Everyone who writes for Choice Literacy loves teaching writing, because we all write ourselves. We know it is "hard fun," as Donald Murray says - exasperating and exhilarating at the same time. The writing workshops you will read about here and see in our videos are busy, noisy, vibrant places. And most days, we wouldn't want to be anywhere else than in the midst of 'em! To get started learning about our latest discoveries, insights, and occasional bone-headed mistakes in teaching writing, click any link below.

Revising Titles Minilesson (VIDEO) Franki Sibberson In this minilesson from Franki Sibberson's grades 3/4 classroom, Franki takes students through the process of selecting and revising titles. She uses the poem "Confessions of a Reader" by Carol Wilcox as a mentor text. . . . more "The Wrath of Guess Jeans": Debrief (VIDEO) In this third video in a three-part series, Katie Doherty leads her sixth graders through a response activity. The text they are reading was written by a middle school student over a decade ago, and its themes of popularity and belonging still ring true for students. . . . more "The Wrath of Guess Jeans": Reading, Writing, and Cliques in Middle School (VIDEO) In this first video in a three-part series, Katie Doherty leads her sixth graders through a response activity. The text they are reading was written by a middle school student over a decade ago, and its themes of popularity and belonging still ring true for students. . . . more Word Choice Lesson: A Collaborative Coaching Session with a New Teacher (VIDEO) Jennifer Allen When I work with a new teacher in his or her classroom, it's a collaborative experience. We design and teach together over time, sharing what works and what doesn't. In this video, you'll glimpse a snapshot in time of the collaborative teaching Jessica and I are doing within a revision unit of study. On this day, we are teaching her fourth graders about the importance of word choice... . . . more Preschool Writing Center (VIDEO) In this video from Melissa Kolb's preschool classroom, children work in the writing center. Melissa explains how she routinely changes the supplies in the center to spark interest in students and make connections to their experiences. . . . more Injecting Writing into Everything: Prediction Stories Heather Rader Moving from teaching kindergarten to third grade, I noticed something suspicious about students' predictions. Ask five-year-olds about what might happen next in a story and they look like a mob scene at a rock concert. But not at eight. They were no longer falling out of their chairs pleading, "Pick me, pick me." They'd become reticent predictors; they were afraid to be wrong. . . . more From Questions to Drafts (VIDEO) Aimee Buckner In this video, Aimee Buckner shares the mentor text Could You? Would You? with her 4th grade students. Aimee explains how questions are a springboard to interesting writing topics, and models connections she makes to the text. . . . more Drawing to Words: Conferring with Luis (VIDEO) In this four-minute video, Andie Cunningham confers with Luis during writing workshop. Luis is a six-year-old English language learner whose passion is drawing. . . . more Injecting Writing into . . . Everything: Ellipsis Stories Heather Rader Ellipses allows picture book readers to trail off and kids to fill in what's coming on the next page. The layout of these books build suspense with each preceding ellipsis bringing forth a "Yes! I was right!" or "Whoa, I didn't see that coming." These are delicious as read alouds, but add even more as a writing response opportunity. . . . more 4th Grade Small Group - Writing Paragraphs (VIDEO) In this six-minute video, Aimee Buckner uses a mentor text to demonstrate how writers construct lively nonfiction paragraphs. The small group has been pulled together because the students need more practice in adding details to their writing. . . . more Conferring About Inferring (VIDEO) Katie Doherty During reader's workshop, my main goal is to have students reading and practicing some form of reading strategy with the text that they choose. At the beginning of the year, this is more structured. For independent practice of a reading strategy I have students read their choice book (a novel of their choosing which they bring to class everyday), and as they are reading I will have them complete the strategy activity. As the year goes on, I give the students more choice. Reader's workshop becomes just that; a place where students can work on reading skills and strategies together. Students have the option of reading their choice book or working with a friend or two with some picture books to practice their reading skills and discuss text. . . . more Fonts: Small Group and Conferring with Intermediate Writers (VIDEO) Franki Sibberson In this follow-up to a whole-class lesson and discussion on fonts, Franki Sibberson pulls together a group of third and fourth graders from her class who have asked to be a part of a small group on fonts. She talks about how these small groups fit into her writing workshop plans, and how she assesses the needs of each group as they emerge to determine her role in the group... . . . more "I Am the One Who. . .": Building Writing Skills and Community in Middle Schools (VIDEO) Katie Doherty In this 12 minute video, Katie Doherty leads her sixth-grade students as they try the prompt "I am the one who.." during writing workshop. This is an excellent activity for building classroom community. . . . more First Grade Guided Writing Group: Targeting Common Spelling Needs (VIDEO) Katie DiCesare In this video of a first-grade guided writing group, Katie DiCesare works with children to address common issues with spelling and conventions. By grouping the students together, she is able to use her time well in addressing common needs among students. . . . more Teaching Blogging to Second Graders Katie DiCesare Wikis, blogs, and social networking sites allow us to be creators and consumers of content - two roles that even younger students are ready to begin understanding using the Internet. I had an itch to explore more Web 2.0 tools in my classroom, wondered what it would look like to merge the use of a tool within the framework of writing workshop. I began by asking myself . . . more Literacy Rights and Responsibilities Katie Doherty Something bad was happening. I looked around the room during reader's workshop at my students who should have been eagerly gobbling up the pages of their choice books, and this is what I saw. . . . more Procedural Writing in Math Heather Rader Truly, I love a good story and interesting anecdotes, but only when I'm reading for that purpose. Right now what I'm interested in is accurate measurements, clear ingredients, and a step-by-step easy-to-follow guide. The word choice should be precise