Beginnings of Writing, The Plus NEW MyEducationLab -- Access Card

ALERT: Before you purchase, check with your instructor or review your course syllabus to ensure that you select the correct ISBN. Several versions of Pearson's MyLab & Mastering products exist for each title, including customized versions for individual schools, and registrations are not transferable. In addition, you may need a CourseID, provided by your instructor, to register for and use Pearson's MyLab & Mastering products.   Packages Access codes for Pearson's MyLab & Mastering products may not be included when purchasing or renting from companies other than Pearson; check with the seller before completing your purchase.   Used or rental books If you rent or purchase a used book with an access code, the access code may have been redeemed previously and you may have to purchase a new access code.   Access codes Access codes that are purchased from sellers other than Pearson carry a higher risk of being either the wrong ISBN or a previously redeemed code. Check with the seller prior to purchase.   --In The Beginnings of Writing, the authors give the clearest, most comprehensive source on young children’s development of writing, illustrating every concept with student artifacts. From scribbles and invented spelling to composition, this book also presents the most careful attention to children’s development available, illuminating what they are trying to do as they write. Using this highly popular, well-respected book as a guide, teachers gain a practical, clear understanding of each child’s present challenges and successes as (s)he develops competence in writing and develop the skills needed to offer appropriate instruction and support at each point in the child’s learning.

Table of Contents:
Preface Chapter One: A Child Discovers How to Write YUTS A LADE YET FEHEG AD HE KOT FLEPR YUTS A LADE and You What’s Next?   SECTION ONE: The Beginnings of Writing   Chapter Two: The Beginnings of Handwriting The History of the Alphabet The Evolution of Handwriting   Chapter Three: Learning to Write at the Level of Letters Introduction    The Precursors of Writing Discovering the Basics of the Writing System    Children and Iconic Writing    Children and Syllabic Writing    The Appearance of Letters:  Graphic Principles Strategies for Early Writing Encouraging Children to Make Print    Providing Models of Writing    Suggestions That Get Children Writing Handwriting in the Curriculum Assessing and Teaching Handwriting    Handwriting Assessments    Handwriting Instruction Programs Conclusion   SECTION TWO: The Beginnings of Spelling   Chapter Four: What is there to learn about English spelling? Introduction    The Disappointment of English How We Make Speech Sounds    What are Phonemes, Really?    How We Make Speech Sounds    How Vowels Are Made    How Vowels Are Represented in IPA    How Consonants Are Made The Development of English Spelling    Runes Were Alphabet Letters    The Coming of the Roman Alphabet    The Norman Invasion Steam Radiators, Minims, U’s, O’s, and N’s Long Vowels, Short Vowels, and the Great Vowel Shift Latin and (and in) English Printing and the (Almost) Standardization of English Spelling Toward Modern Spelling English and the World Greek and Latin Continue to Influence English English Spelling and English Language Learners Conclusion   Chapter Five: A Close Look at Children’s Invented Spelling Introduction A Progression of Spelling Development    Prephonemic Spelling    Early Phonemic spelling    Letter-Name Spelling    Transitional Spelling   Chapter Six: Helping Children Make Progress in Spelling Introduction Assessing Children’s Spelling Development    Spelling Knowledge Inventory    The Gentry Spelling Grade-Level Test Helping Children Make Progress in Spelling    For the Prephonemic Speller    For the Early Phonemic Speller    For the Letter-Name Speller    For the Transitional Speller Teaching Spelling Words Working with English Language Learners Conclusion   SECTION THREE: The Beginnings of Composition   Chapter Seven Introduction Composition: Who Defined Our Choices? How Did the Teaching of Writing Evolve? Children Discover the Forms and Functions of Composition Self, Audience, Topic, and Purpose: A Menu of Writing Forms    The Expressive Function    The Poetic Function    The Transactional Function Conclusion   Chapter Eight: Writing in the Expressive Mode Introduction A Variety of Expressive Writing Forms Assumptions About Expressive Writing: Symbol Systems and Thinking Concerns About Expressive Writing in the Classroom Classroom Strategies that Promote Expressive Writing Working with English Language Learners Conclusion  (needs to be added) Useful Teacher Resources   Chapter Nine: Writing in the Poetic Mode Introduction Children Write Stories: Development and Instruction Stages and Interpretations    Caveats and Considerations Nine Intermediate Forms: Developing Story Structures    Labels    Statements    No Structure    Descriptive Sequence    Action Sequence    Reactive Sequence    Goal-directed 1    Goal-directed 2    Goal-directed 3    Goal directed 4 Joey’s Works:  A First Grader Learns to Write Stories Sarah’s Works: Literature Influences Story Development Helping Children Write Stories    Teaching the Structure of Stories    Outer Actions and Inner States:  Souriau’s Dramatic Roles Useful Ways of Assessing Story Writing Poetry Working with English Language Learners Conclusion Useful Teacher Resources   Chapter Ten: Writing in the Transactional Mode Introduction Transactional Writing: Explaining, Describing, and Arguing The Importance of Transactional Texts in Children’s Lives    Developmental Trends in Writing Exposition    Teaching Strategies and Assessment    Encouraging Writing/Thinking in a Variety of Genres and Across Modes    Working with English Language Learners    Useful Ways of Assessing Transactional Writing Conclusion Useful Teacher Resources   Chapter Eleven: Writing: The Child, The Teacher, and the Class Writing is a Social Activity A Description of the Writing Process    The Stages of Writing Atmosphere, Assignment and Response: The Teacher’s Role in the Writing Process    An Atmosphere for Writing    Choosing Topics for Writing    Appropriate Responses to Children’s Writing The Pre-Kindergarten and Kindergarten Years    Setting Up a Literate Community    Drawing Out Oral Language    Connecting Writing to Speech The Primary Years    An Overview of a Process-Writing Classroom    What to Do on the First Day    Beyond Day One: A Typical Day    Setting Up the Classroom    The Dynamics of Moving a Promising Draft Along    Conferencing Techniques    Publishing Possibilities    Evaluation Conclusion Useful Teacher Resources

