Becoming a Teacher of Writing in Elementary Classrooms (Hardcover, 2 ed)

PREFACE: BEGINNINGS: WHO AM I AS A WRITER?

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PART I: INTRODUCTION TO WRITING INSTRUCTION

BECOMING-WRITER I: FINDING IDEAS AND DRAFTING ….? #

CHAPTER ONE: THE STUDENT OF WRITING ? THE TEACHER OF WRITING……………#

WHY WRITING STUDIO?

HOW DO WRITERS DEVELOP ACROSS GRADE LEVELS? …………….#

WHO IS THE TEACHER OF WRITING, AND WHAT IS THEIR ROLE IN THE WRITING STUDIO? …….#

COMMUNITY AND THE WRITING STUDIO …………………………………………………………………...#

BECOMING-TEACHERS OF WRITING: APPLYING KEY CONCEPTS FROM THE CHAPTER......#

LEARNING WITH PEERS: DISCUSSION......................#

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CHAPTER TWO: PURPOSES, POSSIBILITIES, AND GOALS FOR THE WRITING STUDIO…………………..#

INTRODUCTION TO THE COMMON CORE STATE STANDARDS (CCSS) …………….#

WRITING AND LANGUAGE CCSS STANDARDS: PURPOSES, POSSIBILITIES AND GOALS…….#

ENGLISH LANGUAGE PROFICIENCY STANDARDS: PURPOSES, POSSIBILITIES AND GOALS…….#

GENRES: PURPOSES, POSSIBILITIES AND GOALS…….#

WRITING TRAITS: PURPOSES, POSSIBILITIES AND GOALS…….#

AN ILLUSTRATION: DEVELOPING WRITING POSSIBILITIES, PURPOSES AND GOALS WITH SEBAS ..#

POSSIBILITIES, PURPOSES AND GOALS IN THE WRITING STUDIO…………………………………….#

BECOMING-TEACHERS OF WRITING: APPLYING KEY CONCEPTS FROM THE CHAPTER......#

LEARNING WITH PEERS: DISCUSSION......................#

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CHAPTER THREE: ORGANIZING THE WRITING STUDIO…#

THE WRITING STUDIO SCHEDULE................................#

WRITING STUDIO SNAPSHOTS ...............................#

ORGANIZING THE WRITING STUDIO: PHYSICAL SPACE ........................#

ORGANIZING THE WRITING STUDIO: INSTRUCTIONAL RESOURCES…………………….#

ORGANIZING THE WRITING STUDIO: WRITING TOOLS......................#

ORGANIZING THE WRITING STUDIO: SOME FINAL THOUGHTS......................#

AND SO IT MATTERS …………………………………………………….#

BECOMING-TEACHERS OF WRITING: APPLYING KEY CONCEPTS FROM THE CHAPTER......#

LEARNING WITH PEERS: DISCUSSION......................#

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PART II: ASSESSING WRITERS ? DETERMINING STRENGTHS, NEEDS, AND INSTRUCTIONAL DIRECTIONS

BECOMING-WRITER II: PLAYING AROUND WITH FORM ?

?DEVELOPING THE IDEA …. #

CHAPTER FOUR: GETTING STARTED ? WHO ARE THESE WRITERS? ASSESSMENTS TO BEGIN TEACHING WRITING ......................#

WHO ARE THESE WRITERS? WRITER SURVEYS ......................#

WHO ARE THESE WRITERS? GROWN-UP SURVEYS ......................#

WHO ARE THESE WRITERS? OBSERVATIONS ......................#

WHO ARE THESE WRITERS? WRITING SAMPLES ......................#

SYNTHESIZING THE DATA: LOOKING FOR PATTERNS TO GUIDE INSTRUCTION ......................

BECOMING-TEACHERS OF WRITING: APPLYING KEY CONCEPTS FROM THE CHAPTER......#

LEARNING WITH PEERS: DISCUSSION......................#

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CHAPTER FIVE: ASSESSMENTS TO INFORM AND CELEBRATE WRITERS AND TEACHERS OF WRITING ......................#

ROLL CALL TO ACTION AND MY WRITING WORLD ......................#

TEACHING, CONFERENCING & PLANNING NOTEBOOK ......................#

TEACHING, CONFERENCING & PLANNING NOTEBOOK: YOUNG WRITERS ......................#

DAILY WRITING FOLDER? ......................#

CUMULATIVE WRITING FOLDER ......................#

WRITER SELF-ASSESSMENT ......................#

WRITING SAMPLE......................#

SYNTHESIZING A WRITER’S PROGRESS ..................#

GRADING AND WRITING INSTRUCTION ?..................#

BECOMING-TEACHERS OF WRITING: APPLYING KEY CONCEPTS FROM THE CHAPTER......#

LEARNING WITH PEERS: DISCUSSION......................#

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PART III: THE WRITING STUDIO GOES LIVE

BECOMING-WRITER III: ENGAGING IN STRUGGLE ?

