Category Archive: content-area writing

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Thinking Big About Writing

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The writing work in our building is transforming, and it is exciting to be a part of the change, to witness the impact on kids as we make our workshops increasingly authentic and compelling.

We are constantly reflecting on what’s working—what’s leading to measurable shifts in how we plan for writing (and how kids experience writing)—as well as where we might be getting stuck: places there is genuine motivation to transform the task, and yet, our best intentions are still missing the mark in some significant way.

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Using Writing for Research in the Content Area: It’s Not Just for ELA

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Today’s guest blog post comes from Library Media Specialist, Shannon Betts.

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Snapshots From the NYSEC Conference

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My time at the New York State English Council (NYSEC) Conference through snapshots!

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Throwback Week: Exploring Content-Based Poetry

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This Throwback Post written by Anna is sure to inspire you during National Poetry Month!

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Exploring Content-Based Poetry

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Looking for a writing exercise that effectively blends content learning and poetry? A technique borrowed from Georgia Heard could be just the thing.

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Informational Writing Can Be Informational Learning: A Guest Blog Post by Christopher Lehman

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Students’ informational writing can change dramatically when we include an extra step in between: 1) take notes, 2) experiment with those notes by teaching-through-writing, 3) write a draft.

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The Intersection of Poetry and Informational Writing + a Giveaway

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When Thunder Comes: Poems for Civil Rights Leaders can be used as a mentor text to help students craft poems, instead of biographies or informational reports, about people they read about and research.

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Teacher as Writer.

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One of the most powerful ways to become a better writing teacher is to write.  And one of the most essential things to write is what we expect our students to write.  Dina… Continue reading →

Mathematical Rubric Writing

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Today my kids and I co-authored a rubric for the math project they’re working on. While I wanted 4, 3, 2, and 1 for the scoring, three-quarters of them stated they wanted it… Continue reading →