Does the mindset of our student writers impact their independence? How does OUR mindset impact their independence as writers?
After a lot of researching, reading, writing, and reflecting I’m sharing some insights and steps toward building a growth mindset in our classroom communities of writers. Join in the conversation!
Every year brings with it new surprises. I was delightfully surprised by just ten minutes this year. Ten minutes made a big difference.
The cornerstone of writing workshop is that students get to choose their own topics rather than be assigned a topic by the teacher.
Teaching students to take the risks necessary to be inventive spellers means I have to respect the stage of development of the student. I can’t expect the students to know (or use) something I haven’t taught. It also means communicating to parents about what it means to use inventive spelling and its role in developing writers and readers.
Whether you’re already back in school or returning in the next two weeks, I’ve rounded up some of our team’s best blog posts that will help you launch & sustain writing workshop in 2018-19.
Do you make time for your writers to reread? Rereading is one of those pieces of the workshop we might be assuming our writers are doing but direction is needed to really make it a habit. Here are five tips to give rereading a place in your writing workshop this year.
In Visible Learning For Literacy, Fisher, Frey, and Hattie, explain “When feedback is delivered in such that it is timely, specific, understandable, and actionable students assimilate the language used by their teacher into their self-talk. (2016, 100)” These words stopped me. When our words become the self-talk of our students, they become the most influential tool we have as teachers.
Don’t let kids (or teachers) lose momentum for writing as summer approaches! There is no better time than now to implement independent writing projects, as we help kids prepare to lead writerly lives long after the school year ends.
As an instructional technology coach, I have the privilege of working alongside teachers as they bring their students into the world of blogging. Many of the teachers I work with are new to blogging. They rely on me to steer them into an experience that will engage the student, lift student writing, and fit within the already packed school day. I guide these teachers to create branded blogs.
Last week I met with a teacher about a writer who worries her. “Where’s his writing?” I asked. She pulled out a piece with a date on it, and the date was from… Continue reading
Four ways to encourage students to write after the school day is finished WITHOUT assigning writing as homework.
For many of us, especially in middle school, trying to fit all the pieces of writing workshop into, say, a 41-minute schedule, can feel daunting. How can we teach a minilesson, get our kids working, confer with individuals and small groups, provide a mid-workshop interruption, and facilitate a teaching share…all in that tight time frame?
Building a community of writers is likely a goal for all writing workshop teachers. But what are some ways to be intentional about bringing such a goal to fruition?
If you’re in the final stretch–the last few days or weeks of school– here are a few ideas to keep kids writing right to the very end.
Sometimes in a busy and chaotic schedule, we inadvertently miss attending to some of our students who like to “fly under the radar.” Being systematic and intentionally positive can make a big difference for some of our writers.
I believe in writing. I believe that the more you write, the more you discover your own thoughts and ideas. Your voice grows stronger. You become more fluent. Writing becomes a part of who you are, how you see the world, how you process your thoughts, how you communicate effectively with others. It is not enough for students to just write during writing workshop. Writing needs to be woven into the fabric of the day, across subject areas, in ways that are meaningful and authentic for students.
More and more, I’ve been recognizing the need to give students some freedom in their writing lives. Can independent writing time be the answer?
“My hope is that as you explore heart mapping with your writers, you will fall in love with the stories and poems, truths and courage that will unfold–both theirs and your own.” Georgia Heard in her newest book, Heart Maps.
With very good intentions, we teach kids to do their best to really finish a story before they move on to the next one. However, a little bit of flexibility will go a long way in increasing engagement, volume, and independence in young writers.
A possible plan for a unit on persuasive writing independent projects