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Inside Writing Communities, Grades 3-5

This video workshop for grade 3-5 teachers demonstrates how writing workshops motivate students and help them become proficient writers.

A video workshop for grades 3-5 teachers; 8 half-hour workshop video programs, 8 half-hour classroom video programs, workshop guide, and website.

This video workshop for elementary school teachers uses classroom footage to demonstrate how a writing workshop approach motivates intermediate students and helps them become proficient and independent writers. Ten teachers from across the country model teaching strategies and share reflections on their practice. Six nationally known experts in writing instruction comment on teaching and using the writing workshop approach with upper elementary students. The package includes eight 30-minute workshop programs, eight 30-minute classroom programs, a workshop guide, and a website.

About this Workshop

Inside Writing Communities, Grades 3-5 uses authentic classroom footage to demonstrate how a writing workshop approach motivates intermediate students and helps them become more proficient and independent writers.

Sixteen half-hour videos feature footage of exemplary teachers in grades 3-5 modeling effective teaching strategies and reflecting on their practice, as well as brief interviews with national experts on teaching writing in the upper elementary grades. The videos are designed to be viewed in pairs in eight workshops.

Each workshop is supported online with a viewing guide, resources for teachers, and an interactive exercise. A Facilitator’s Guide offers a suggested agenda for a 2 1/2-hour workshop combining two videos and the corresponding Web activities. Facilitators can use this preview to promote the use of Inside Writing Communities, Grades 3-5 within their schools.

Website and Print Guide

The Inside Writing Communities, Grades 3-5 workshop and featured classroom videos are designed for individual or group professional development. Using the workshop guide, you can run a complete professional development workshop with colleagues or follow the videos by yourself. The guide features pre- and post-viewing activities and discussion questions to help you use the videos. It also includes readings, interactive components, facilitator tips, and individual or group activities that expand each topic beyond the video.

You can access the guide online, or print it from Support Materials.

To help you get the most out of the workshop, the online guide is organized into the following sections:

Workshop Main Page
The main page for each individual workshop provides a brief overview of the topic, outlines the different sections, and presents the workshop’s learning goals.

Prepare for the Workshop
The workshop preparation page includes a warm-up activity and readings to be completed before viewing the videos. Complete the readings and chart to stimulate your thinking about the workshop topic.

Analyze the Videos
This section includes a summary of the videos, key practices to observe, and pages with questions and activities for each of the two videos featured in the workshop. You can watch the videos in their entirety (each video is 30 minutes long) or in segments.

Extend Your Learning
This section consists of two parts: Examine Your Practice and an interactive exercise. Examine Your Practice presents a quote or excerpt on the teaching strategies presented in the workshop, followed by guiding questions. The interactive exercise lets you explore the strategies more thoroughly.

Put It Into Practice
This section helps you to apply what you have learned to your own teaching practices. The activities are designed to assist you in developing resources for your classroom.

Reflect on Your Learning
This final section encourages you to review what you have learned and think about changes you would like to make in your practice. Answer the questions to summarize your understanding of the topic. This assignment completes each workshop.

The Printouts page includes a complete list of the readings, charts, and any other materials needed for the workshop. If you lack regular access to a printer, you may want to print all documents for a session from this page at one time.

The Assignments page provides a list of the required assignments for the workshop. You can use this page to make sure you have completed all the assignments required for professional development or graduate credit.

The Resources page provides a list of helpful books, articles, and Web sites to supplement the information found in each workshop.

Using the Guide

If you are working alone:

  • Identify your goals as you prepare for the session.
  • Use the questions to generate self-reflection.
  • Write responses to questions in a notebook to review at a later date.

If you are working in a group:

  • Prepare for the session before meeting with the group.
  • Use the questions to stimulate discussion.
  • Compare experiences to better understand literacy instruction in different grades.
  • Collaborate in planning activities and developing resources.

Individual Video Descriptions

Inside Writing Communities, Grades 3-5 features 16 30-minute videos designed to stand alone or be viewed as a whole. If you are taking this workshop for credit, you must view all 16 programs. You can watch each video in its entirety, or watch it in segments as you take the corresponding workshop. The videos are designed to be viewed in pairs consecutively.

