Okay, so I saw these fun Q & A posts on Natalie Whipple and Kiersten White’s blogs and decided today we’ll host one here.
The deal: You ask a question in the comments & I’ll try to answer it as soon as possible in the comments. So if you have a question — any question — I’ll do my best to come up with a quick response.
Ask away!
Discover more from TWO WRITING TEACHERS
Subscribe to get the latest posts sent to your email.
Okay, I have a not-so-technical question (I know am arriving late to the party, but I thought it was worth a try). I am considering pursuing a move from middle school to elementary. I know you have worked with every grade level. So, I am wondering: What do you like best about working with primary, intermediate, middle, and high school students? What are the biggest challenges you face with each group?
LikeLike
When young children struggle with structure in writing, how do you help them create a piece of writing without conferring with them daily?
Some of my teachers have begun using sequencing cards. I see how it helps the student gain some sequence in a story, but I also worry the child will begin to rely on the cards.
LikeLike
In regards to craft moves, I will piggy-back off of the other ruth’s thoughts. After using students’ examples of craft they have used in their writing, I will copy the page, circle the craft and name it. I then post the page up in the writing area. I think Terri’s question is so valid. You do think the kids should be using it more. One of my fourth grade teachers has the students list two craft moves they have tried during revision on their revision checklist. The areas are also circled on the draft for her to see. This allows the teacher to see what craft moves the student is trying. If he/she keeps using the same, she then nudges them to try something else. Thanks for asking that question, Terri.
LikeLike
By back up writing that is the writing they do when they have time left over in WW or when they need a break from their draft. I think Katie calls it back up writing. These are pieces of their choosing. I have my anchor charts hanging but I think I will reword/reorganize them more. I just thought that maybe by now they would internalize the process a bit more (they’re 5th graders) of how we use mentor text, etc. Instead they just draft and want to go to publishing–rather than revising, slowing down like we do with a study.
LikeLike
Maybe these questions will help “boost” the use of anchor charts (and students will craft more intentionally):
What strategies did you use to craft your writing?
What did you do to intentionally revise your writing?
(Use the anchor charts to help with your answers.)
It could be in an “exit slip” format at the end of workshop.
LikeLike
First I’ll reply to your question at the end of your response about craft moves:
One thing that seems to generate more awareness and motivation with my first graders is when I use kids’ work in minilessons or during sharing by pointing out the use of any craft moves we’ve studied that have been used by a writer in our room. Often this will help kids see that it’s not just “famous” writers using these moves–it’s writers just like them. Many of them will try a particular craft move after seeing a classmate use it.
Now my question:
What are some ways you’ve shared student growth in writing with the kids and with parents? Administrators? (are we allowed to ask multiple-part questions? 🙂 )
LikeLike
Multi-part questions…only because I like you! 😉
I think a blog like this one, http://wearesuperkiddos.blogspot.com is a great way to show growth in student writing.
The traditional “let’s keep a piece from each month and save it until the end of the year” is also valuable, especially when coupled with a reflection.
As far as administrators, I’ve shared growth during staff meetings and school board meetings.
How about you? What are your ideas?
LikeLike
We learn a lot of new crafting moves during our units of study but they don’t seem to transfer to their independent (back up) writing. How can I get it to stick more?
LikeLike
What do you mean “back up writing?” (Hmmm, is it fair to answer a question with a question?)
I think like learning most new things it takes a long time. We don’t play concert piano pieces after being introduced to a few chords. Kids aren’t going to write with precision after a handful of minilessons. It takes time. (Something we don’t feel like we have the luxury of, right?)
One thing that makes a difference is when the strategies or techniques are visual for students. We must tap into the visual stores of our students. Anchor charts are one of the easiest ways to do this. In one classroom, we put the mentor text in the center of the chart and then asked students to write their noticings around the mentor text. This become the anchor chart for the craft moves we studied throughout the unit and a reminder long after the unit was over.
In my old classroom I had a “Craft: Work It Baby!” wall in the classroom. Any craft move we learned went on the wall, usually in a clever way to remind students what it is or how they would use it. Students used the Craft Wall when they drafted and during revision. It helped them to remember the things we learned and to try out the craft moves again and again.
In an elementary classroom, we made a bulletin board using the cover of mentor texts and then “webbed” different craft moves off of the cover. Kids posted their writing next to the crafts moves they attempted.
I’m sure there are many more ways to make the craft moves visual for students…anyone have more to add?
LikeLike
I’m glad to hear that you advocate for sharing/teaching about/writing poetry all year long, not just for April-poetry month, but well integrated into the la workshop. Thank you!
LikeLike
What is a favorite way to keep poetry going all year long? (For ex.-do you read some every week, talk about how to integrate within fiction or ?)
LikeLike
As a middle school teacher, I started each block with a poem. In my second month of teaching I replaced the traditional DOL sentences with a poem a day. I couldn’t find any research to support DOL, but lots proving the power of poetry. I’m an advocate for reading a poem every single day. It takes a few minutes and the benefits are well worth it. Anyone can find time to read a poem each day.
I also think it is important to always have the option to write a poem during writing workshop. For younger writers, this may mean keeping poetry paper in the writing center. For older writers it means giving the freedom to write a poem in their writer’s notebooks before they move on to other writing work. Poetry is a manageable container for big feelings and it is exciting when kids turn to this genre to make sense of their emotions.
LikeLike