A Kindergarten-First Grade Writing Curriculum Using Literature as a Model and Based on Cognitive Developmental, Psycholinguistic and Metaphoric Mode Theoretical Assumptions.

Autor/in	Tompkins, Gail E.
Titel	A Kindergarten-First Grade Writing Curriculum Using Literature as a Model and Based on Cognitive Developmental, Psycholinguistic and Metaphoric Mode Theoretical Assumptions.
Quelle	(1979), (51 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum Development; Curriculum Evaluation; Educational Principles; Educational Research; Grade 1; Kindergarten; Learning Theories; Literature; Primary Education; Teaching Methods; Units of Study; Writing Instruction + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Bildungsprinzip; Bildungsforschung; Pädagogische Forschung; School year 01; 1. Schuljahr; Schuljahr 01; Learning theory; Lerntheorie; Literatur; Primarbereich; Teaching method; Lehrmethode; Unterrichtsmethode; Lerneinheit; Schreibunterricht
Abstract	A kindergarten/first grade writing curriculum was developed that used literature as a model for writing and that was based on learning theories and assumptions. The curriculum was developed in a five-step sequence: (1) a theoretical base was established based on cognitive developmental, psycholinguistic, and metaphoric mode theories. Teaching and learning principles were developed from eight theoretical assumptions. (2) The theoretical base was specifically related to the writing process and strategies were developed for teaching about story structure, poetic forms, and sentence structure. (3) Procedures were identified for developing the objectives, activities, materials, and evaluation components of the curriculum. (4) The curriculum was developed to incorporate nine units of study. Each unit outline included an overview, a list of objectives, and information about time requirements, classroom management, teaching and evaluation methods, and materials. (5) The units were analyzed, and it was determined that they adequately reflected the theoretical assumptions and the learning and instructional principles intended as a base for the curriculum. (Appendixes diagram the development of the theoretical base from the eight theoretical assumptions, describe teaching strategies for a unit on plot, and include the entire outline for that unit.) (GT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01