I recently was working with a kindergarten teacher who was teaching a group of six kindergarten students, all identified as novice English Language Learners. My experience observing and working with this group reinforced… Continue reading
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Intentional practice leads to better performance. Writing instruction follows a similar pattern, and by about six weeks into the year, teachers know their students. Just like soccer coaches, teachers can start to develop some responsive instruction, both from the figurative sidelines, as well as through direct instruction.
If we are not intentional, we can easily rush into many teaching points, instead of only one. We can overwhelm ourselves and our students. If we are not careful, we can miss the most important reason we sit with a student―the opportunity to listen and learn.
Using student work as feedback for our teaching informs us. It empowers us. In a way, it allows young writers to become our teachers…
It’s time to celebrate the progress writers have made!
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I’ve found a hybrid mentor text that will inspire young writers and budding activists.
Leave a comment on this post for a chance to win a copy of Scot Ritchie’s new book, Join the No-Plastic Challenge.
The mindset of our writers has a direct impact on the progress and success of our writers.
Conferring with young writers is far too complex to boiled down to just one important aspect. But… if you had to name the most important part of a writing conference, what would it be?
Teaching is an art, and sometimes tweaks don’t work as we hope or envision. However, I hope that these three ideas do increase the clarity of instruction in ways that help all students learn to be independent confident writers.
Welcome! Join today’s Slice of Life Story Challenge by writing a post, sharing the permalink in the comments section, and visiting at least three other slicers to leave a comment for them.
Welcome to the next stop on Melanie Meehan’s Every Child Can Write blog tour! Today’s focus is on Chapter 8, which has excellent ideas for educators when it comes to teaching striving writers about spelling and conventions. Be sure to comment on this post for a chance to win your own copy of Every Child Can Write! (You are going to want a copy of this book ASAP! It is THAT good!)
There have been many times I have had to hang on to patience, hold my breath, and wait. I have had students that do not hesitate to jump into writing and others, not… Continue reading
Working within a tightly segmented middle school schedule (or any pre-planned schedule) can sometimes pose a challenge to “fit in” an opportunity for closure. With this special challenge in mind, how can we perhaps be more intentional about this important time in our workshops?
It’s the beginning of kindergarten, and that means there are lots of scribbles in books. An inquiry mindset can help us decide how to best support writers.
Write your post. Share it with the community. Comment on at least three other posts.
Learning targets, Post-Its, and I Can statements live in classrooms everywhere. Consider building those together through questions and prompts!
What are the themes that you come back to each school year? Today I explore the topics that I come back to each new year and share links from previous posts. Please share your ideas in the comments!
Inspired by a recent conversation I had with some fourth graders, today I want to share a post with you that is also something you can share with your students. Feel free to read, display, or otherwise share with your third fourth, fifth graders, and middle schoolers.