The first video explores how teachers in grades 3-5 create classrooms that nurture and support the writing confidence of all students and help them forge unique writing identities. It relies on narration, interviews with literacy experts, and multiple classroom illustrations to communicate and support the learning goals identified for the workshop. The instructional content of these videos will be reinforced by the reading assignments, pre-workshop activities, and discussion questions posted on the Web site.

The second video is built into the latter part of the two-and-one-half hour workshop. These videos feature extended classroom applications narrated exclusively by the teachers themselves along with commentary from literacy experts. The focus of the second video is narrowed to one or two subtopics introduced in the first video.


Program 1. Building a Community of Writers
How can teachers in grades 3-5 create classrooms that nurture and support all students’ confidence in their ability to write and help them forge their own writing identities? This program explores strategies and practices to help establish successful writing communities within classrooms.

Program 2. Teacher as Writer
This program shows third-grade teacher Latosha Rowley sharing her writing with her students and reflecting on the experience as a writer and as a teacher. It also includes several vignettes featuring other teachers who build community in their classrooms through modeling and sharing their own writing.


Program 3. Reasons for Writing
This program examines practices that motivate students to write: choosing their own topics and making writing decisions, keeping a writer’s notebook for recording their thoughts, focusing on authentic audiences for their writing, and having opportunities to publish their pieces.

Program 4. Fostering Choice and Independence
Viewers will see strategies and practices that encourage students to write. Teacher Mark Hardy’s first days of school provide an example as he sets up the writing workshop by allowing his third graders to choose both the genre and the topic for their first pieces. Silvia Edgerton’s fifth-grade class engages in a status-of-the-class activity.


Program 5. Reading Like a Writer
The relationship between reading and writing in the intermediate classroom is explored. The program demonstrates ways in which reading inspires students and helps them learn the craft of writing, including the use of touchstone and mentor texts.

Program 6. Reading/Writing Connections
Through interviews and classroom footage, this program demonstrates how teachers, including Christine Sanchez, Cristina Tijerina, Sheryl Bock, and Mark Hansen, incorporate works by published authors into their writing instruction.


Program 7. Teaching the Writing Craft
This program examines whole-class instruction in the writing workshop, looking at why teachers choose this type of instruction and how they integrate it with other instructional strategies such as working with individuals and small groups.

Program 8. Teaching a Specific Writing Strategy
Silvia Edgerton teaches her fifth-grade students how to make their writing more vivid by zooming in on details, shown in a lesson unfolding over several days.


Program 9. Conversations With Student Writers
The program demonstrates how teachers incorporate conferences with students into their writing instruction. Viewers will see how teachers structure conferences, choose a teaching focus for the conference, and keep records of their interactions. The emphasis is on practical strategies and on the fundamental benefit of responding personally to student writing.

Program 10. Teacher Conferences
This program features extensive footage of three effective student/teacher conferences in one fifth-grade and two third-grade classes. These conferences demonstrate how teachers use conferences to focus on instruction for individuals while helping students feel ownership of their work.


Program 11. Conversations Among Writing Peers
One way to provide an authentic audience for young writers is to have them share their work with each other. This program shows how teachers help students respond to their peers by modeling appropriate behavior and teaching protocols for student responses.

Program 12. Peer Conferences
Third-grade teacher Jeanne Boiarsky teaches a peer conference protocol to her class and Lindsay Dibert’s fifth-grade class uses a different peer conference strategy in revising personal narratives.


Program 13. Learning To Revise
For elementary-age children, revision is often new and challenging. This program shows how teachers overcome students’ resistance to changing their writing by providing concrete and effective revision strategies.

Program 14. Modeling Revision
Nicole Outsen guides her fifth-grade students through revising an introduction to a newspaper article. She uses her own research notes to model the thinking and decision-making that writers do.