About the Author :
Charles Temple, Ph.D. teaches courses in literacy, storytelling, children’s literature, and peace studies at Hobart and William Smith Colleges, in Geneva, New York. He has co-authored many editions of All Children Read, Understanding Reading Problems, Children’s Books in Children’s Hands, and also Intervening for Literacy and The Developmental Literacy Inventory, as well as a handful of books for children. Temple volunteers in Eastern Europe, the Caucasus, East and West Africa, and South America as a teacher trainer and children’s book developer through the Reading and Writing for Critical Thinking Project and CODE Canada.  He has a large and wonderful family and an aging Springer spaniel. He plays guitar and banjo. He sails, slowly, on Seneca Lake in Upstate New York, and other places, too, when he can.   Dr. Ruth Nathan, formerly an elementary and middle school teacher and university instructor and researcher, is currently working as a visiting scholar at the University of California, Berkeley, and as the developer of a second and third grade curriculum for a bay-area start-up. Directly prior to her current position at Berkeley, she served as a school-based, language and literacy consultant, as well as an educational consultant in the private sector. You’ll find publications by Ruth in such diverse journals as Child Development, Reading Research Quarterly, and Language Arts.  She’s written several books and chapters on literacy and has developed curriculum for LeapFrog SchoolHouse and Great Source/Houghton Mifflin. She’s written several columns for GRAND Magazine, a magazine for grandparents, and is the co-author of the chapter on orthographic development in the most recent edition of the Reading Research Handbook. She lives in Alamo, California, with her husband, Larry.  Three grandchildren live nearby.   Codruta Temple taught English and French in Romania before moving to the United States, where she earned a Ph.D. in English Education and Linguistics from Syracuse University. She now teaches ESL literacy and second language methods courses at State University of New York College at Cortland. She has co-authored the eighth edition of Understanding Reading Problems: Assessment and Instruction (Pearson), has contributed a chapter to the edited text Best Practices in Adolescent Literacy Instruction (Guilford), and has presented several papers on content area literacy at NCTE and AERA national conventions over the past six years. She lives in Geneva, New York, with her husband, son, and dog, and travels whenever she can to California, Texas, Illinois, the Netherlands, and Romania, to see her other six children, her grandson, her mother, and her grandmother.