This activity engages teachers in decomposition (Grossman et al., 2009) of writing processes. Teachers develop knowledge of and engage in writing/composition processes of planning, drafting, revising, editing, and publication, while at the same time they are immersed in models and modeling of classroom practices. Opportunities for development of both conceptual understandings and instructional tools (Grossman et al, 2000) thus arise regarding complex writing processes important to writing instruction, as well as to experience practice-focused pedagogies (Ball & Forzani, 2009; Hatch & Grossman, 2009; Lampert, 2009) linked to future practice.