Sometimes the journey of writing can feel overwhelming. Breaking goals into pieces and placing them on a progression can make progress and growth more visible.
Even in the best of teaching times, a student’s work is rarely completely one level since there are so many elements that constitute effective writing, and it’s also rare for the same sequence of lessons to meet the learning opportunities of all students. With such variation and discrepancies, small group instruction is more critical than ever in order to address and nurture the range of learners in classrooms. We hope that this blog series inspires you to lean into small group instruction with intention and confidence!
A Great Coach This past summer, my daughter, Sophia, practiced diving. Coach Jodi was kind enough to open her backyard pool up to us for private swim lessons. Sophia would stand at the pool's ledge, toes curled around the ledge, and arms pointed together into the pool. Next, Coach Jodi would say, "Go!" The outcome… Continue reading Generating Ideas for Opinion Writing: Meet Writers Where They Are
Maya Angelou reminds me that when I know better, I can do better. The more I know about how, where, and why a student is functioning, the better I can teach that student.
There is power in knowing and understanding standards because within them, we can extract teaching points, learning targets, and even success criteria. In this post, we'll thing about how we can use the standards so set up anchor charts, as well as learning progressions in order to establish clarity and navigable pathways for writers.
Intentional practice leads to better performance. Writing instruction follows a similar pattern, and by about six weeks into the year, teachers know their students. Just like soccer coaches, teachers can start to develop some responsive instruction, both from the figurative sidelines, as well as through direct instruction.
Having and stating goals takes courage, but this practice also leads to higher levels of learning and achievement.