Becoming a Teacher of Writing in Elementary Classrooms

✍ Scribed by Mindy Legard Larson, Donna Kalmbach Phillips

• Publisher: Routledge
• Year: 2024
• Tongue: English
• Leaves: 266
• Edition: 2
• Category: Library

✦ Synopsis

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.

✦ Table of Contents

Cover
Half Title
Title
Copyright
Dedication
Contents
Beginnings: Who Am I as a Writer?
Part I: Introduction to the Writing Studio
Becoming-Writer I: Finding Ideas and Drafting
1 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
2 Purposes, Possibilities, and Goals for the Writing Studio
Introduction to the Common Core State Standards
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
3 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
4 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
5 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
6 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
7 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
8 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
9 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
10 Planning & Living an Integrated Language Arts Writing Unit
Framing Decisions
Focusing Decisions
Decisions Once the Writing Studio Is Live
Teacher J’s Week 3 Reflective Analysis
[Always] Becoming a Teacher of Writing – An Open Invitation
Index