Becoming a Teacher of Writing in Elementary Classrooms

Cover
Half Title
Title
Copyright
Dedication
Contents
Beginnings: Who Am I as a Writer?
Part I: Introduction to the Writing Studio
	Becoming-Writer I: Finding Ideas and Drafting
		1 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
		2 Purposes, Possibilities, and Goals for the Writing Studio
			Introduction to the Common Core State Standards
			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
		3 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
		4 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
		5 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
Part III The Writing Studio Goes Live
	Becoming-Writer III: Engaging in Struggle – Cycles of Revising and Conferring
		6 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
		7 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
		8 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
		9 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
		10 Planning & Living an Integrated Language Arts Writing Unit
			Framing Decisions
			Focusing Decisions
			Decisions Once the Writing Studio Is Live
			Teacher J’s Week 3 Reflective Analysis
			[Always] Becoming a Teacher of Writing – An Open Invitation
Index