LEADER 00000cam a22006014a 4500 
001    ocm56777580  
003    OCoLC 
005    20200528010850.0 
008    041006s2005    nhua          001 0 eng   
010      2004023639 
015    GBA648591|2bnb 
016 7  013173162|2Uk 
019    900202759 
020    0325007888|q(pbk. ;|qalk. paper) 
020    9780325007885|q(pbk. ;|qalk. paper) 
024 30 9780325007885 
035    (OCoLC)56777580|z(OCoLC)900202759 
040    DLC|beng|cDLC|dBAKER|dCLE|dYDXCP|dIG#|dBTCTA|dYOM|dOCLCQ
       |dBTN|dBDX|dOCLCF|dVZD|dOCLCQ|dSLV|dCHILD|dZEM|dOCLCQ|dERR
       |dAU@|dUKMGB|dOCLCQ 
042    pcc 
043    n-us--- 
049    STJJ 
050 00 LB1529.U5|bC3556 2005 
082 00 372.62/3|222 
100 1  Calkins, Lucy,|d1951- 
245 10 One to one :|bthe art of conferring with young writers /
       |cLucy Calkins, Amanda Hartman, and Zoë White. 
260    Portsmouth, N.H. :|bHeinemann,|c©2005. 
300    x, 219 pages :|billustrations ;|c24 cm 
336    text|btxt|2rdacontent 
337    unmediated|bn|2rdamedia 
338    volume|bnc|2rdacarrier 
500    Includes index. 
505 0  Part One: Understanding Conferring -- Chapter 1 The 
       Essentials of Conferring with Young Writers -- Chapter 2 
       The Management that Makes Conferring Possible -- Chapter 3
       Creating and Using an Efficient Record-Keeping System -- 
       Chapter 4 The Research Phase -- Chapter 5 The Decision 
       Phase -- Chapter 6 The Teaching Point and the Link to 
       Independent Work -- Chapter 7 Supporting Reading 
       Development through Conferring in Writing -- Chapter 8 
       Writing Conferences in Early Kindergarten -- Chapter 9 
       Conferring with Young Artists, Mathematicians and 
       Scientists -- Chapter 10 Conferring with English Language 
       Learners -- Chapter 11 Strengthening Your Abilities to 
       Confer. 
505 0  Part Two: Conference Transcripts Introducing the 
       Conferences: A Letter from Lucy Calkins -- Unit 1 
       Launching the Writing Workshop Conferences "What's the 
       Story in This Picture, Nicholas?" Teach a child to 
       represent a story or an idea in his pictures and print. 
       "What's Happening in Your Piece?" Teach a child to decide 
       whether his detailed picture will tell a lot about his 
       subject or tell a story about one time, and then help him 
       record this information on the page. "Writers Share 
       Community Supplies." Teach some children that writers 
       share markers during writing workshop. -- Unit 2 Small 
       Moments: Personal Narrative Writing Conferences "Can I 
       Show You How to Write What Happened, First, Then Next, 
       Ford?" Teach a child to stretch his personal narrative 
       across three pages. "Can I Show You How to Write What 
       Happened, First, Then Next, Talia?" Teach a child to plan 
       and begin to write a small moment story that spans several
       pages. "Can You Reenact That Part in a Way That Shows Me 
       Exactly What Happened?" Teach a child to dramatize her 
       narrative in order to recall more details. -- Unit 3 
       Writing for Readers: Teaching Skills and Strategies 
       Conferences "Let Me Help You Put Some Words Down." Teach a
       child who is worried about writing words "wrong" to say a 
       word and then to listen for and record sounds in that 
       word. "Reread as You Write, Paying Attention to White 
       Space and Spelling." Teach a child who has reread and 
       located problems to fix her text and to continue writing, 
       monitoring for spelling and use of white space. "What is 
       the Most Important Part of Your story?" 
505 0  Unit 4 The Craft of Revision Conferences "Make Sure that 
       You Are Adding Those Words for a Reason!" Teach a child 
       that 'slowing down' one section and 'showing not telling' 
       are tools to be used for a specific reason. (A Strategy 
       Lesson for Some Proficient First Graders) "Let's Look at 
       Your Lead and Your Ending." Teach a child to reconsider 
       her lead and her ending, and to use an exemplar text as a 
       source of ideas for improving them. "Are You Doing 
       Revision Work that Makes Important Changes?" Teach a child
       to mentally reenact her vignette in order to add 
       significant details. "Are ALL of Your Words Important to 
       Your Story?" Teach the child to not only add on but also 
       to subtract in order to develop his main idea. -- Unit 5 
       Authors as Mentors Conferences "What Is the Most Important
       Part of Your Story?" Teach a child who has written a long 
       many-moment story to focus on the most important part; 
       then, teach the child to elaborate on the important part 
       and plan what she will write. "But How Did You Feel in 
       Your Story?" Teach a child to emulate an author and show 
       feelings. "Are You Sure You Are Done Writing?" Teach a 
       child to ask a reader for imput; then teach the child to 
       revise for clarity and power. "Can We Study What This 
       Author Did and Let Her Teach Us Some Lessons?" Teach a 
       child to look to authors to learn the power of adding 
       precise details "Are You Stuck?" Teach a child who is 
       stymied because she is looking for the "perfect" solution 
       to generate and to test out a range of options. -- Unit 6 
       Nonfiction Writing: Procedures and Reports Conferences 
       "Can I Show You How Writers Find Ideas?" Teach a child to 
       use a partner to help generate a list of possible topics. 
       "What Are You Teaching Your Readers?" Teach a child that 
       writers of how-to books draw pictures that match their 
       writing and teach their readers something about their 
       subject. "Which Part Goes Where?" 
520 1  "In an effective writing workshop, young children grow in 
       leaps and bounds, and within just a few months, the 
       changes in their written products can dazzle you. And 
       after thirty years of studying her students' growth in the
       writing workshop, Lucy Calkins knows one of the most 
       powerful ways to support good writers: clear, purposeful 
       writing conferences." "In One to One Calkins and her 
       colleagues Amanda Hartman and Zoe White show you the 
       practices and principles that create effective 
       conferences. They dispel the myth that master teachers 
       have a magic touch and show you that effective teachers do
       not reinvent the conference with each student, but rather 
       use predictable, principled interactions that follow a few
       simple frameworks."--Jacket. 
650  0 English language|xComposition and exercises|xStudy and 
       teaching (Primary)|zUnited States. 
650  0 Creative writing (Primary education)|zUnited States. 
650  0 Forums (Discussion and debate)|zUnited States. 
650  7 Creative writing (Primary education)|2fast
       |0(OCoLC)fst00882517 
650  7 English language|xComposition and exercises|xStudy and 
       teaching (Primary)|2fast|0(OCoLC)fst00911042 
650  7 Forums (Discussion and debate)|2fast|0(OCoLC)fst00933115 
651  7 United States.|2fast|0(OCoLC)fst01204155 
700 1  Hartman, Amanda. 
700 1  White, Zoë. 
776 08 |iOnline version:|aCalkins, Lucy McCormick.|tOne to one.
       |dPortsmouth, NH : Heinemann, ©2005|w(OCoLC)622258495 
856 41 |3Table of contents|uhttp://www.loc.gov/catdir/toc/ecip052
       /2004023639.html 
994    C0|bSTJ