Program 15. Writing Across the Curriculum
This program explores how teachers incorporate writing into other subjects and bring subject-area content into the writing workshop. It includes examples from several classrooms including fifth, fourth, and third grades.

Program 16. Writing in Science
The final program provides an example of content-area writing in a fifth-grade science class: recording observations about chicken bones as part of a lesson on anatomy.


To help you get the most out of the video programs, use the questions for reflection provided in each workshop as you watch.

Facilitator's Tips

If you are using this workshop in a professional development setting, consider the following agenda. Feel free to adapt this format to fit the needs of your group.

Time allotted: 2 1/2 hours (excluding assignments before and after the workshop)

Before the Workshop

Download and distribute copies of the Examine the Literature articles in the Prepare for the Workshop section. Along with the articles, provide participants with a copy of the Examine the Literature Response Chart. Participants should read the articles, identifying key ideas in each article along with any notes and questions they may have.

Workshop Materials

  • Paper (each participant should keep a notebook, but have extra paper on hand)
  • Pens/pencils
  • Key Practices To Observe

Before Viewing (approximately 10 minutes)

In their notebooks, have participants answer the What Do You Do? questions found in the Prepare for the Workshop section. Alternatively, you can use the questions as discussion starters.

During Viewing (approximately 90 minutes)

Watch the first workshop video (30 minutes). Participants can use the handout Key Practices To Observe to help them identify the exemplary teaching practices evident in the video.

Stop at the points suggested in the Analyze the Video section of the Web site or use the Video Guide provided for the first video in each workshop to help you determine when to stop for discussion and/or activities.

Watch the second video, (30 minutes) and have participants answer the questions provided.

After Viewing (approximately 50 minutes)

Have participants answer the guiding questions in the Examine Your Practice section (under Extend Your Learning) and then share and discuss their answers. Conclude the session by having participants record and share their responses to the questions in Reflect on Your Learning.

Post-Viewing Activities

Ask participants to complete the following Web-based activities:

  • Answer in their notebooks the Guiding Questions found in the Extend Your Learning: Examine Your Practice section.
  • Do the interactive exercise found in Extend Your Learning: Try an Activity.
  • Complete the assignment found in Put It Into Practice.
  • Answer in their notebooks the What Did You Learn? questions in Reflect on Your Learning.
  • Do the assignments in the Prepare for the Workshop section of the next workshop: Answer the questions under What Do You Do? and read the articles and complete the Examine the Literature Response Chart.

Technical Information

To use the Inside Writing Communities, Grades 3-5 workshop Web guide, we recommend the following:

Web browser:

Firefox 1.0, Netscape 7.0, Internet Explorer 5.0, or Safari 1.2 or higher versions of any of these browsers. (JavaScript should be enabled.) Text fonts and colors may not be displayed correctly in older browsers.


To print a hard-copy version of this guide and the other materials provided, you will need the Adobe Acrobat Reader plug-in. You can download this plug-in for free.

Who's Who

Featured Experts

Ralph Córdova, Ph.D.Ralph Córdova, Ph.D.

An assistant professor of education at Southern Illinois University, Edwardsville, Ralph has been a Spanish/English bilingual teacher since 1992. He has been a member of the National Writing Project for 11 years and serves on the Elementary Steering Committee of the National Council of Teachers of English. Ralph co-directs the educational program for the Austin Val Verde Foundation as it intersects with CICERO Learning network, a national Finnish educational initiative, of which his Cultural Landscapes Teaching and Learning Collaboratory is a part.


Isoke Titilayo NiaIsoke Titilayo Nia

An educator for more than 25 years, Isoke also spent 13 years as Director of Research and Development at the Reading/Writing Project, Teachers College, Columbia University. She currently travels throughout the U.S. and abroad as a literacy consultant through All Write Literacy Consultants, an organization she founded in 2001. She writes short stories and is at work on a book on the study of genre in the process classroom.


Katie Wood RayKatie Wood Ray, Ph.D.

