Becoming a Teacher of Writing in Elementary Classrooms

1. Auflage 2015
ISBN: 978-0-415-74320-4
Verlag: Taylor & Francis Ltd

Buch, Englisch, 532 Seiten, Format (B × H): 279 mm x 215 mm, Gewicht: 690 g

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.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Phillips, Donna Kalmbach (Pacific University

Larson, Mindy Legard

Larson, Mindy Legard (Linfield College

Phillips, Donna Kalmbach

Fachgebiete

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

Inhaltsverzeichnis

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

Über Autor(innen)

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.