26,2007)
Kids just aren’t learning like they used to. Have you seen those test results?” I hear this sentiment expressed by people everywhere, and often feel compelled to respond, “But tests are far more difficult now. They’re not just multiple-choice anymore. Today, they include writing.
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NAEP Writing Exams Going Digital in 2011
By Lynn Olson, Education Week (March 14, 2007)
Starting in 2011, the National Assessment of Educational Progress will test how well students in grades 8 and 12 can write on computers, rather than with the old schoolhouse standbys of pencils and paper.
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City schools may give `forgotten R' its props: Plan ties promotion to a writing exam
By Stephanie Banchero, Chicago Tribune (October 25, 2006)
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Teaching Creative Writing in the Elementary School
By Christopher Essex, ERIC Digest, ERIC Clearinghouse on Reading, English, and
Communication, 1997)
Creative writing plays an important role in a child's literacy development. This article makes suggestions for the instruction and evaluation of children's stories.
Most children enter school with a natural interest in writing, an inherent need to express themselves in words (Graves, 1983). Couple this with a child's love of stories and nursery rhymes – who has not seen a goggle-eyed group of kindergartners lost in the world of imagination as their teacher reads them a favorite story or nursery rhyme? – and you have the basis for building an emotionally involving and intellectually stimulating creative writing program for your students. This article should help teachers with that task.
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A Picture's Worth...Wordless books can jump-start some sublime conversations
By Renea Arnold and Nell Colburn, School Library Journal (1/1/2006)
The wordless picture book has become a powerful learning tool in the parent-education talks and workshops we offer at our library. Wordless books help us teach parents to talk about the pictures when they share books with their young children. These books emphasize how important the pictures are to children and encourage parents to ask questions and relate the pictures to the child's real world. They demonstrate that often the best part of the read-aloud experience is the conversation generated by those pictures.
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Teaching for Creativity: Two Dozen Tips
By Robert Sternberg and Wendy M. Williams, Plain Talk About Education, R. D. Small, & A. P. Thomas (Eds.), (pp. 153-165), Covington, LA: Center for Development and Learning (2001)
What makes a person creative? Why are some people more creative and others less so? We often think that the creative people are the ones who have some rare and unattainable ability, but it is not so. Creative people are ones who make a decision: They decide to buy low and sell high in the world of ideas. In this article, we first describe this idea of creativity as a decision, which is formalized as an investment theory of creativity. Then we describe 24 tips you can use in your teaching in order to foster creativity in your students and in yourself.
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Using Wordless Picture Books to Support Emergent Literacy
By Jalongo, M.R., Conrad, N.K., Dragich, D., & Zhang, A., Early Childhood Education Journal, 29(3), 167-177 (March 2002)
Wordless books—picture books that rely entirely on illustrations to tell a story—are an excellent resource for educators of young children. This article provides a research-based rational for using wordless books, offers a developmental sequence for introducing children to stories told through pictures, suggests a general strategy and wide array of early literacy activities based on books without texts, and recommends ways of communicating with parents/families about the value of wordless books. Outstanding wordless books and examples of children’s responses to this growing genre of children’s literature are also included.
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