When this scenario happened to me (years ago), it did give me pause. As a teacher of writers, I am not the conventions police—I have always been the kind of writer who values content over conventions in the workshop. This is not to say I do not teach conventions or have high expectations for their use. However, it would be fair to say that this particular situation challenged me to think about grammar, punctuation, and spelling differently—shifting the way I approached conventions in the classroom going forward.
Have you ever wondered what to do if some of your students don’t understand a grade-level grammatical skill? This post will help you determine how to move those children towards the end-of-year expectations for your grade level.
When writers appear to be unable to do something, then the work of teachers gets going! So here come more roadblocks and ideas for dealing with them.
Many caregivers believe that grammar, usage, mechanics, and spelling is what matters most when reading their child’s writing. Children’s writing should be readable, not perfect. What matters most RIGHT NOW is that kids are engaging in the act of putting words on the page or on a screen. Therefore, we can teach young writers how to use a personal editing checklist to help them make their writing more readable anytime they finish crafting a piece of writing.
Whether your writers are forgetting to use, incorrectly using, or using punctuation without much variety, these tips and tools can bring engagement and intention to conventions.
As middle school teachers, we know grammar and language conventions have likely been taught to our writers in previous years. But why don’t they stick? Here are a few ideas around teaching grammar and language conventions using an inquiry approach…
How do you keep learning and growing as a teacher of writing? How do you apply what you’ve learned from reading professional texts? Today I am sharing the way I am applying my learning from professional texts with my third grade students.
Welcome to the next stop on Melanie Meehan’s Every Child Can Write blog tour! Today’s focus is on Chapter 8, which has excellent ideas for educators when it comes to teaching striving writers about spelling and conventions. Be sure to comment on this post for a chance to win your own copy of Every Child Can Write! (You are going to want a copy of this book ASAP! It is THAT good!)
More than other skills, most caregivers tend to worry about spelling and conventions when it comes to their child’s writing. I get it. Those skills are right there at the tip of the writing iceberg. Those skills are concrete and obvious. Those skills are the ones that they recognize and know how to fix when they sit with their child. So how do we talk to caregivers about spelling and punctuation? Here are three ideas that you may find helpful.
Disclaimer: you’re not going to find the miracle cure for getting students to use conventions in their writing within this post. I don’t have one. And I’ve read a lot, researched a lot, and tried a lot of things. That being said, you may come across some ideas that apply not only to conventions, but also to the writing process as a whole, and maybe even to life. (That might be a stretch…but maybe—)
What areas of independence do you wish writers took on more freely in your workshop?
At a time when thoughts turn to sandy beaches and alarm clock-less days, it takes a very special professional book to make me wish (at least a little) that it was September and I could start implementing all these fabulous, fun and important lessons now! Patterns of Power: Inviting Young Writers into the Conventions of Language is a book that will make you happy to have the opportunity to be a teacher, working with young writers to help them explore, wonder, and apply the conventions they learn. It’s a book that I believe will transform how teachers and students look at conventions
The more we show learners what the work looks like at different levels and the reasons for that level, the better they are able to self-assess, set goals, and improve.
Proper use of conventions and the aesthetics of writing pose unique challenges in an elementary writing workshop. Here are solutions to eight predictable problems you may be facing with your students.
Punctuation is a pesky problem. Third grade students often forget their punctuation, writing an entire story without a single period in sight. As I launched writing workshop this year, I’ve been looking for ways to show my students that punctuation can add voice and meaning to their piece of writing.
Professional writers often reach for professional editors in the writing world. Why not create the opportunity for students to be the professionals?
My time at the New York State English Council (NYSEC) Conference through snapshots!
Check out these quick, easy grammar lessons that will clean up and power up your students’ writing.
How do you find time to put a focus on the littlest pieces of our writing to create big pieces of work?
Last Thursday, I endeavored to explain writing workshop to parents in my district at Parent University. As I drove home after the presentation, I felt unsettled, like there had been a gap in what the parents were hoping to learn and what I delivered. What would you be sure to include in a presentation to parents on writing workshop?