E-raamat: Becoming a Teacher of Writing in Elementary Classrooms

PREFACE: BEGINNINGS: WHO AM I AS A WRITER?

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......................#

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......................#

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......................#

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......................#

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 WRITERS PROGRESS ..................#

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

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

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

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......................#

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 ......................#

CHANGEAS 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 JS WEEK 3 REFELCTIVE ANALYSIS ......................#

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

INDEX

Donna Kalmbach Phillips, PhD is Professor Emerita, Pacific University, USA. Throughout her career, Donna has been writing alongside children of all ages, undergraduate and graduate teacher education students, and writers of Cotzal Ixil in Guatemala.

Mindy Legard Larson, PhD is Professor of Education and Elementary Education Coordinator at Linfield University, USA. Prior to teaching in undergraduate and graduate teacher education programs, Mindy taught first, second and third grades and served as an Elementary Curriculum and Program Specialist.