Becoming a Teacher of Writing in Elementary Classrooms

2. Auflage 2024
ISBN: 978-1-032-52259-3
Verlag: Routledge

Buch, Englisch, 266 Seiten, Format (B × H): 210 mm x 280 mm, Gewicht: 664 g

The Second Edition of Becoming a Teacher of Writing in Elementary Classrooms is an interactive learning experience focusing on all aspects of becoming-writer and teacher of writing in the Writing Studio. The Writing Studio is illustrated with authentic classroom scenarios and include descriptions of assessments, mini-lessons, mentor texts, and collaborative and individual teaching strategies. The parallel text, Becoming-Writer, allows readers to engage as writers while learning and applying writing process, practice, and craft of the Writing Studio. The new edition includes integration of preschool writers, multilingual learners, translanguaging, culturally sustaining pedagogy, social emotional learning, Universal Design for Learning and an updated companion website with teacher resources. This dynamic text supports teachers’ agency in the ongoing journey of joyful teaching and writing.

Zielgruppe

Postgraduate and Undergraduate Advanced

Autoren/Hrsg.

Larson, Mindy Legard

Phillips, Donna Kalmbach

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Alphabetisierung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik

Inhaltsverzeichnis

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

Über Autor(innen)

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.