There are many things we can’t control in the classroom: the amount of time we have, the number of students, the size (and sometimes temperature) of the classroom space. But one thing we can control is the language we use that conveys choice, versus language that conveys assignment.
It’s Tuesday again! Time to share your slice of life.
It’s Tuesday! Time to share your slices of life!
This week my coauthors and I participating in our little New Year’s tradition of choosing our One Little Words (OLW’s) for 2017.
Welcome to the first Slice of Life Tuesday of 2017!
A week ago, Kathleen Tolan, Senior Deputy Director of the Teachers College Reading and Writing Project, died peacefully in her sleep. Kathleen was the one who hired me, first as her own and… Continue reading
This week on Two Writing Teachers, we are each chosing another co-author’s previously published post to feature as part of our Throwback Week.
A well-planned word wall allows students to quickly access familiar high frequency words from word study instruction. As they are writing, they can simply glance up, find the word, and continue to write. With… Continue reading
We can all be a little more like my daughter’s swim teacher, Coach Annie, and a little less like the camp counselors of my childhood. Here’s how.
This week I am again reminded of how life in the classroom intersects with the world outside the classroom. When children come to school having experienced tumultuous or frightening events at home, school is… Continue reading
I’ll be honest. I actually love on-demand writing assessments.
A wise person once told me, conferring is the heart of the writing workshop. And much has been written about how to go about conferring effectively. Guides and professional books abound, videos, websites… Continue reading
“My hope is that as you explore heart mapping with your writers, you will fall in love with the stories and poems, truths and courage that will unfold–both theirs and your own.” Georgia Heard in her newest book, Heart Maps.
A short and sweet reminder, from a student point-of-view.
Are you an instructional coach? As part of your work, do you demonstrate minilessons, conferring, or small group work in classrooms? If yes, then this post is for YOU!
The director at one school told me, “My main priorities are these: 1) being outdoors, and 2) reading and writing.” My kind of place!
With very good intentions, we teach kids to do their best to really finish a story before they move on to the next one. However, a little bit of flexibility will go a long way in increasing engagement, volume, and independence in young writers.
As a literacy coach, my preference is to visit on any given regular day to be a part of what is authentically happening, and to have genuine, in-the-moment conversations in the classroom. At the same time, it is helpful to have some structure around how a given classroom visit might go–so that people know what to expect. Conferring with teachers and co-teaching makes this possible.
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 other SOL bloggers.
Have you ever visited a colleague’s classroom or watched a video of a lesson and wondered, “How are those kids so perfect? How do they seem to know exactly what to do, the… Continue reading