Katie is a full-time writer and researcher on the teaching of writing. With a particular focus on the study of writing craft, she leads teacher workshops and summer institutes across the nation related to the teaching of writing. Her professional background includes both elementary and middle school teaching experience; eight years as an Associate Professor of language arts education at Western Carolina University; and two years as a staff developer at The Reading and Writing Project, Teachers College, Columbia University. Katie is also the author or co-author of numerous articles in professional publications and five books on the teaching of writing, including Wondrous Words: Writers and Writing in the Elementary Classroom (1999, NCTE) and The Writing Workshop: Working Through the Hard Parts (And They’re All Hard Parts) (2001, NCTE).


Karen SmithKaren Smith, Ph.D.

Karen is currently an associate professor in the education department of Arizona State University. She spent 20 years as a teacher in a multilingual, combined fifth- and sixth-grade classroom. Prior to her position at ASU, she served as Associate Executive Director at the National Council of Teachers of English. She has written numerous articles and a book chapter, “Enhancing the Literature Experience Through Deep Discussions of Character,” from What a Character, published by the International Reading Association.


Charles WhitakerCharles Whitaker, Ph.D.

Charles is a retired professor of English at Eastern Kentucky University where he has been recognized as an EKU Foundation Professor. He has taught writing for more than 30 years, including graduate courses in composition studies, and has published articles and a textbook on teaching writing. For the past 20 years he has directed two National Writing Project sites in Kentucky. Charles worked closely with the Kentucky Department of Education to develop the state’s Program of Studies in English/Language Arts.


Jack WildeJack Wilde

Jack retired in 2005 after more than 35 years teaching first through fifth grade, most recently in Hanover, New Hampshire. He has two master’s degrees: a master’s of arts in liberal studies from Dartmouth College with a concentration in math and science, and a master’s in education from the University of Toronto. Jack has been a workshop presenter and college-level writing instructor at various institutions including the University of New Hampshire. He is author of A Door Opens: Writing in Fifth Grade.


Classroom Teachers

Sheryl BlockSheryl Block
Fourth-Grade Teacher
Simpsonville Elementary, Simpsonville, Kentucky

Sheryl Block has been teaching for 26 years, the first 9 years in special education. Since 1990, Sheryl has provided professional development training in writing instruction in her own district and throughout Kentucky. She is a member of the Kentucky Department of Education Writing Advisory Committee and the Scoring Accuracy Team. She also serves as a writing cluster leader for the north-central region in Kentucky.

About the School:

Located in a rural, agricultural community, Simpsonville Elementary places a high priority on writing instruction — the principal received the Patronus Award, the highest honor given by the Louisville Writing Project (a National Writing Project affiliate). Although the students are primarily Caucasian, Simpsonville has a growing Hispanic population, higher than the state average.


Jeanne BoiarskyJeanne Boiarsky, Ph.D.
Third-Grade Teacher
Zaharis Elementary, Mesa, Arizona

Jeanne is currently in her 16th year as a teacher. In addition to third grade, Jeanne also has taught at the first- and second-grade levels. Dr. Boiarsky received her bachelor’s and master’s degrees in elementary education from Arizona State University, graduating cum laude. She received her Ph.D. in elementary education from Lacrosse University in Mississippi.

About the School:

Located in the suburbs of Phoenix, Zaharis Elementary’s student population of 780 is predominantly Caucasian (83 percent). Virtually everyone at the school — students, teachers, administrators, and support staff — keeps a writer’s notebook.


Lindsay DibertLindsay Dibert
Fifth-Grade Teacher
Danville Elementary, Danville, New Hampshire

Lindsay Dibert has been teaching fifth grade for the past six years. She has served on technology and distance learning teams for the Timberlane Regional School District. Lindsay earned her bachelor’s degree in elementary education from Bowling Green State University in Ohio and her M.S.T.E. from the University of New Hampshire.

About the School:

Danville is a small town in southern New Hampshire, and Danville Elementary is one of five elementary schools in the Timberlane Regional school district. The school enrollment is nearly 400, and 96 percent are Caucasian.


