When we show students examples of what they should be creating before and during their writing, we are, in many ways, providing them a figurative ride up the chairlift with many good skiers in front of them. In two separate classrooms, I introduced an information writing unit with a classroom teacher with a pile of books and writing samples and the students sitting in a circle. “Your job,” I said, “is to look at these books and pieces like writers. What did the author do? How did they do it?”
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.
Time is precious, and your mental energy even more so. Why waste either when others before you have learned through trial and error? Avoid common missteps by reading these simple tips.
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.
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.
I’ll be honest. I actually love on-demand writing assessments.
A strong active engagement, and a routine for informally assessing student work during the minilesson can give you the tools you need to be sure that no student leaves the meeting area completely confused.
This week on Two Writing Teachers, we each chose another co-author’s previously published post to feature as part of our very own Throwback Week.
Four ways to help you discover what makes your students tick as writers.
One thing I love so much about being an educator is the cyclical nature of the school year. The beginning of the year brings promise, renewed energy, and a certain … Continue Reading Ending a Year of Teaching Writing with a Group Reflection
Color-coding is a quick and simple way to support students with that all-important skill of organization. Persuasive writing is a case in point.
Peruse our past posts about reflective practice and self-assessments students can use at the end of the school year.
You can change your attitude, your priorities, or your thinking on any day. You just have to commit yourself to a new mindset or way of life.
It’s that time again… This-coming week is Mid-Year Self-Evaluation Time in my class’s Writing Workshop. I’ve revamped the Mid-Year Self-Evaluation to reflect the questions from not only Buckner’s Book (as … Continue Reading Mid-Year Self-Evaluation: Want a Copy?
I finally sat down and created a short fiction rubric for the picture books my students are going to “publish” this-coming week. If you’re in the market for a rubric … Continue Reading Short Fiction Rubric