When we’re new at doing something, we try to achieve perfection too soon. Greatness isn’t something that can be achieved when we begin teaching writing using a workshop approach. It helps to extend ourselves some grace and accept being “good enough” when we start.
Writing workshop thrives when a community of children come together as writers who know each other. The first six weeks of school is when we build community. Here’s one way to build relationships and encourage kids to write about one of their favorite things simultaneously.
Leave a comment on this post for a chance to win a copy of Eric Carle and Friends’ newest book, What’s Your Favorite Food?
Every writing workshop I’ve ever taught or consulted in has had at least one child who is in perpetual motion. Many times, that child is the kid who talks their classmates during independent writing time, interrupts their teacher during a writing conference, or cannot respect their peers’ space in the meeting area. The first few weeks of school are the perfect time to begin conversations about living in a classroom community where all learners have different needs.
Susan Verde, author of Unstoppable Me, chats with Stacey about the ways we can build classroom writing communities that welcome kids with who are often seen as having “too much” energy.
There are some routines that are more important to teach than others during the first six weeks of school. In the midst of building classroom community and starting to teach curriculum, there are a dozen routines one can model with students so writing workshop runs efficiently.
Summer is almost here, which means our team is taking a break from now through August 1st. (Well, except on Tuesdays. We always SLICE on Tuesdays.)
Just as we reflect our teaching practices in the summertime, we can rethink some of the mentor texts we use and find new ones to share with students in minilessons, writing conferences, and strategy lessons.
It’s my pleasure to introduce three new members to the #TWTBlog Team. I am confident our readers will benefit from their expertise in the years to come. Please join me in welcoming them by leaving a comment after you read more about them.
Eight educators share their expertise to help us understand the way to meet the needs of students who are learning English within the context of writing workshop.
Have you ever wondered how other teachers were meeting the needs of students with learning differences? Five educators share their expertise with us today.
Professional conferences are an excellent way to increase your knowledge and can fuel your enthusiasm for teaching. If you’re new to attending conferences — or just want some tips to help you maximize your enjoyment as a conference-goer — then this post is for you!
If we’re committed to differentiating instruction, then it’s important to use a variety of mentor texts to meet students’ needs.
The time investment you will spend in immersion may seem like a lot – especially if you’re providing students with four days to understand a genre. However, students will gain a greater understanding of the kind of writing you are asking them to produce if they have a clear vision for what the end product should look like.
Are you an EAL, ICT, special education, or learning support teacher who uses writing workshop? If so, we’d like to hear from you.
How are you feeling now that we’re six days into the month-long SOLSC?
We’re five days in to our month-long writing challenge!
It’s the fourth day of our 31-day writing challenge!
Are you ready to share the link to your slice of life story and leave supportive comments for other Slicers?
We’re on day two of our month-long writing challenge!
March has arrived, which means it’s time for our month-long writing challenge.
Please take a few minutes to flip through the embedded PPT for some essential information about the Challenge.
Today’s the final warm-up before our month-long writing challenge begins this Friday.