Silvia EdgertonSilvia Edgerton
Fifth-Grade Teacher
Herrera School for the Fine Arts, Phoenix, Arizona

A 22-year teaching veteran, Silvia Edgerton has worked with students ranging in age from 6 to 14. She received her bachelor’s degree from Arizona State University. A second language learner herself, Silvia leads reading and writing workshops for parents of Herrera School students.

About the School:

Located in the urban core of Phoenix and among the poorest districts in the nation, Herrera is a fine arts magnet school with a comprehensive arts curriculum. Predominantly Hispanic (93 percent), 44 percent of the students are second language learners. The school has a two-way bilingual immersion program in which non-Spanish-speaking students are learning Spanish and native Spanish speakers are learning English.


Mark HansenMark Hansen
Third-Grade Teacher
Clarendon Elementary, Portland, Oregon

Mark Hansen graduated from Swarthmore College with degrees in anthropology and sociology. His first experience in teaching was as an assistant working with fourth- and fifth-graders with severe emotional problems. He went on to teach adjudicated teenagers in a Los Angeles mental health facility before returning to college and graduating from Lewis and Clark College’s MAT program in 2001. He has been teaching third grade for four years at Clarendon, where he is also the Title One Coordinator. He serves on the steering committee of Portland Area Rethinking Schools, and published an article in Re-thinking Education On-Line.

About the School:

Clarendon’s student population of 338 represents a wide diversity of ethnic groups — almost 50 percent of students speak a language other than English in their homes, and bi-weekly parent meetings are held in English, Spanish, and Hmong. No walls separate classrooms, and teachers are encouraged to mix students of different ages for a variety of activities.


Mark HardyMark Hardy
Third-Grade Teacher
Partnership Elementary, Raleigh, North Carolina

Mark Hardy recently returned to classroom teaching after working for five years as a national literacy consultant, both for the Teachers’ College Reading and Writing Project and independently. Mark spent his first seven years in education teaching upper elementary grades in the Bronx. He is currently at work on his first young adult novel, to be published by Front Street Books.

About the School:

Partnership Elementary is a school of choice within the Wake County, North Carolina, public school system. The school has a diverse student population, with equal numbers of Caucasian and African American students. Each of the school’s 300-plus students has an individualized learning plan, called a Personal Education Plan.


Nicole OutsenNicole Outsen
Fifth-Grade Teacher
North Hampton School, North Hampton, New Hampshire

Nicole Outsen has been teaching at the elementary level since 1996. She began her teaching career in New York City, and has been teaching at North Hampton School since 2001. Nicole presents workshops on reading and writing for the University of New Hampshire Department of Continuing Education and is the author of Teaching Comprehension Strategies All Readers Need: Mini-Lessons That Introduce, Extend, and Deepen Reading Skills and Promote a Lifelong Love of Literature (Scholastic, 2002). She received her bachelor’s degree in English from Barnard College, Columbia University. She earned her master’s degree in Teacher Leadership from the University of New Hampshire.

About the School:

Located in a small town with a population under 5,000, North Hampton School serves 481 students in preschool through the eighth grade. The school received a Blue Ribbon Award from the No Child Left Behind Blue Ribbon Schools. North Hampton emphasizes world languages, multiple assessment tools, individualization, and service learning. The majority of the students (97 percent) are Caucasian.


Latosha RowleyLatosha Rowley
Third-Grade Teacher
Cold Spring Academy, Indianapolis, Indiana

Latosha Rowley has been teaching for six years in grades 2-5. She serves in her school district’s leadership program, and co-wrote an article published in the NCTE publication Primary Voices, titled “Making Meaning.” She received her degrees from Indiana University and currently attends Ball State University in Muncie, Indiana.

About the School:

More than 300 students attend Cold Spring Academy, a K-8 program with a focus on environmental studies and stewardship as well as on commitment to community action. Nearly 90 percent of the students are African American.


