blogging · community

Saying Goodbye

When I joined the Two Writing Teachers team in 2013, I never imagined what an important part of my life it would become. I had recently moved from Brooklyn to rural Vermont, I was pregnant with my son Jackson, and my daughter was just about to turn four years old. Eleven years of posting later,… Continue reading Saying Goodbye

authentic writing · community · SEL

Ups and Downs: Writing Our Way Through

How might our first moments back from break welcome back students and staff and all that they may have experienced since we were last together? Tell us how you make space for the ups and the downs and everything in between!

community · grammar · interactive writing · phonics · spelling · vocabulary · writing workshop

Step Up Interactive Writing (…And Sneak In More Spelling, Vocabulary, and Grammar)

As teachers, we know that when writers encode with ease, they are better able to focus on their ideas. Interactive writing is the perfect setting to build this competency.

agency · community · feedback · goals · management · routines

How do we Know When our Workshops are Working?

Launching a writing workshop is hard work. Intentional work. What are those “look fors” that let us know that our workshops are gelling? That community is being built, routines are being established, and writing work is happening?

back to school · community · Our Favorite Things Blog Series

Creating Community: Our Favorite Things

One of my favorite things about writing workshop is building a strong community of learners. Today's post highlights some of my favorite ways to create community in my third grade class. How do you define community? How do you build community in your writing workshop? Be sure to leave a comment for the chance to win the giveaway!

community · gifted education · Joy

“I Feel Like a Real Writer:” Supporting Gifted Students in Writing

Teaching writing to gifted students isn’t the smooth, easy path some might suppose. Gifted kids often present a range of academic and affective needs. How can we encourage joyful and confident writing in this special population?