Drawing can slow you down in a way that is useful for generating ideas and thinking more deeply.
Slowing down the brainstorming part of the writing process and recognizing the emotionality of feedback has big rewards for two published authors, in addition to our young classroom writers.
As I think about returning to school, I want to be excited about the week to come. I want students to feel happy to be back together. Writing workshop is my favorite part of the day, and it’s the perfect place to infuse some intentional joy for all of us. I have a two part plan to do just that.
My litmus test for the work we do in the classroom pivots on an understanding that collecting one's own ideas and practicing ways to communicate them will serve students outside classroom walls. And it is with that framing in mind - with children reflecting on their journeys, in carefully selecting the language I use, and in sharing feedback on growth as opposed to the final alone- that I hope to continually communicate the importance of process over product.
In those quick moments between minilesson and work time, as writers are settling in (or not), I pay attention to what is—the current reality. I seek leverage points to both know writers better and to support writers in continuing to grow. Over time, I notice as more and more writers find the processes and strategies that work for them.
Who students are and what their past experiences have been impact them as writers, and those impacts should have implications on instruction. Therefore, it's worth the time and energy to have systems and structures for learning about students as writers in your classroom.
Recording for revision, encouraging translanguaging, and repetition are useful strategies to exalt and empower multilingual writers. As teachers of multilingual students, encouraging translanguaging and recording as revision is akin to telling students: every aspect of you is valued. Every aspect of you is important.
If I can teach students not only to recognize their learning styles and resources that benefit them, but also how to ask for or find those resources, then I increase the potential of having an impact on their learning long after I'm physically or digitally present in their lives.
With a personal writing calendar, each kid can see what is going to happen in the unit of study, and has the power to adjust it.
Identifying barriers and teaching into ways through, around, or over them will help writers not only with their immediate process, but also with their future endeavors.
For every writer, the writing process is a little bit different. As teacher writers, we all struggle at different points and our students are no different. Today I offer a few tools for supporting writers at different points of the writing process . . .
As schools begin to restart, I have been thinking a lot about ways to begin building community within our new COVID reality. Specifically, I have been thinking about ways we as teachers might harness the structure of writing partnerships as a means by which to help create meaningful, supportive connections between writers. Here are a few ideas . . .