A move to a school in my Brooklyn neighborhood has me questioning my role as a white teacher of young, Black writers — and what my former role was as a white teacher of white students.
We don’t just want writers to be independent writers in our classrooms, we want them to be independent writers in the world! To do that, we need to offer frequent opportunities for them to begin with ideas, then choose genre — instead of the other way around.
The most-read books of the year were ones authored by my students on their birthdays. Today, I share how my school made a change to a more beliefs-centered way of celebrating.
How often do your students get to color?
How often do your students get to illustrate their books in color?
Do your students color with meaning and purpose?
This post shares research and tips for making writing workshop more colorful (in any grade!).
What makes the physical and visual process of writing challenging?
Read to find out how an occupational therapist collaborated with a classroom teacher to increase participation of all students during writing workshop.
Writing is not limited to a center choice during play. It is a part of all centers! Read this post to find out how to invite different kinds of writing at the most engaging time of day.
This post offers a glimpse into the professional development structures of a progressive New York City public school, where common threads of learning are inquiry, collaboration, and choice.
Big, blank spaces means big possibilities for a poetry unit!
Do you have a copy of Welcome to Writing Workshop yet? This is a resource that every educator who works with writers needs. Today, I’m excited to share an inside look at this new resource!
It’s a great day to connect with new slicers as you scroll through the comments or revisit our padlet!
Final stretch, slicers! Find some peace in writing and reading on this Monday.
As is true of exercise, the days that we resist writing are the days we need it most! The final stretch is here!
Start your weekend with a slice!
TGIF and Day 22 of SOLSC!
By paying close attention to the words kids are writing most in each genre, we can shift the motive of teaching and learning high frequency words from “have to” to “want to.”