Walking ourselves through and rehearsing what we will model for young writers so as to create the desired effect(s) can be extremely helpful. Whatever curriculum we are using, it’s just so important to walk through the big steps of our teaching ahead of time so that we plan for maximum learning impact. But what type of “effects” might be desired?
Nervously lowering myself into a chair, I scooted myself closer to the table. Around me sat three new colleagues. My new 7th grade teaching team. Having moved from my familiar home in small-town… Continue reading
The fact is, just like athletes that show up to the first day of practice, writers bring different skill sets. Some arrive to middle school not knowing where to put a period, while others already know how paint vivid pictures with words that knock our socks off. How do we plan for such a wide variety of writers?
Celebrating differences among our writers can sometimes be difficult for teachers of writing. But by expecting and planning for differences, we can set our students on trajectories more matched to who they are as writers. Here are a few ideas…
We learn when we experiment and take risks. The writer’s notebook could be a place worth considering as a place to do some risk-taking!
“Lift the ball with your right hand, and pretend your right knee is tied to your right elbow.” Placing the orange ball uncertainly in my right hand, I glanced over at Mr. Brown,… Continue reading
Growing up as a young person, I devoted a great deal of time to playing sports. Now, I didn’t participate in a lot of different sports — I played primarily soccer, with short… Continue reading
Building a community of writers is likely a goal for all writing workshop teachers. But what are some ways to be intentional about bringing such a goal to fruition?
With all the pressures imposed by a segmented, unforgiving middle school schedule, why make time for writing celebrations? Are they really that important? Yes!
“Story is the basic unit of human understanding.” – Drew Dudley, Day One Leadership. We have been learning through story for thousands of years. Our innate fascination for wanting to know what happens… Continue reading
It’s Tuesday…Consider allowing nature to be your inspiration this week. Write, share, give feedback to other writers!
It’s Slice of Life Tuesday…come share a slice. We’d love to have you write, share, and give feedback to other writers!
It’s Slice of Life Tuesday! Those of you feeling withdrawals from the March Slice of Life Story Challenge, breathe a sigh of relief. Come one, come all, come slice…
It’s great to be prepared when we are conferring with our writers. However, being ‘prepared’ and being ‘present’ are not the same thing…
We’ve all likely taught ‘show, don’t tell’ lessons in our narrative units. But showing not telling can have instructional meaning, as well…
This is your students’ 23rd day of continuous writing. Whoo hoo! If you’re sharing your own slice of life stories, please head over to the Adult Slice of Life Story Challenge.
Welcome back to the Classroom Slice of Life Story Challenge for Students! It is day 22 of 31. Here is where you post your link for your students’ slice of life posts.
Happy spring, everyone! It’s day 21 of the Classroom Slice of Life Story Challenge for Students! Here is where you post your link to your classroom blogs. Remember to head over to the adult SOLSC to post your own slices!
It is day 20 of the Classroom Slice of Life Story Challenge for Students. Your students have been blogging for nearly three weeks!
It’s Day 19 of the Classroom Slice of Life Story Challenge. Welcome back!