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Foreword | |
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Acknowledgments | |
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About the Author | |
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Running and Writing | |
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The Workshop Culture - A Study of Coaching | |
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Conclusions and The Mission | |
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Who Writes the Rule Book Anyway? Accountability, Tests, and the History of Rhetoric | |
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A Bit of History | |
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And What About the Other Parts of My Curriculum? | |
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Testing and Accountability | |
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Conclusions | |
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Suggested Reading | |
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Coaching and Teaching By Doing; Modeling Thinking, Writing, and Reading | |
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A Horror Story in Two Scenes | |
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Sunday Night Back in the Dark Ages | |
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Sunday Night One Week Later | |
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Modeling; A Simple Concept With Huge Benefits | |
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Modeling Gives Us Fresh Experiences to Draw From | |
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Modeling Can Transform Our Classrooms | |
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Modeling Fosters Authentic Learning | |
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Modeling Will Supercharge Our Planning Time | |
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Modeling In Our Classrooms: What Do We Do? | |
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Modeling Concepts for Writing | |
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A Lesson in Modeling Writing | |
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Modeling Concepts for Reading | |
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A Lesson in Modeling Close Reading and Analysis | |
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Conclusions: Pulling It All Together and Coming Full Circle | |
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Warming Up the Writing Muscles; Two Tools for Invention | |
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Free Writing | |
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What Is Free Writing . . . Really? | |
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Why Does Free Writing Work? | |
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Application: Helping Our Students Discover the Magic | |
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A Lesson in Free Writing | |
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The Last Word on Free Writing | |
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Daybooks. A Place to Store Free Writing and Thinking | |
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Conclusions | |
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The Practice Field; Building Strength and Confidence in Writing and Literary Analysis | |
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Types of Practice | |
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Reader Response and Invention | |
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In-Class Revision and Drafting | |
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Types and Progression of Assignments as Practice | |
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Conclusions | |
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Race Day: Evaluation and the Idea of Grammar | |
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Grammar in Context | |
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The Bottom Line On Grammar | |
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A Grammar Lesson | |
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A Word of Caution | |
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For Further Ideas | |
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A Word About Standards | |
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Watching the Race: Evaluating Student Writing | |
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Grading Practice Writing Without Eradicating Its Purpose | |
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Grading Response Journals or Daybooks | |
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Grading Published Pieces | |
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Portfolios: Looking at the Whole Season and Student Growth Over Time | |
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Conclusions | |
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Suggested Reading | |
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Responding as a Spectator: The Writing Conference | |
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Why Conference Anyway? | |
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A Trek Through a Conference Log | |
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Writing Conventions/Skills in Context | |
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A Fifty-Minute Tutoring Session Translated Into a Ninety-Minute Class | |
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Basic Behavior in a Writing Conference | |
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A Close-up Look at a Conference | |
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Conclusions | |
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Becoming Independent; Writing and Literature Groups | |
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A Scenario: Student Writing as Class Literature | |
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Student Response to Groups | |
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How to Make Groups Work | |
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Model Functional Groups | |
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Provide Structure and Incentive | |
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Help Students Find Their Own Structure | |
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What About the Kid Who Doesn't Buy Into Group Work? | |
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Timing | |
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Writing Groups | |
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Literature Groups | |
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Conclusions | |
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Suggested Reading | |
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Epilogue - Why Teachers Coach | |
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References | |
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Index | |