Biweekly Recap #ICYMI

Many teachers (myself included) went back to school in the past few weeks. During this busy time, we’ve missed some incredible posts on Two Writing Teachers blog that are relevant to our current back-to-school frenzy. Here’s a recap of four posts you missed:

Melanie pens a thoughtful letter to new teachers with the three most important things to remember about writing workshop:

A Letter to a New Writing Teacher

Estimated Reading Time: 3 minutes

It’s hard to know when kids are ready to move from routines and expectations to content. In her post, Sarah grapples with that debate and shares a tool to help teachers decide:

Is It Time to Teach Yet?

Estimated Reading Time: 4 minutes

I share a strategy to amp up reflection. This is a great routine to kickoff now and encourage throughout the year.

Try Reflective Notebooks This Year: Straight From the Classroom

Estimated Reading Time: 2.5 minutes

Our students’ writing muscles likely experienced some atrophy over the summer. Shawnda explores ways to amp up stamina.

Building Writing Stamina Outside the Workshop

Estimated Reading Time: 2.5 minutes

On #TWTPod

In “Joyful Writing Partnerships,” Stacey shares how to set writing partners up for a successful year. She also reminds us about the importance of taking time to compliment as we confer with writers in “Remember the Compliment.”

Teach, Don't Just Tell: A Tip for Tomorrow from Stacey – Two Writing Teachers Podcast

Stacey spotlights a foundational principle of writing instruction: "Teach, don’t just tell." Inspired by Sarah Valter’s insights and rooted in educational research, she explores the impact of modeling: making the invisible processes of writing visible for our students. You’ll hear about the difference between simply giving directions and authentically showing your thinking and writing moves, and why this distinction matters so much for young writers. Stacey also discusses practical ways to shift from telling to teaching and offers reflective questions to help you examine your own classroom practices.GO DEEPER:Read “Teachers Model and Think Aloud: Practices of Great Writing Teachers” by Sarah ValterUse these reflective questions:1) Do you mostly give directions, or do you model your thinking and writing?2) In one-on-one conferences, do your questions and feedback help students try new strategies, or do you just tell them what to do next?3) When you use mentor texts, are they published works, curriculum samples, or your own writing?4) If you use your own writing, do you show your process? That is, do you let students see your thinking, mistakes, revisions, and decisions?5) Are you only sharing the finished product, or also the rough drafts and your thoughts about them?6) What chances do you give students to see your real process, and do you invite their questions or encourage them to notice your writing moves?Send us Fan MailPlease subscribe to our podcast and leave us ratings/reviews on your favorite listening platform.You may contact us directly if you want us to consult with your school district. Melanie Meehan: meehanmelanie@gmail.com Stacey Shubitz: stacey@staceyshubitz.comEmail us at contact@twowritingteachers.org for affiliate or sponsorship opportunities.For more about teaching writing, head to the Two Writing Teachers blog.