Ever feel like you just need a nudge to give your students time for low-stakes writing? Here you go!
When we start the year off with publishing in mind, we think about the authors.
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.
On Tuesdays throughout the year, we invite you to share a slice of life story here at Two Writing Teachers. Write your post, share it in the comments, and be sure to leave some comments for other slicers on their blogs.
Last week, I wrote about getting to know students by thinking about their academic knowledge and skills, as well as their use and understanding of language. This week, I shift and consider cultural and social-emotional aspects of students’ identities.
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.
When writers feel empowered to write for their own personal catharsis, it matters. When writers know they will have the opportunity to strengthen their writing alongside peers, it matters. When writers have greater degrees of choice around topic and genre, it matters. And when, at times, there’s a wider audience for writing, beyond classroom walls or the teacher’s eyes alone, there is often deeper motivation.
Going back to school is an exciting time. A new school year gives us a chance to dream, to reconnect with our ideals, and to renew our commitment to ourselves and our students.
Writing involves the integration of so many skills and cognitive processing that it’s understandable when conventions don’t show up! Here are some ideas that I hope you can use in your instruction right as the year starts– and then any time thereafter.
My favorite conferences are all closely connected to my beliefs about writing instruction. The teaching points in each conference are ideas I want to be front and center for kids as we co-construct the workshop and community we will live and play in over the coming months (at any grade level).
It’s Tuesday! We are so glad you are here to write, share and give!
When it comes to generating ideas for information writing, my experience has been that some students freeze. There are two things I have learned about why this occurs.
What to keep, what to stop, and what to change? These are questions that I know I will continue to wonder about and discuss with colleagues. For me, the increased technological savviness, multimedia options, and clarity should continue to impact students’ experiences and outcomes in positive ways as I move forward in teaching and learning.
Are you looking for a professional summer read that will provide a plethora of ideas for how to improve the way you teach next year? Read on to learn more about Leah Mermelstein’s book, “We-Do” Writing, a book with many ideas for helping your students with their conventions, composition and application! Comment on this post for a chance to win your own copy.
It’s not too late to plan a celebration or put a last minute joyful writing lesson in motion.
Truth: Any unit at any point in the year has the potential to lose energy, and adding some play has the power to rev a unit right back up.
One way to keep writing interesting and fun right now is with the writing of life equations, supporting students in finding phrases to add together to capture small moments, experiences or feelings in their lives.
A topsy turvy year brings with it surprises. Some have been valuable enough to carry forward. I’m looking forward to bringing the best of the year with me and letting the challenges become a memory.
Universal Design emphasizes the importance of offering students ways to express what they know and are able to do in various ways. Multimodal writing not only provides multiple ways of expression, it inspires creativity and innovation, skills that matter in life.