Calkins, Lucy McCormick

Contains ideas for teaching reading and writing in the K-12 curriculum that include qualities of good writing, introducing literature, and rethinking of the writing workshop.

Explains how effective the one-on-one writing conference can be as a teaching tool for young children and presents simple, repeatable conference frameworks; conference transcripts; record-keeping systems; and methods for tailoring conferences to English language learners.

Examines the role of parents as educators, suggesting ways to support a child's early reading and writing attempts, describing methods to decipher math expectations, and offering advice on what teachers want to see in children's book reports; and including advice on home-based instruction in imagination and manners.

Presents a case study of Susie, a third grader, examining her development as a writer, including her experiments with revision and writing for an audience.

Provides an overview of standardized reading tests, explores methods that may be used to prepare students for these exams, reconsiders the reading workshop in light of norm-referenced reading tests, and offers guidlines for reading and interpreting test results.

Lucy Calkins, founding director of the Teachers College Reading and Writing Project, presents her vision for the whole of teaching reading, discussing the importance of teacher education in ensuring every child becomes a strong reader and writer, and the central role of the independent reading workshop in the reading curriculum.

A guide to teaching writing with chapters on assessment, thematic studies, reading-writing relationships, curriculum development, and non-fiction writing.

Presents a curriculum for teaching primary writing, offering advice on how to identify and address specific writing issues with individual students.

Contains strategies, lesson plans, and tools for four to six weeks of instruction in primary writing, focusing on the importance of spelling and punctuation.