"The most important belief is that kids need the opportunity to grow up as writers, writing a lot, just as they talk and read and do math a lot," (Calkins, '20).
4th grade teacher and published author, Kate Narita, answers my questions today about being a writer and an educator who is currently in the classroom. Be sure to comment for a chance to win a copy of Kate's book 100 Bugs! A Counting Story, a class set of bookmarks, and a 15 minutes Skype with Kate!
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.
What are the educational issues calling your name? How can you use writing to share about your teaching experiences? A Long Island Writing Project workshop, facilitated by Katherine Schulten, inspired me to keep sharing my teaching stories.
When a teacher not only brings the knowledge and pedagogy to teach, but also love, passion, and an ability to demonstrate-- whether it be playing an instrument, speaking another language, or writing-- a certain authenticity is added. My father used to call it “walking the talk.” This week, my colleagues at Two Writing Teachers are committed to supporting teachers in dreaming big for this year’s writing workshop. Perhaps part of dream your for this year will be to authentically live the life of a writer! Here is some inspiration to make that dream a reality . . .
As teachers, most of us view summer as a much-needed period for decompression and recharging. But as teachers of writing, there are likely several of us who see summertime as a valuable opportunity to prepare. One thing I plan to do is purchase a summer notebook...
Walking ourselves through and rehearsing what we will model for young writers so as to create the desired effect(s) can be extremely helpful. Whatever curriculum we are using, it's just so important to walk through the big steps of our teaching ahead of time so that we plan for maximum learning impact. But what type of "effects" might be desired?
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?
Find your purpose. Find your crew. Find your sunrise. Write.
We've all likely taught 'show, don't tell' lessons in our narrative units. But showing not telling can have instructional meaning, as well...
The realization of this moment gave me chills and led me to share my writing backstory with Dana. Dana listened and encouraged me to open my presentation with this story. I was hesitant, the experience had halted my inner writer for years. What if sharing it again had the same result?
Sharing some highlights from the New Jersey Society for Children's Book Writers and Illustrators Annual Conference, which took place this past weekend.