1st Edition

Becoming a Teacher of Writing in Elementary Classrooms

    532 Pages
    by Routledge

    274 Pages
    by Routledge

    Becoming a Teacher of Writing in Elementary Classrooms nurtures teachers’ identities as writers, connects to the realities of writing instruction in real and diverse classrooms, and encourages critical and creative thinking. This text is about writing instruction as a journey teachers and students embark on together. The focus is on learning how to teach writing through specific teaching and learning structures found in the Writing Studio: mini-lessons; teacher and peer conferencing; guided writing; and sharing, celebrating, and broadcasting writing. Pedagogical features include teaching structures and strategies, "Problematizing Practice" classroom scenarios, assessment resources, and a Companion Website. Because a teacher who views him or herself as a writer is best positioned to implement the Writing Studio, a parallel text, Becoming-writer, give readers space to consider who they are as a writer, their personal process as a writer, and who they might become as a writer.

    CONTENTS

    PREFACE
    PREFACE TO INSTRUCTORS

    PART I: INTRODUCTION TO WRITING INSTRUCTION
    BECOMING-WRITER: GETTING STARTED
    CHAPTER ONE: THE STUDENT OF WRITING – THE TEACHER OF WRITING
    CHAPTER TWO: POSSIBILITIES, PURPOSES, AND GOALS FOR WRITING
    CHAPTER THREE: CREATING PLACE, TIME, AND ROUTINES FOR WRITERS

    PART II: ASSESSING WRITERS – DETERMINING STRENGTHS, NEEDS, AND INSTRUCTIONAL DIRECTIONS
    BECOMING-WRITER: PLAYING AROUND WITH FORM – DEVELOPING THE IDEA
    CHAPTER FOUR: GETTING STARTED – WHO ARE THESE WRITERS? ASSESSMENTS TO BEGIN TEACHING WRITING
    CHAPTER FIVE: ASSESSMENTS TO INFORM AND CELEBRATE WRITERS AND TEACHERS OF WRITING

    PART III: THE WRITING STUDIO GOES LIVE
    BECOMING-WRITER: ENGAGING IN STRUGGLE – CYCLES OF REVISING AND CONFERRING
    CHAPTER SIX: WRITING STRATEGIES TO TEACH
    CHAPTER SEVEN: THE WRITING MINI-LESSON
    CHAPTER EIGHT: INDIVIDUALIZING WRITING INSTRUCTION - THE TEACHER-STUDENT WRITING CONFERENCE & GUIDED WRITING
    CHAPTER NINE: INDIVIDUAL AND COLLABORATIVE WRITERS - SHARING, CELEBRATING, AND BROADCASTING TOGETHER

    PART IV: BRINGING IT ALL TOGETHER – WRITING CURRICULUM
    BECOMING-WRITER: CELEBRATING, SHARING, AND BROADCASTING YOUR WORK AS AUTHOR
    CHAPTER TEN: YEARLONG THEMES TO INTEGRATE WRITING
    CHAPTER ELEVEN: PLANNING AND LIVING AN INTEGRATED LANGUAGE ARTS WRITING UNIT

    APPENDICES
    GLOSSARY
    INDEX

    Biography

    Donna Kalmbach Phillips is Professor of Education, Pacific University, USA.

    Mindy Legard Larson is Associate Professor of Education and Elementary Education Coordinator, Linfield College, USA.

    "This book transforms the traditional focus of writing workshop to the more expansive and dynamic writer's studio. It sweeps the reader into an interactive experience that focuses on every aspect of real teaching in real classrooms at three different grade levels. It strongly supports teacher empowerment and joyful learning. It strongly communicates that becoming a teacher of writing is a dynamic, ongoing process. It is filled with authentic, practical recommendations for teaching and assessing that enable all students to achieve writing success."

    Michael Shaw, St. Thomas Aquinas College, USA