PREFACE: BEGINNINGS: WHO AM I AS A WRITER? PART I: INTRODUCTION TO WRITING INSTRUCTION BECOMING -WRITER I: FINDING IDEAS AND DRAFTING . # CHAPTER ONE: THE STUDENT OF WRITING - THE TEACHER OF WRITING.# WHY WRITING STUDIO? HOW DO WRITERS DEVELOP ACROSS GRADE LEVELS? .# WHO IS THE TEACHER OF WRITING, AND WHAT IS THEIR ROLE IN THE WRITING STUDIO? .# COMMUNITY AND THE WRITING STUDIO .# BECOMING- TEACHERS OF WRITING: APPLYING KEY CONCEPTS FROM THE CHAPTER.# LEARNING WITH PEERS: DISCUSSION.# CHAPTER TWO: PURPOSES, POSSIBILITIES, AND GOALS FOR THE WRITING STUDIO.

# INTRODUCTION TO THE COMMON CORE STATE STANDARDS (CCSS) .# WRITING AND LANGUAGE CCSS STANDARDS: PURPOSES, POSSIBILITIES AND GOALS.# ENGLISH LANGUAGE PROFICIENCY STANDARDS: PURPOSES, POSSIBILITIES AND GOALS.# GENRES: PURPOSES, POSSIBILITIES AND GOALS.# WRITING TRAITS: PURPOSES, POSSIBILITIES AND GOALS.# AN ILLUSTRATION: DEVELOPING WRITING POSSIBILITIES, PURPOSES AND GOALS WITH SEBAS .# POSSIBILITIES, PURPOSES AND GOALS IN THE WRITING STUDIO.# BECOMING- TEACHERS OF WRITING: APPLYING KEY CONCEPTS FROM THE CHAPTER.

# LEARNING WITH PEERS: DISCUSSION.# CHAPTER THREE: ORGANIZING THE WRITING STUDIO.# THE WRITING STUDIO SCHEDULE.# WRITING STUDIO SNAPSHOTS .# ORGANIZING THE WRITING STUDIO: PHYSICAL SPACE .# ORGANIZING THE WRITING STUDIO: INSTRUCTIONAL RESOURCES.# ORGANIZING THE WRITING STUDIO: WRITING TOOLS.# ORGANIZING THE WRITING STUDIO: SOME FINAL THOUGHTS.

# AND SO IT MATTERS .# BECOMING- TEACHERS OF WRITING: APPLYING KEY CONCEPTS FROM THE CHAPTER.# LEARNING WITH PEERS: DISCUSSION.# PART II: ASSESSING WRITERS - DETERMINING STRENGTHS, NEEDS, AND INSTRUCTIONAL DIRECTIONS BECOMING -WRITER II: PLAYING AROUND WITH FORM - DEVELOPING THE IDEA . # CHAPTER FOUR: GETTING STARTED - WHO ARE THESE WRITERS? ASSESSMENTS TO BEGIN TEACHING WRITING .# WHO ARE THESE WRITERS? WRITER SURVEYS .# WHO ARE THESE WRITERS? GROWN-UP SURVEYS .# WHO ARE THESE WRITERS? OBSERVATIONS .

# WHO ARE THESE WRITERS? WRITING SAMPLES .# SYNTHESIZING THE DATA: LOOKING FOR PATTERNS TO GUIDE INSTRUCTION . BECOMING- TEACHERS OF WRITING: APPLYING KEY CONCEPTS FROM THE CHAPTER.# LEARNING WITH PEERS: DISCUSSION.# CHAPTER FIVE: ASSESSMENTS TO INFORM AND CELEBRATE WRITERS AND TEACHERS OF WRITING .# ROLL CALL TO ACTION AND MY WRITING WORLD .# TEACHING, CONFERENCING & PLANNING NOTEBOOK .# TEACHING, CONFERENCING & PLANNING NOTEBOOK: YOUNG WRITERS .

# DAILY WRITING FOLDER .# CUMULATIVE WRITING FOLDER .# WRITER SELF-ASSESSMENT .# WRITING SAMPLE.# SYNTHESIZING A WRITER''S PROGRESS .# GRADING AND WRITING INSTRUCTION .# BECOMING- TEACHERS OF WRITING: APPLYING KEY CONCEPTS FROM THE CHAPTER.# LEARNING WITH PEERS: DISCUSSION.

