Becoming a Teacher of Writing in Elementary Classrooms: 1st Edition (Paperback) book cover

Becoming a Teacher of Writing in Elementary Classrooms

1st Edition

By Donna Kalmbach Phillips, Mindy Legard Larson

Routledge

274 pages

Look Inside Companion Website
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Description

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.

Reviews

"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

Table of Contents

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

About the Authors

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.

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General
EDU029050
EDUCATION / Teaching Methods & Materials / Arts & Humanities
LAN010000
LANGUAGE ARTS & DISCIPLINES / Literacy