Grammar notebooks are not the cure-all for the persistent refrains about retention and transfer. However, they do support agency and accountability as students build their understanding and appreciation of words and language.
Author: Melanie Meehan
Introduction: Amping Up Agency Blog Series
This week the co-authors of Two Writing Teachers address various ways to increase students’ agency within their writing lives. This post provides an overview of what's to come.
It’s Tuesday! Welcome to the Slice of Life!
It's Tuesday- join us for Slice of Life. Write your slice, share it, and leave comments for others.
Bring on the Fun with Sentence Construction
Who says grammar can't be fun in a third-grade classroom? And who says young writers can't understand complex concepts like dependent and independent clauses? And who knew I'd be using poop, sentence structures, and a variety of clauses in the same sentence in front of a room of third-graders?
It’s Tuesday! Welcome to the Slice of Life!
It's Tuesday- join us for Slice of Life. Write your slice, share it, and leave comments for others.
It’s Tuesday! Welcome to the Slice of Life!
It's Tuesday- join us for Slice of Life. Write your slice, share it, and leave comments for others.
It’s Tuesday! Welcome to the Slice of Life!
It's Tuesday- join us for Slice of Life. Write your slice, share it, and leave comments for others.
It’s Tuesday! Welcome to the Slice of Life
It's Tuesday- join us for Slice of Life.
The Picture Word Inductive Model: A Strategy for Developing Vocabulary and Language
Writing a text of any kind requires significant cognitive work, involving memory, hand-eye coordination, strength, concentration, executive functioning, planning— and the list goes on because I haven’t even gotten into imagination, comprehension, and information integration. The PWIM has allowed me to isolate single or targeted skills, providing opportunities for intentional practice. I can select pictures that are of interest to specific students, challenge them to practice letters and sounds, to verbalize and draft simple sentences, or to describe a situation. That way when students are writing their own pieces, the cognitive load may be taken up less by these practiced skills, allowing for more intellectual energy on other competing and important challenges within their writing process.
Pre-Unit Immersion: Involving Students in Noticing, Noting, and Naming
Immersion is helpful for strong writers who need less explicit instruction in order to try out new writing concepts as well as for writers who strive to complete their written work. Sometimes seeing a completed piece is exactly what they need in order to kick their executive functioning into gear.
Student Agency, Self-Assessment, and Small Group Instruction
Nudging students toward self-assessment and goal-setting leads to students' increased understanding of what they are working on and why they're working on it. That intentionality is a critical aspect of learning!
Working with Special Education Teachers: Stronger Together Blog Series
Because I began my career as a special education teacher, I feel especially aligned to the professionals within our building who work with students with IEPs. Together, I’ve curated some of their ideas and suggestions as educators work together, inspiring and empowering all children to write.