Christine SanchezChristine Sanchez
Third-Grade Teacher
Tohaali Community School, Toadlena, New Mexico

Christine Sanchez has been teaching for 11 years, two years at Tohaali Community School on the Navajo reservation. Christine is also Navajo and, like her students, grew up on the reservation near Crownpoint, New Mexico. Christine received her bachelor’s degree in humanities from Fort Lewis College and her master’s in educational leadership at Western New Mexico University.

About the School:

Tohaali is both a day school and a boarding school — many of its 200 students live in dormitories during the school year. All students at Tohaali Community School are Navajo. The school serves kindergarten through eighth grade, with about two-thirds of students eligible for free or reduced lunch.


Cristina TijerinaCristina Tijerina
Fourth-Grade Teacher
Sharp Elementary, Brownsville, Texas

Cristina Tijerina has been teaching at the elementary level since 1977. For the past 14 years, she has taught fourth-grade language arts at Sharp Elementary in Brownsville, Texas, located close to the U.S.-Mexico border. In past years she has taught remedial reading, ESL, and first and sixth grades. She has a bachelor’s degree from the University of Texas at Austin in elementary education with a concentration in reading. She has nearly completed work on a master’s degree in curriculum and instruction from the University of Texas at Brownsville.

About the School:

Two-thirds of the students who attend Sharp Elementary are considered Limited English Proficient — most of Cristina’s students do not speak English at home. Many of the students (94 percent) are considered economically disadvantaged. The school has an above-average gifted/talented student population and a 98 percent attendance rate.

Additional Resources

These comprehensive texts — some recent, some classics — provide a good starting point for exploring how to implement a successful writing workshop in grades three through five. Additional resources are recommended within the individual workshop Web pages.

Calkins, Lucy McCormick. The Art of Teaching Writing. Rev. ed. Portsmouth, NH: Heinemann, 1994. ISBN: 0435088092

This classic addresses every aspect of the writing workshop, including topic choice; teacher conferences; peer response; writing across the curriculum; and revision, editing, and publication.

Fletcher, Ralph, and JoAnn Portalupi. Writing Workshop: The Essential Guide. Portsmouth, NH: Heinemann, 2001. ISBN: 0435087347

A readable, compact guide for implementing a writing workshop in the classroom, this book includes a bibliography of children’s literature to use as a jumping-off point.

Graves, Donald. A Fresh Look at Writing. Portsmouth, NH: Heinemann, 1994. ISBN: 0435088246

This comprehensive book looks at how teachers can explore the joys of writing with their students, with specific information about portfolios, genres, teaching grammar and conventions, and record keeping.

Graves, Donald. Writing: Teachers and Children at Work. Twentieth-Anniversary Edition. Portsmouth, NH: Heinemann, 2003. ISBN: 0325005257

One of the seminal works in writing instruction, this is an inspirational text.

Ray, Katie Wood and Lester L. Laminack. The Writing Workshop: Working Through the Hard Parts (And They’re All Hard Parts). Urbana, IL: National Council of Teachers of English, 2001. ISBN: 0814113176

This popular book provides a comprehensive guide to every aspect of the writing workshop.

Routman, Regie. Writing Essentials: Raising Expectations and Results While Simplifying Teaching. Portsmouth, NH: Heinemann, 2004. ISBN: 0325006016

This book demonstrates practical, easy-to-do strategies to take all students from first draft to publication.

Spandel, Vicki. The 9 Rights of Every Writer: A Guide for Teachers. Portsmouth, NH: Heinemann, 2005. ISBN: 0325007365

Nine published writers, including Jim Burke and Barry Lane, join in a discussion about what makes writing work: reflection, choice, individualizing the writing process, making mistakes, seeing others write, and more.

