Becoming A Teacher Of Writing In Elementary Classrooms by Donna Kalmbach PhillipsBecoming A Teacher Of Writing In Elementary Classrooms by Donna Kalmbach Phillips

Becoming A Teacher Of Writing In Elementary Classrooms

byDonna Kalmbach Phillips, Mindy Legard LarsonEditorDonna Kalmbach Phillips

Paperback | February 10, 2015

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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.

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.
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Title:Becoming A Teacher Of Writing In Elementary ClassroomsFormat:PaperbackDimensions:532 pages, 10.9 × 8.5 × 0.7 inPublished:February 10, 2015Publisher:Taylor and FrancisLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0415743206

ISBN - 13:9780415743204

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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

Editorial 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¿