ELED 320 – Chapter 7 – Lecture Questions
 

1.  In what ways are reading and writing both constructive processes?
 
 
 
 
 
 
 

2.  What have studies shown in relation to how reading and writing instruction taught together effect achievement in literacy?
 
 
 
 
 
 
 
 

3.  Even though many classrooms still focus on reading and writing as separate entities, current research makes it clear that we must view them more as a single entity called
____________________.
 
 
 
 
 

4.  List and describe the four domains of writing:
 
 
 
 
 
 
 
 
 
 
 
 
 
 

5.  Note the table on p. 339 – Domains and Models of Writing with Sample Projects or Projects.
 
 

6. What are some ways to promote a supportive writing attitude in the classroom?
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

8.  What would you find in a student’s writing folder?
 
 
 
 
 
 
 
 
 

9.  What would be a recommended schedule time for writing in the classroom (how long, how many days)?
 
 
 
 
 

10.  What are the five steps in process writing? (Note chart on p. 346)
 
 
 
 
 

11.  At what grade level should process writing start?
 
 
 
 
 

 12.  Who should select the topic for students’ writing?
 
 
 
 
 

13.  Explain the steps in having students create their own list of writing topics.
 
 
 
 
 
 
 

14.  How does keeping this list in a writing folder foster future writing attempts?

15.  What do you do with students who say they have no ideas, too many ideas, or they don’t like to write?

16.  What are the steps in the writing process?
 
 
 
 
 
 
 
 
 

17.  What are some ways to publish student writing?

18.  Does teaching grammar through formal instruction promote better writing?

Resources:

Frank, M.  (1995).  If you’re trying to teach kids how to write . . . you’ve gotta have this book!  Nashville:  Incentive Publications.

Madsen, S. and Gould, B.  (1994).  The teacher’s book of lists – grades 1 – 6.  Glenview, IL:  ScottForesman.

Tully, M.  (1996).  Helping students review their writing:  Practical strategies, models, and mini-lessons that motivate students to become better writers.  New York:  Scholastic.