| Foreword |
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ix | |
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| Acknowledgments |
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xiii | |
| About the Author |
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xv | |
| 1. Running and Writing |
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1 | (10) |
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The Workshop Culture: A Study of Coaching |
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5 | (3) |
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8 | (3) |
| 2. Who Writes the Rule Book Anyway? Accountability, Tests, and the History of Rhetoric |
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11 | (12) |
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12 | (3) |
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And What About the Other Parts of My Curriculum? |
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15 | (3) |
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Testing and Accountability |
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18 | (3) |
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21 | (1) |
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21 | (2) |
| 3. Coaching and Teaching by Doing: Modeling Thinking, Writing, and Reading |
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23 | (30) |
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A Horror Story in Two Scenes |
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24 | (2) |
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Scene I: Sunday Night Back in the Dark Ages |
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24 | (1) |
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Scene II: Sunday Night One Week Later |
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25 | (1) |
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Modeling: A Simple Concept With Huge Benefits |
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26 | (6) |
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Modeling Gives Us Fresh Experiences to Draw From |
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26 | (1) |
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Modeling Can Transform Our Classrooms |
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26 | (2) |
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Modeling Fosters Authentic Learning |
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28 | (2) |
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Modeling Will Supercharge Our Planning Time |
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30 | (2) |
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Modeling in Our Classrooms: What Do We Do? |
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32 | (17) |
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Modeling Concepts for Writing |
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32 | (4) |
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A Lesson in Modeling Writing |
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36 | (5) |
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Modeling Concepts for Reading |
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41 | (3) |
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A Lesson in Modeling Close Reading and Analysis |
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44 | (5) |
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Conclusions: Pulling It All Together and Coming Full Circle |
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49 | (4) |
| 4. Warming Up the Writing Muscles: Two Tools for Invention |
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53 | (16) |
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53 | (9) |
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What Is Free Writing...Really? |
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54 | (1) |
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Why Does Free Writing Work? |
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55 | (2) |
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Application: Helping Our Students Discover the Magic |
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57 | (4) |
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61 | (1) |
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The Last Word on Free Writing |
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62 | (1) |
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Daybooks: A Place to Store Free Writing and Thinking |
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62 | (6) |
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68 | (1) |
| 5. The Practice Field: Building Strength and Confidence in Writing and Literary Analysis |
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69 | (30) |
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71 | (26) |
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Reader Response and Invention |
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72 | (11) |
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In-Class Drafting and Revision |
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83 | (3) |
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Types and Progression of Assignments as Practice |
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86 | (11) |
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97 | (2) |
| 6. Race Day: Evaluation and the Idea of Grammar |
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99 | (22) |
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100 | (5) |
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The Bottom Line on Grammar |
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102 | (1) |
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103 | (1) |
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104 | (1) |
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105 | (1) |
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105 | (1) |
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Watching the Race: Evaluating Student Writing |
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106 | (11) |
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Grading Practice Writing Without Eradicating Its Purpose |
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106 | (1) |
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Grading Response Journals or Daybooks |
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107 | (1) |
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108 | (9) |
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Portfolios: Looking at the Whole Season and Student Growth Over Time |
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117 | (3) |
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120 | (1) |
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120 | (1) |
| 7. Responding as a Spectator: The Writing Conference |
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121 | (24) |
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124 | (5) |
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A Trek Through a Conference Log |
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129 | (3) |
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Writing Conventions/Skills in Context |
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129 | (3) |
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A 50-Minute Tutoring Session Translated Into a 90-Minute Class |
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132 | (3) |
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Basic Behavior in the Writing Conference |
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135 | (3) |
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A Close-Up Look at a Conference |
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138 | (5) |
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143 | (2) |
| 8. Becoming Independent: Writing and Literature Groups |
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145 | (18) |
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A Scenario: Student Writing as Class Literature |
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146 | (2) |
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Student Response to Groups |
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147 | (1) |
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148 | (10) |
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149 | (1) |
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Provide Structure and Incentive |
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150 | (6) |
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Help Students Find Their Own Structure |
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156 | (2) |
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What About the Kid Who Doesn't Buy Into Group Work? |
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158 | (1) |
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159 | (1) |
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159 | (1) |
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160 | (1) |
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160 | (1) |
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161 | (2) |
| Epilogue: Why Teachers Coach |
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163 | (2) |
| References |
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165 | (2) |
| Index |
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167 | |
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