How do you set up supportive classrooms in which children can become real readers, writers, and inquirers? Can it be done every day, across the curriculum? In the first edition, Short, Harste, and Burke presented practical theory of literacy instruction based on their work with classroom teachers. Their aim was to show practicing and preservice elementary teachers how to create the best possible literacy-learning environment. In this second edition, the authors offer more ideas and rich descriptions of how their curriculum moved from writing and reading to include inquiry. Creating Classrooms for Authors and Inquirersrepresents their latest thinking, along with lingering questions and new concerns. The first half of the book focuses on the authoring cycle and the ways in which Short, Harste, Burke, and other teacher-researchers have used the cycle as a curricular framework. The authors share their work within the writing curriculum, then move to the reading curriculum, and finally to rethinking curriculum as inquiry. They also discuss issues related to maintaining a community of inquirers. The second half of the book contains more detailed descriptions of curricular engagements within the authoring cycle framework, such as authors folder, bookmaking, and readers theatre. These classroom strategies have already worked for hundreds of teachers, and Short, Harste, and Burke are at their practical best as they share them with you. Extensive samples of student work are included. The ideas and experiences expressed in this volume are the result of a group of people who have worked together, thought together, and built from the work of others over time. Creating Classrooms for Authors and Inquirers is a resource you will refer to again and again.
PrefaceixSECTION ONE THE AUTHORING CYCLE: LETS THINK CURRICULUM3(374)Chapter One / Visions of Literacy3(78)IntroductionLanguage Stories and Literacy LessonsThe Authoring Cycle as a Curricular FrameworkCurriculum as Collaborative InquiryConclusionTeacher Article One / Teachers as Kidwatchers63(18)Tim OKeefeWhat is Kidwatching?Conditions for KidwatchingThe Course of InquiryKidwatching Through Journals, Notebooks, and LogsKidwatching and the Reading ProcessKidwatching During Writing WorkshopKidwatching as an Invitation to Parent/School PartnershipsKidwatching and Teacher ReflectionA Letter from PhilChapter Two / The Authoring Cycle as a Curricular Framework for Writing81(88)IntroductionBuilding from the Known: Connecting to Life ExperiencesTaking Time to Find Questions for Inquiry: Uninterrupted Writing and ReadingGaining New Perspectives: Authors CirclesAttending to Difference: Semantic Revision and Self-EditingSharing What Was Learned: Editors Table, Publication, and CelebrationPlanning New Inquiries: Strategy Lessons and Self-EvaluationTaking Thoughtful New Action: Invitations for AuthoringConclusionTeacher Article Two / Getting Started: Establishing a Reading/Writing Classroom151(18)Kathryn Mitchell PierceBeginning the School YearReading Work TimeWriting Work TimeOutgrowing Our ScheduleLooking Back to Look AheadChapter Three / The Authoring Cycle as a Curricular Framework for Reading169(82)IntroductionBuilding from the Known: Childrens Choices as ReadersTaking the Time to Find Questions for Inquiry: Uninterrupted Engagements with ReadingGaining New Perspectives Through Literature CirclesAttending to Difference: Reflection and RevisionSharing What Was Learned: Literature PresentationsPlanning New Inquiries: Reflecting on ReadingTaking Thoughtful New ActionConclusionTeacher Article Three / Creating a Collaborative Environment229(22)Gloria KauffmanOrganizing the Physical EnvironmentThinking about the CurriculumEstablishing Our Life Together as a CommunityMaintaining the Curriculum and Supporting Collaboration in a Community of LearnersMaintaining a Community of WritersConclusionChapter Four / The Authoring Cycle as Curricular Framework for Inquiry251(66)IntroductionBuilding from the KnownTaking the Time to Find Questions for InquiryGaining New Perspectives: Inquiry GroupsAttending to DifferenceSharing What Was Learned: Inquiry PresentationsPlanning New InquiresTaking Thoughtful New ActionExploring the Role of Sign Systems within InquiryConclusionTeacher Article Four / When Teachers and Parents Inquire301(16)Kathy EgawaDefining Teaching as InquiryBeginning the Process of Purposeful LearningWorking with ParentsCreating Narrative Report FramesWhat Have We Learned?Inquiry: A Significant AlternativeChapter Five / Maintaining a Community of Inquirers317(60)Building on the Known Through Voice and ConnectionTaking the Time to Find Questions for Inquiry Through Observation, Conversation, and SelectionGaining New Perspectives Through Collaboration, Investigation, and TransmediationAttending to Difference Through Tension, Revision, and Unity in LearningSharing What Was Learned Through Transformation and PresentationPlanning New Inquiries Through Reflection and ReflexivityTaking Thoughtful New Action Through Invitation and RepositionConclusionSECTION TWO CURRICULAR ENGAGEMENTS377(214)Anomalies/Graffiti Board/Webbing Whats on Your Mind379(8)Authors Circle387(7)Authors Folder/Reflection Portfolio394(9)Authors Meeting Authors403(8)Bookmaking411(8)Classroom Newspapers and Magazines419(7)Cloning an Author/Generating Written Discourse/Storyboards/Picture Setting/Schema Stories426(13)Editors Table439(7)Family Stories/Remember When Stories/Historical Family Stories/Scary Stories446(12)Getting to Know You/Life Story Time Lines458(8)Learning Logs/Personal Journals/Sketch Journals/Writers Notebooks466(13)Literature Circles479(19)Readers Theatre/Choral Reading/What Music Adds/Acting It Out498(8)Save the Last Word for Me/Save the Last Word for the Artist506(6)Say Something512(4)Shared Reading/Group Composed Books/Twice Told Tales516(12)Sketch to Stretch/Interwoven Texts/Song Maps528(9)Text Sets/Paired Books/Book and Toy Sets537(33)Written Conversation/Message Board/Pen Pals/Dialogue Journals570(14)Visitors Corner584(7)References591(14)Index605
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