Is It Time to Teach Yet?

Some Context: As an instructional leader, I’ve found myself in conversations almost daily over the past few weeks that center around one common theme: When can we get started? 

My own fourth grader announced in the car this morning, just a week into the year, “I’m done with all this beginning of school junk, Mom! When are we going to write?”

Two opposing realities face teachers at the beginning of the year. While many teachers are ready and anxious to dive into the real work of writing (this is, after all, where the “magic” happens), others are playing the mantra “go slow to go fast” on repeat in their minds, a reminder that the time teachers invest in structure and routines at the beginning of the year will echo across the school year. 

When teachers pair this balancing act with a district pacing plan and/or a structured program, most are left scratching their heads, fearful of both starting too soon and waiting too long.

Why It Matters: Taking the time to set up routines at the beginning of the year is essential for building a workshop that runs smoothly and efficiently throughout the year. Investing the time to make sure students are prepared to be independent and teachers are ready to teach is well worth it.

It is also important to harness the excitement and readiness students bring with them to the workshop. They are as anxious to write as teachers are to teach.

So how do teachers know when it’s the right time to transition from routines to content?

The Big Picture: If I ask three people when teachers should make the leap from establishing routines to beginning instruction, it’s quite likely that every single one of them will give a different answer.

When I consider all of the variables that go into this decision–establishing routines, community building, pacing plans, collaboration with our PLCs, and so on–the answer is sometimes even murkier.

This isn’t a decision that can be made by solely turning to books or colleagues or even our own experience, though. The real answer challenges us as educators to know when students–and teachers–are truly ready.

Try This: Asking yourself a few simple questions can help you make an informed decision about the right time to make the shift from establishing routines to teaching writing content.

Try making a quick list of things you want to make sure are in place for your students to ensure that your first unit of instruction is successful. Consider:

Can students…	If not (yet)…
Write independently and stay on task long enough to allow you to meet with small groups and/or confer?	Spend a bit more time building writing stamina.
Locate and use supplies independently?	Explicitly teach students how to find and use the supplies they need.
Make good decisions about what to do next when they finish a draft?	Teach students the next steps in the writing process or how to get started on a new piece of writing.
Use tools and resources around the classroom?	Decide which 2-3 tools are essential right now and explicitly (re)teach students how to use them. Make sure to reinforce their use throughout the workshop. Consider when and where other tools will be needed throughout the year and pencil them into your future notes to yourself.

It’s also essential to evaluate your own readiness. Think about:

Have you…	If not (yet)…
Clearly articulated the goal(s) of your first writing unit?	Spend some time unpacking the unit (preferably with your colleagues) so you have a clear vision of what you want students to do and learn.
Prepared the materials students will need in the first unit?	Collect the mentor texts, exemplar pieces, rubrics, checklists, paper choices, etc. that will help your first unit flow successfully.
Established a clear baseline for where your students are as writers?	Engage students in an on demand piece of writing and analyze it with colleagues to have a clear view of the strengths and needs students will bring to your unit.

If teachers can answer most of these questions with a resounding and excited YES!, it’s likely time to move into instruction. If not, consider where the gaps still lie and address them before jumping in too quickly.

What are some other signs that you and your students are ready to make the transition from routines to content? Please share in the comments!