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 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…..# 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 ......................# “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 ......................# INDEX