It's Tuesday- join us for Slice of Life. Write your slice, share it, and leave comments for others.
Tap Into the Power of Whole-Class Text Studies
Whole-class text studies are one of the most impactful ways to strengthen our reading-like-a-writer work with students.
Writing Your Way into a New Year: Be a Lead Writer in 2023
Are you ready to start 2023 as a Lead Writer in your classroom as well as a Teacher? Grab a notebook, pick up a pen, and start writing! You’ll be amazed at your own growth–and at the impact it will have on your students.
Playing With Small Group Structures: Rally, Try, Try, Link
Playing with small group structures to maximize cooperation, choice, and most importantly, kids doing big work that will help them grow as writers right away.
Writing and Playing: A Natural Pairing in the Kindergarten Classroom
Writing and playing are not one and the same but there is deep value in forging connections between the two by finding regular opportunities to have children both write while they play, AND play while they write!
It’s Tuesday! Welcome to the Slice of Life
It's Tuesday- join us for Slice of Life.
Ups and Downs: Writing Our Way Through
How might our first moments back from break welcome back students and staff and all that they may have experienced since we were last together? Tell us how you make space for the ups and the downs and everything in between!
It’s Tuesday! Welcome to Slice of Life on #TWTBlog!
Join us for Slice of Life Tuesday!
It’s Tuesday! Welcome to Slice of Life on #TWTBlog!
It's Tuesday- join us for Slice of Life.
Winter Recess
We may be taking two weeks off from blogging, but we have plenty of resources for you to access as you prepare for your writing instruction in 2023.
The Picture Word Inductive Model: A Strategy for Developing Vocabulary and Language
Writing a text of any kind requires significant cognitive work, involving memory, hand-eye coordination, strength, concentration, executive functioning, planning— and the list goes on because I haven’t even gotten into imagination, comprehension, and information integration. The PWIM has allowed me to isolate single or targeted skills, providing opportunities for intentional practice. I can select pictures that are of interest to specific students, challenge them to practice letters and sounds, to verbalize and draft simple sentences, or to describe a situation. That way when students are writing their own pieces, the cognitive load may be taken up less by these practiced skills, allowing for more intellectual energy on other competing and important challenges within their writing process.
Over-Scaffolding: Beware of the Temptation!
We went into teaching to support students with learning. Sometimes, though, our well-intentioned supports can get in the way of learning and growing.