Just in case you missed a post, we’ve got all the links in one place! PLUS–The giveaway winners!
The truth in writing — and in many aspects of life — is that there isn’t really one way to do anything. The strongest writers understand their options and are flexible and intentional with their choices. That’s repertoire!
How do you encourage students to write at home without mandating they do so? Read on for some ideas! Please share your ideas in the comments and keep our conversation going.
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!
We don’t just want writers to be independent writers in our classrooms, we want them to be independent writers in the world! To do that, we need to offer frequent opportunities for them to begin with ideas, then choose genre — instead of the other way around.
There are some routines that are more important to teach than others during the first six weeks of school. In the midst of building classroom community and starting to teach curriculum, there are a dozen routines one can model with students so writing workshop runs efficiently.
In this post, I’ll describe how four parts of writing workshop can foster independence: Minilessons, Independent Writing Time, Partner Time, and the Reflection/Closing.
This week, the authors at Two Writing Teachers share ideas for building independence in your writing workshops. Here’s a preview of what our series includes.