Living Literature Extensions for Chapter 14: "Students as Authors" Resources for Teachers of Writing Anderson, C. (2000). How s it going: A practical guide to conferring with student writers. Portsmouth, NH: Heinemann. A practical guide that focuses on conferencing in the classroom. Conversations that occur, the teacher and the student role, minilessons, and management strategies are all included in the book Atwell, N. (1987). In the middle: Writing, reading, and learning with adolescents. Portsmouth, NH: Heinemann. This book, geared for middle school teachers, takes a look at learning how to teach reading and writing, setting up the reading and writing workshop, and actual teaching ideas. Avery, C. (2002). And with a light touch: Learning about reading, writing, and teaching with first graders. Portsmouth, NH: Heinemann. Avery takes an in-depth look at the writing process, classroom environment, literature, and expanding literacy in the K to 6 classroom. Using her own experiences, she relates practical ideas and suggestions along with examples from her classroom. Calkins, L. (1991). Living between the lines. Portsmouth, NH: Heinemann. This book includes new ideas in writing workshops and ways to create an effective writing curriculum. The qualities of good writing are looked at along with suggestions on helping children grow into writers. Calkins, L. (1988). The art of teaching writing. Portsmouth, NH: Heinemann. This book looks at the essentials of writing and how children can direct the way a writer s workshop is run. Discussions on the ongoing structures of the workshop along with the changing curriculum of the workshop are included. A look at the larger context of writer s workshop is also included. Cruz, M. C. (2004). Independent writing: One teacher thirty-two needs, topics and plans. NH: Heinemann Independent writing offers methods to help students' independent writing. It offers instruction on using published work to inform students work, ways to
change notebooks into writing pieces, ways to change the classroom to one full of writers, and suggestions for dealing with issues that commonly occur. Davis, J., & Hill, S. (2004). The no-nonsense guide to teaching writing: Strategies, structures, solutions. Portsmouth, NH: Heinemann The authors have written this to help teachers design and organize a successful year of writing workshop. Using their own experiences they help teachers set goals for effective teaching, organize the writing workshop, design minilessons, set up effective conferences and learn from student writing samples. Fletcher, R., & Portalupi, J. (2001). Writing workshop: The essential guide. Portsmouth, NH: Heinemann. Writing Workshop is a practical book that provides what a teacher needs to get the writing workshop up and running. The simple principles that underlie the writing workshop are explained and the major components that make it work are explored. Fletcher, R., & Portalupi, J. (1998). Craft lessons: Teaching writing K-8. York, ME: Stenhouse. Craft Lessons looks at fresh challenges for teachers to give their students to improve the quality of student writing. Specific elements of writing are looked at, strategies for different grade levels are discussed, and a reference list is given to assist teachers in furthering their study. Fletcher, R. (1983). What a writer needs. Portsmouth, NH: Heinemann. Fletcher s book works to answer teacher concerns regarding their effectiveness in assisting their students to improve in their writing. What a Writer Needs provides specific, practical strategies for challenging and extending student writing. There are chapters on details, the use of time, voice, character, and beginnings and endings, among others. Freeman, M. S. (1998). Teaching the youngest writers: A practical guide. Gainesville, FL: Maupin House. Written for teachers of grades K 3, this book discusses how to conduct daily writing workshops. Expository, descriptive, and personal-narrative writing techniques are explained. Stages of emergent writing, how to set up the classroom, how to manage the daily workshops, and how to model writing and efficient peer conferences are all included.
Freeman, M. S. (1998). Building a writing community: A practical guide. Gainesville, FL: Maupin House. This book includes over 350 models of the writing process tested in the classroom. It discusses lessons, procedural issues, and activities to make the classroomwriting workshop effective. Graves, D. H. (1994). A fresh look at writing. Portsmouth, NH: Heinemann. A Fresh Look at Writing examines portfolios, record keeping, methods for teaching conventions, spelling, and a large range of genre including fiction, poetry, and nonfiction. Graves demonstrates how to bring writing into your own life as well as that of the students. Graves, D. H. (1982). Writing: Teachers and children at work. Portsmouth, NH: Heinemann. Writing establishes the essential relationship between reading and writing. Tools to incorporate writing into daily lesson planning are offered along with a practical guide to take teachers through the process of writing. Harwayne, S. (2001). Writing through childhood: Rethinking process and product. NH: Heinemann. This book uses writing samples from children in diverse urban settings to take a look at writing across schools and grade levels. It discusses ways to tap student interest, revision techniques, creating connections, and simplifying the publishing process. Hindley, J. (1996). In the company of children. York, ME: Stenhouse. Hindley discusses how to manage a productive workshop in a busy classroom, using writer s notebooks, ideas for minilessons, and guidelines to help you improve your conferencing skills with both reading and writing. Assessing student progress in a process-oriented classroom is also addressed. Lamott, A. (1995). Bird by bird: Some instructions on writing and life. NY: Anchor Books. Lamott uses life experiences and humor to assist the reader in deciding to write and strategies to get started. Portalupi, J. (2001). Nonfiction craft lessons: Teaching information writing K-8. Portland, ME: Stenhouse. This book will help students improve their nonfiction writing by making it clearer, more authoritative, and more organized. Nonfiction Craft Lessons gives teachers practical strategies to help students grow into strong writers as they write nonfiction texts.
Ray, K. W., & Cleaveland, L. B. (2004). About the authors: Writing workshop with our youngest writers. Portsmouth, NH: Heinemann Ray assists teachers in setting up the writing workshop in kindergarten through second grade. It talks about setting the groundwork, understanding what and how to teach, and an overview of units of study to use in the workshop. Ray, K. W. (2002). What you know by heart: How to develop curriculum for your writing workshop. Portsmouth, NH: Heinemann. Ray takes a close look at how your own writing experiences can help to shape a writing curriculum. Also included are ideas for minilessons and "curriculum chunks," questions and things to try, understandings and strategies, notebookkeeping tips, and transcripts of interviews with writers. Romano, T. (2000). Blending genre, altering style: Writing multigenre papers. Portsmouth, NH: Heinemann. Blending Genre, Altering Style addresses the practicalities of helping students compose multigenre papers. Romano discusses genres, subgenres, writing strategies, and stylistic maneuvers that students can use in their own multigenre papers. Actual student writing is included as examples. There are also discussions of writing poetry, fiction, and dialogue. Romano, T. (1995). Writing with passion: Life stories, multiple genres. Upper Montclair, NJ: Boynton/Cook. Writing with Passion talks about Romano s passion for teaching learning, reading, and writing. He encourages teachers to help students use language to discover the world. Breaking rules, using alternate writing styles, and multigenre research are included in his discussions. Romano, T. (1987). Clearing the way: Working with teenage writers. Portsmouth, NH: Heinemann. Clearing the Way discusses respecting students' words, the use of writing to learn and discover, the teacher-student conference, writing processes in theory and practice, the evaluation and grading of writing, the place of writing in literature classes, and the powerful creative current that can be transmitted among teenage writers.
Stead, T. (2002). Is that a fact?: Teaching nonfiction writing K-3. Portland, ME: Stenhouse. This book offers practical suggestions for organizing non-fiction resources in the classroom, assisting students in collecting information for research, helping students find their voice in nonfiction writing, and strategies for assessment and evaluation. Also included are different explorations implemented in actual K-3 classrooms that focus on a specific purpose for writing nonfiction.