How’s your OLW going this year? Mine has been popping up again recently and reminding me to make more of an effort.
Parents can be a tremendous educational resource. Yet, in middle school it can be challenging, as developmentally our students are beginning to morph from children into young adults. Thinking about next year, I have drafted some ideas for partnering with parents on how to help their kids become stronger writers. How might parents provide support in the way writing workshop teachers believe is most helpful? Here are a few ideas…
Using what we know about best practice and scaffolding writers, our blog writing begins.
Welcome to our community or writers, readers, and commenters.
One reason we write is to help us remember. As a result, a line-a-day journal is a great way to inspire kids to write daily all summer (and maybe all year) long.
We do all we can to keep kids writing over summer. But are we assigning tasks and busywork, or actually enriching their writerly lives?
I’ve created a tool to share with families and students of all ages to inspire writing for REAL purposes this summer and beyond.
Teaching kids how to teach a minilesson might be easier than you think.
At a time when thoughts turn to sandy beaches and alarm clock-less days, it takes a very special professional book to make me wish (at least a little) that it was September and I could start implementing all these fabulous, fun and important lessons now! Patterns of Power: Inviting Young Writers into the Conventions of Language is a book that will make you happy to have the opportunity to be a teacher, working with young writers to help them explore, wonder, and apply the conventions they learn. It’s a book that I believe will transform how teachers and students look at conventions
Welcome to the Tuesday Slice of Life Story Challenge!
Potentially, one of the most impactful opportunities we have for making a lasting difference on our students as writers is when we pull up next to them and confer with them. It’s SO worth spending some time reflecting, setting goals, and developing tools and strategies for the conferring work we do as teachers.
