See some of Dana’s favorite Tweets from September
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Workshop is messy on any given day, but workshops between procedural lessons and lessons to lift and support writers are the messiest. The only constant I can count on is uncertainty. I watch my young writers at work. I step back to take this all in and think who needs me the most right now, where can I make the biggest impact?
In a darkened concert hall, the members of an orchestra sit ready and waiting. The conductor, in black and white coat-tails walks across the stage, gives an appreciative nod to the audience, … Continue Reading Behind the Scenes at Two Writing Teachers
A writing exercise and some wise words.
Teachers aren’t the only ones who can learn to get better at conferring. So can students!
As a writing teacher, I am always on the lookout for rich and varied mentor texts to share with my students as we work our way through genres and, more importantly, try to live writerly lives…
Have you gone digital with your writer’s notebook? Or are you still using paper and pen?
Jane Kenyon, on writing: Be a good steward of your gifts. Protect your time. Feed your inner life. Avoid too much noise. Read good books, have good sentences in your … Continue Reading WRITE. SHARE. GIVE.
I have plans, big plans, for my third grader writers this year. Topping the list is helping them to become bloggers.
Are you new to writing workshop? Are you trying to get better at conferring? Are you having a tough time making conferring work for you? I’ve got seven tips to help you become a stronger conferrer.
I pause to listen to these stories (as best as I can in classroom of 27 six-year-olds, each with a story to share). After they’ve shared their story I comment, “I can’t wait to read that story!” or “Wow, you already have an idea for writing workshop!” Some walk away shaking their heads, eager to write their story, others look at me puzzled as if they aren’t sure why I would say this when they just told me the story. (I often wonder if they’re thinking, “Weren’t you listening?”).
Sometimes colleagues tell me that the feel intimidated or uneasy about setting out to teach phonemic awareness, because it all feels so technical. Even the terminology is tricky: phonological awareness, phonemic awareness, phonics… I like to think of teaching phonemic awareness as being just like kindergarteners themselves–complicated indeed, but also a lot of fun.
What do you do when you see the slip?
Are you always telling your students to add detail? To write more? Here is a sample minilesson to show them how.
It’s Tuesday, let’s write! WRITE a slice of life story on your own blog. SHARE a link to your post in the comments section. GIVE comments to at least three … Continue Reading WRITE. SHARE. GIVE.