Linking practice and theory to the fundamentals of becoming a teacher of writing, this text nurtures teachers' identities as writers, connects to the realities of writing instruction in real and diverse classrooms, and encourages critical and creative thinking.
Linking practice and theory to the fundamentals of becoming a teacher of writing, this text nurtures teachers' identities as writers, connects to the realities of writing instruction in real and diverse classrooms, and encourages critical and creative thinking.
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.
Inhaltsangabe
CONTENTS PREFACE PREFACE TO INSTRUCTORS PART I: INTRODUCTION TO WRITING INSTRUCTIONBECOMING-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 DIRECTIONSBECOMING-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 LIVEBECOMING-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 CURRICULUMBECOMING-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
CONTENTS PREFACE PREFACE TO INSTRUCTORS PART I: INTRODUCTION TO WRITING INSTRUCTIONBECOMING-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 DIRECTIONSBECOMING-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 LIVEBECOMING-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 CURRICULUMBECOMING-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
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