Becoming Writers In The Elementary Classroom

This book illustrates how teachers of elementary-age writers bring their beliefs about teaching and learning to life--through the visions they hold for writers, writing, and the world, as well as through the decisions they make every day in their classrooms. Teachers today face contextual challenges and pressures that may conflict with their visions of effective teaching. Katie Van Sluys demonstrates how to (re)claim our professional practice to ensure that young people have the opportunity to become competent, constantly growing writers who use writing to think, communicate, and pose as well as solve problems. Using NCTE's Beliefs about the Teaching of Writing as a starting point for understandings about writing research and what it can tell us about effective writing practices in elementary classrooms, Van Sluys invites us to articulate our own beliefs as we explore why and what we write, how we write and how we teach, how we assess progress, and how we advocate for the practices we believe in. Through real classroom examples and teacher and student reflections, she helps us understand how the decisions that both we and our students make today can help them not only learn to write well but also to use writing to create the world they want to live in.

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.

Stacey Shubitz and Lynne Dorfman warmly welcome you to experience writing workshop for the first time or in a new light with Welcome to Writing Workshop. Through strategic routines, tips, resources, and short focused video clips, teachers can create the sights and sounds of a thriving writing workshop where: * both students and teachers are working authors * students spend most of their time writing--not just learning about it * student choice is encouraged to help create engaged writers, not compliant ones * students are part of the formative assessment process * students will look forward to writing time--not dread it. From explanations of writing process and writing traits to small-group strategy lessons and minilessons, this book will provide the know-how to feel confident and comfortable in the teaching of writers.

Accompanying DVD includes videos of the author working with student writers.

For reading, writing, and literacy in elementary school courses. Readers and Writers in Primary Grades is organized around strategies that benefit teachers in their efforts to be responsive to the developmental literacy needs of young children. Integrating theory and practice, these strategies offer a balanced look at appropriate literacy activities for K-3 classrooms.

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.

Examines the theoretical underpinnings of how students learn to write from reading other writers; describes various kinds of inquiry designed to help teachers and students learn how to learn from writers; and includes thoughts from the author on writing and teaching, as well as a selection of resource materials.

"The Handbook of Reading Research is the research handbook for the field. Each volume has come to define the field for the period of time it covers ... When taken as a set, the four volumes provide a definitive history of reading research"--Back of cover, volume 4.