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?
A six to eight-week writing unit may not be the equivalent of running a marathon, although some may beg to differ this year, but it still requires some creativity for strong and energetic finishes. As I work with several teachers who are in the final third of their information writing units across a variety of grades, here are a few ideas for maintaining energy.
Jennifer Serravallo's newest book, which focuses on small-group instruction, is a text that explains the fundamentals of small-group work and then provides teachers with support for implementing a variety of small groups that will help students grow as writers.
Sarah Zerwin is workshop to her core, and she has found ways to ensure that her assessment practices are not sending conflicting messages to kids. Point-Less will challenge readers to reflect and inspire them to advocate for change.
When any task involves many skills, there are a lot of places for a metaphorical bump in a straw. When we break the task down, the final product involves many potential downfalls!
Where are the places your writers find themselves stuck? Identifying our writers' sticky spots can help us determine entry points for writers to pull themselves out of being stuck and instead strive!
Learning targets, Post-Its, and I Can statements live in classrooms everywhere. Consider building those together through questions and prompts!
Do your writers know how strategies can help them reach their destination? Better yet, do they know where they are going?
As teachers, how might we reflect on our own practice in a way that could make a difference for our students next year? Here are a few lenses for setting some goals...
As we approach the end of the year, it could be a great time to challenge students to think about who they are as learners, what helps them hold on to new concepts, and how they do their best work. That being said, this knowledge could empower students at any point in the year.
Having and stating goals takes courage, but this practice also leads to higher levels of learning and achievement.
It could be said that what sets a writing workshop apart from other approaches to teaching writing is a focus on empowerment. Here are a few ways to empower writers when it comes to mentor texts...