CYCLES OF REVISING AND CONFERRING…..#

CHAPTER SIX: WRITING STUDIO: WHOLE GROUP INSTRUCTION THROUGH THE WRITING MINI-LESSON ......................#

MANAGING THE WRITING MINI-LESSON ..............................................................................#

WHAT TO TEACH IN YOUR WRITING MINI-LESSONS ......................#

CHOOSING MENTOR TEXTS FOR WRITING MINI-LESSONS ......................#

TYPES OF WRITING MINI-LESSONS ......................#

DEMONSTRATION WRITING MINI-LESSONS ......................#

INQUIRY WRITING MINI-LESSONS ......................#

SHARED WRITING MINI-LESSONS ......................#

INTERACTIVE WRITING MINI-LESSONS ......................#

PLANNING WRITING MINI-LESSONS AHEAD......................#

BECOMING-TEACHERS OF WRITING: APPLYING KEY CONCEPTS FROM THE CHAPTER......#

LEARNING WITH PEERS: DISCUSSION......................#

CHAPTER SEVEN: WRITING STUDIO: INDIVIDUAL AND COLLABORATIVE WRITING..............................................#

BECOMING-COLLABORATIVE ..............................................................................#

COLLABORATION AND MULTILINGUAL LEARNERS......................#

COLLABORATION AND TECHNOLOGY......................#

COLLABORATION THROUGH PEER CONFERENCING......................#

BECOMING-INDEPENDENT...........................................#

THE TEACHER-STUDENT WRITING CONFERENCE: INDIVIDUALIZING WRITING INSTRUCTION...#

SMALL GROUP WRITING INSTRUCTION .....................#

CREATING POSSIBILITIES FROM WRITING STUDIO CHALLENGES...........................................#

BECOMING-TEACHERS OF WRITING: APPLYING KEY CONCEPTS FROM THE CHAPTER......#

LEARNING WITH PEERS: DISCUSSION......................#

CHAPTER EIGHT: SHARING, CELEBRATING, AND BROADCASTING WRITERS AND WRITING..................#

SHARING AND SOCIAL EMOTIONAL LEARNING IN THE WRITING STUDIO......#

SHARING WRITING PRACTICE, PROCESS, AND CRAFT......#

SCHEDULED PUBLIC FORUMS FOR SHARING IN THE WRITING STUDIO......#

SHARING, CELEBRATING AND BROADCASTING WRITERS’ WORK THROUGH PUBLICATION......#

AND NOW ? ONE MORE THING ? BECAUSE IT MATTERS.....#

BECOMING-TEACHERS OF WRITING: APPLYING KEY CONCEPTS FROM THE CHAPTER......#

LEARNING WITH PEERS: DISCUSSION......................#

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PART IV: BRINGING IT ALL TOGETHER ? WRITING CURRICULUM

?BECOMING-WRITER IV: SHARING, CELEBRATING,

AND BROADCASTING YOUR WORK AS AUTHOR ………#

CHAPTER NINE: PLANNING FOR A YEAR: THEMES TO INTEGRATE WRITING ACROSS THE CURRICULUM ......................#

YEARLONG THEMES TO INTEGRATE LEARNING ......................#

“CHANGE”AS A YEARLONG THEME......................#

PLANNING WITH STANDARDS ......................#

“CHANGE”: YEARLONG INTEGRATED UNITS FOR GRADE 3......................#

WRITING ALL DAY LONG, ALL YEARLONG ......................#

ADAPTING WRITING INSTRUCTION FOR YOUNG WRITERS ......................#

ILLUSTRATION: INTEGRATED “LIFE CYCLE” UNIT FOR PRESCHOOL AND KINDERGARTEN......................#

“DESIGN CURRICULUM? I AM GIVEN CURRICULUM!” .....................#

THE CURRICULUM MAP AS A LIVING DOCUMENT......................#

OTHER “BUMPS IN THE NIGHT” AND REASONS FOR ADAPTING CURRICULUM.....................#

BECOMING-TEACHERS OF WRITING: APPLYING KEY CONCEPTS FROM THE CHAPTER......#

LEARNING WITH PEERS: DISCUSSION......................#

CHAPTER TEN:? PLANNING AND LIVING AN INTEGRATED LANGUAGE ARTS WRITING UNIT…#

FRAMING DECISIONS ......................#

FOCUSING DECISIONS ......................#

DECISIONS ONCE THE WRITING STUDIO IS LIVE......................#

TEACHER J’S WEEK 3 REFELCTIVE ANALYSIS? ......................#

[ALWAYS] BECOMING A TEACHER OF WRITING ? AN OPEN INVITATION ......................#

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INDEX