Differentiated Instructional Strategies for Writing in the Content Areas

Carolyn Chapman is an international educational consultant, author, and teacher who has taught in kindergarten to college classrooms. Her interactive, hands-on professional development training sessions challenge educators to use strategies that ensure success for learners of all ages. Chapman has written many books about differentiated instruction, multiple intelligences, multiple assessments, and the brain-compatible classroom. She is coauthor with Gayle Gregory of the landmark Corwin Press book Differentiated Instructional Strategies: One Size Doesn′t Fit All. Rita King has more than 20 years of teacher training experience and administrative experience as principal and director of Middle Tennessee State University′s teacher training program in the laboratory school. Most recently, she was an adjunct professor in the Department of Educational Leadership at the university. She now consults internationally in the areas of multiple intelligences, practical applications of brain-based research, differentiated learning, reading and writing strategies, mathematics instruction, creating effective learning environments, and strategies for test success. She is the coauthor of Differentiated Instructional Strategies for Reading in the Content Areas, Differentiated Instructional Strategies for Writing in the Content Areas, and Differentiated Assessment Strategies: One Tool Doesn′t Fit All.

"Chapman and King make the teaching of writing transparent and accessible to practitioners, who can then develop coherent, engaging, and developmentally appropriate lessons to ensure that all (not some) students are writers! This book will be a useful tool to teacher mentors, staff developers, principals, and teacher leaders working with beginning staff. It will be a useful guide to learning communities that are looking for strategies to build competency in targeted skill areas. I′m personally going to keep a copy in my office so that when I am having a pre- or post-observation conference with a teacher, I can make references to teaching strategies, assessment templates, or ways to determine student strengths and needs."

• About the AuthorsIntroductionInfusing Writing in the Content AreasWriting and the BrainRationale for Writing in the Content AreasTurn On the WriterEvery Teacher Is a Writing Teacher: The Power Is Yours!2. Creating a Climate for WritingEstablishing the Effective Writing EnvironmentCreate a Safe and Positive AtmosphereCreating a Physical Environment for WritingRazzmatazz to ThingamajigsFind the Write SpotAssessing the Physical Writing ClimateSummary3. Knowing the WriterStages of a WriterDiagnosing the Writing CharactersLearning Styles and Multiple Intelligences4. Differentiating the Writing Process and Flexible GroupingsImmerse Students in the Writer′s CraftTypes of WritingThe Block PartyThe Writing ProcessStep 1: Getting Started: PrewritingStep 2: Sloppy Copy: First DraftStep 3: Hamming It Up: RevisionStep 4: Turning It Up: EditingStep 5: Neat Sheet: Final CopyStep 6: Publishing: Sharing and CelebratingFlexible GroupingSummary5. Instructional Strategies and Activities for the Differentiated Writing ClassroomTeaching Writing Strategy StrategicallyInformational Text Writing and Critical ThinkingWriting Strategies for ELL LearnersDifferentiating Writing With Formats and GenresPlanning for Individual NeedsWriting StrategiesWriting From A to Z6. Planning, Assessing, and Evaluating WritingLesson Planning Model for Writing in the Content AreasEffective Assessment ToolsReferencesIndex