Video Credits

Annenberg Media Project Officer

Lynn Smith

Executive Producer, KET

Kathy Quinn

Project Advisors

Kathy Egawa, Ph.D.
Lead Content Advisor
Literacy consultant, former administrator for the National Association of Teachers of English Reading Initiative

Deborah Batiste
Curriculum Director, Anti-Defamation League; former project officer for video and Web-based professional development for Annenberg

Ralph Córdova, Ph.D.
Assistant professor of Education at Southern Illinois University, Edwardsville

Dewey Hensley
Elementary school principal, consultant and presenter on teaching writing

Isoke Titilayo Nia
Writer and literacy consultant with All Write Literacy Consultants

Katie Wood Ray, Ph.D.
Consultant and author or co-author of five books on teaching writing

Tom Romano, Ph.D.
Professor of English methods and writing at Miami University in Oxford, Ohio

Karen Smith, Ph.D.
Associate professor of education at Arizona State University

Charles Whitaker, Ph.D. Writing instruction consultant, retired professor of English at Eastern Kentucky University

Jack Wilde
Retired teacher and author of A Door Opens: Writing in Fifth Grade


Instructional Design/Content Development
Sharon Bennett

Managing Producer
Lynda Thomas

Content Producers
Sharon Bennett
Mary Duncan, Ph.D.
Marianne Mosley
Vince Spoelker
Lynda Thomas

Workshop Video Editor
Paul Petrey

Classroom Video Editor
Esther Tattershall

Location Director
Vince Spoelker

Associate Producer
Suzanne Prichard

Production Assistant/Travel Coordinator
Darlene Carl

Mary Duncan, Ph.D.

Beau Janzen

Clark Bradshaw
Mary Ann Brooks

Electrical Fire Music

Lynn Erickson

John Breslin
Amelia Cutadean
David Dampier
Matthew Grimm
John Schroering
Frank Simkonis
Prentiss Walker

Brent Abshear
Noel Bramblett
Doug Collins
Thomas Cooper
Gary Mosley

Don Dean
Frank Simkonis

April Prager

Terry Fugate
Jim Rouse
Paul Sprester
David Threlkeld

Equipment Manager
Michael Howard

Tape Operators
Mike Wheeler
Jerome Johnson
Johnny Anderson

Financial Officers
Donna Verhoeven
Susan Kanis
Thelma Mulder

Shipping Expeditors
Don Hall
Michael Brown

Karen Cunningham

Post Production and Captioning
Pillar to Post

Featured Classroom Teachers

Sheryl Block
Jeanne Boiarsky, Ph.D.
Lindsay Dibert
Silvia Edgerton
Mark Hardy
Mark Hansen
Nicole Outsen
Latosha Rowley
Christine Sanchez
Cristina Tijerina


M. Elizabeth Spalding, Ph.D.

Special Thanks

Clarendon Elementary School, Portland, OR
Cold Springs Environmental Magnet School, Indianapolis, IN
Danville Elementary School, Danville, NH
Silvestre S. Herrera School for the Fine Arts, Phoenix, AZ
North Hampton Elementary School, North Hampton, NH
Partnership Elementary School, Raleigh. NC
Sharp Elementary School, Brownsville, TX
Simpsonville Elementary School, Simpsonville, KY
Tohaali Community School, Toadlena, NM
James K. Zaharis Elementary School, Mesa, AZ
National Council of Teachers of English
National Writing Project
Mark Condon
Michael McGuffee

Produced by Kentucky Educational Television
© 2007 Annenberg Media. All rights reserved.

Web Credits

For KET:

Web Site Coordinator

Marianne Mosley

Curriculum Developers

Mary Duncan, Ph.D.
Marianne Mosley

Contributing Writers

Ray Smith
Charles Whitaker, Ph.D.
Jack Wilde

Core Advisors

Deborah Batiste
Kathy Egawa
Leslie Flanders
Lydia Wells-Sledge

Web Advisory Panel

Deborah Batiste
Chuck Duncan
Leslie Flanders
Lydia Wells-Sledge


Executive Producer

Ted Sicker

Melanie MacFarlane

Lisa Rosenthal

Web Developer
Joe Brandt

Business Manager
Jim Barton

Unit Manager
Amy Stahl


Inside Writing Communities, Grades 3-5 is produced by Kentucky Educational Television.

Inside Writing Communities, Grades 3-5 website is produced by Kentucky Educational Television in collaboration with WGBH Interactive.

Copyright 2007 Annenberg Media. All rights reserved.