# PART III: THE WRITING STUDIO GOES LIVE BECOMING -WRITER III: ENGAGING IN STRUGGLE - CYCLES OF REVISING AND CONFERRING .# CHAPTER SIX: WRITING STUDIO: WHOLE GROUP INSTRUCTION THROUGH THE WRITING MINI-LESSON .# MANAGING THE WRITING MINI-LESSON .# WHAT TO TEACH IN YOUR WRITING MINI-LESSONS .# CHOOSING MENTOR TEXTS FOR WRITING MINI-LESSONS .# TYPES OF WRITING MINI-LESSONS .# DEMONSTRATION WRITING MINI-LESSONS .# INQUIRY WRITING MINI-LESSONS .

# SHARED WRITING MINI-LESSONS .# INTERACTIVE WRITING MINI-LESSONS .# PLANNING WRITING MINI-LESSONS AHEAD.# BECOMING- TEACHERS OF WRITING: APPLYING KEY CONCEPTS FROM THE CHAPTER.# LEARNING WITH PEERS: DISCUSSION.# CHAPTER SEVEN: WRITING STUDIO: INDIVIDUAL AND COLLABORATIVE WRITING .# BECOMING -COLLABORATIVE .# COLLABORATION AND MULTILINGUAL LEARNERS.

# COLLABORATION AND TECHNOLOGY.# COLLABORATION THROUGH PEER CONFERENCING.# BECOMING -INDEPENDENT.# THE TEACHER-STUDENT WRITING CONFERENCE: INDIVIDUALIZING WRITING INSTRUCTION.# SMALL GROUP WRITING INSTRUCTION .# CREATING POSSIBILITIES FROM WRITING STUDIO CHALLENGES.# BECOMING- TEACHERS OF WRITING: APPLYING KEY CONCEPTS FROM THE CHAPTER.# LEARNING WITH PEERS: DISCUSSION.

# CHAPTER EIGHT: SHARING, CELEBRATING, AND BROADCASTING WRITERS AND WRITING .# SHARING AND SOCIAL EMOTIONAL LEARNING IN THE WRITING STUDIO.# SHARING WRITING PRACTICE, PROCESS, AND CRAFT.# SCHEDULED PUBLIC FORUMS FOR SHARING IN THE WRITING STUDIO.# SHARING, CELEBRATING AND BROADCASTING WRITERS'' WORK THROUGH PUBLICATION.# AND NOW - ONE MORE THING - BECAUSE IT MATTERS .# BECOMING- TEACHERS OF WRITING: APPLYING KEY CONCEPTS FROM THE CHAPTER.# LEARNING WITH PEERS: DISCUSSION.

# PART IV: BRINGING IT ALL TOGETHER - WRITING CURRICULUM BECOMING -WRITER IV: SHARING, CELEBRATING, AND BROADCASTING YOUR WORK AS AUTHOR .# CHAPTER NINE: PLANNING FOR A YEAR: THEMES TO INTEGRATE WRITING ACROSS THE CURRICULUM .# YEARLONG THEMES TO INTEGRATE LEARNING .# "CHANGE"AS A YEARLONG THEME.# PLANNING WITH STANDARDS .# "CHANGE": YEARLONG INTEGRATED UNITS FOR GRADE 3.# WRITING ALL DAY LONG, ALL YEARLONG .# ADAPTING WRITING INSTRUCTION FOR YOUNG WRITERS .

# ILLUSTRATION: INTEGRATED "LIFE CYCLE" UNIT FOR PRESCHOOL AND KINDERGARTEN.# "DESIGN CURRICULUM? I AM GIVEN CURRICULUM!" .# THE CURRICULUM MAP AS A LIVING DOCUMENT.# OTHER "BUMPS IN THE NIGHT" AND REASONS FOR ADAPTING CURRICULUM.# BECOMING- TEACHERS OF WRITING: APPLYING KEY CONCEPTS FROM THE CHAPTER.# LEARNING WITH PEERS: DISCUSSION.# CHAPTER TEN: PLANNING AND LIVING AN INTEGRATED LANGUAGE ARTS WRITING UNIT .# FRAMING DECISIONS .

# FOCUSING DECISIONS .# DECISIONS ONCE THE WRITING STUDIO IS LIVE.# TEACHER J''S WEEK 3 REFELCTIVE ANALYSIS .# [ALWAYS] BECOMING A TEACHER OF WRITING - AN OPEN INVITATION .# INDEX.