language of the discipline (in this case, culinary) and the voice should be clear and factual. Still, while procedural writing is "just the facts ma'am" simple, it's not as cinchy to teach. . . . more The Authentic Use of Notebooks This cluster is designed to help teachers who use notebooks and logs in their classrooms think more deeply about the purpose of this assignment. . . . more Creating a Model Writing School...Next Steps Julie Johnson Just like anything else that is new, our first steps in creating a model writing school were tentative. We took a few steps forward, stumbled a little, got back up and moved forward. Each step brought us a little out of our comfort zones, but what we learned and what we gained as a collaborative community was well worth the journey. . . . more They are from a Web 2.0 World Becky McCraw As a school-based literacy coach, I strive to offer teachers innovative ways to incorporate technology into literacy instruction. I recently had an experience with a young writer that illustrates how powerful the tools of technology can be in literacy development. . . . more Teaching Revision Strategies The purpose of this cluster is to help teachers develop new strategies for teaching revision. . . . more Creating a Model Writing School Julie Johnson This is our school's second year of being a model writing school. Our journey has been an interesting one that began with a summer literacy workshop. I always look forward to learning in the summer, when I have time to pursue my passion, reflect on my teaching practices, and grow as a teacher. I also can't wait to share what I've learned with my colleagues, and that's exactly what happened after I participated in the National Writing Project. It was there that I learned the importance of being a writer myself if I was going to understand the process of writing and help my students grow as writers. I left that workshop knowing that I wanted to share my learning and build a community of writers among the staff in our school where we could collaborate, create a shared vision of what good writing instruction looks like, and most importantly, become writers ourselves. My principal embraced the idea and we began the process of becoming a model writing school. . . . more Becoming More Purposeful with Writing Share (VIDEO) In this whole-class writing share session from Katie DiCesare's first-grade classroom, Katie talks about how she has become more purposeful in connecting student drafts with the minilesson from the start of the writing workshop. . . . more Envisioning Writing: Wow Words and Mental Images with 1st Graders (VIDEO) Katie DiCesare In this minilesson, Katie DiCesare uses the book My Cat Copies Me to help her first-grade students "envision" their writing drafts. The lesson focuses on creating mental images to conjure stronger verbs and adjectives while writing. . . . more New Notebook Essentials Aimee Buckner Sitting around a crowded conference table, eight of my colleagues and I discuss the merits of using a writer's notebook with our students. What started out as a study of how a teacher can use their own notebook to confer more effectively with students had turned in a new direction. As we talked, we discovered that we all had different ideas of what a writer's notebook is and how it can or should be used in a classroom setting. . . . more The Power of Wonder Questions Andrea Smith Wonder Questions are a critical part of my students' nonfiction reading. Debbie Miller has written and talked extensively about these questions in her book Reading with Meaning. Rooted in a respect for each individual's learning and interests, Wonder Questions honor the fact that each person views the world differently. Given time and support to identify interests and the freedom to consider "What do I want to learn?" children naturally understand how to create authentic, thought provoking questions. Wonder Questions help a teacher consider that fragile balance of support - knowing when kids need us, and letting them discover when they can move ahead without us. . . . more Writing Do-Overs: ERPs in the Classroom Heather Rader We loved do-overs on the playground, but young writers don't have the same enthusiasm for do-overs in writing. When I was teaching I thought maybe it was just my students, but now as a coach, I see the trend in many writers. When I go into a classroom to work on revision, I ask the students to answer three simple questions on a half-sheet pre-assessment. . . . more Extreme Makeover: Revision Edition Heather Rader Once upon a time in my third-grade classroom, I had an eight-foot pencil poster on my wall that listed the steps of the writing process from prewriting at the point to a publishing ferrule (the crimped metal band that connects pencil and eraser). About half-way down that pencil was the bold word "revising". It came after drafting and before editing and it was not, shall we say, beloved in our classroom. . . . more Infographics and Lists in Science Notebooks Andrea Smith "Did you ever think that a rotting log could be so interesting?" Pete asked as I sat next to him and Sam, his study partner. The two boys were sitting on a grassy patch facing a fallen apple tree. They had decided to study the life, systems, and relationships found in and around a decaying tree. The crab-apple tree, knocked down during a windstorm several years ago, had been purposefully left behind for exploration in our outdoor lab. . . . more Weekend Headlines: Introduction (VIDEO) Katie Doherty In this first of a three-part video series, Katie Doherty and her sixth grade students begin the Weekend Headlines activity. Each Monday, students listen to Katie share some of the headlines from the local newspaper, and then they share their "headlines" from the big events that happened to each of them over the weekend. These personal headlines provide a natural starting point for writing, peer response, and revision. . . . more What Goes in the Writer's Notebook? Aimee Buckner I start off each school year with good intentions. My files will be more organized, my newsletters more concise, and my time more productive. I'll read more about teaching math and social studies and reading and writing. I'll be a better teacher by staying on top of the newest research and going to conferences. But none of that seems to be as effective in improving my teaching as solid reflection and asking hard questions about what I do and why I do it. . . . more A Three-legged Dog and a Show About Nothing Jennifer Jones I've been in a real slump, a writing slump that is. It seems like it's been ages since I've opened up my writer's notebook, picked up a pen, and let loose on the pages; until today that is. . . . more The Over-Prompting of Young Writers Heather Rader I have been teaching long enough to remember a time before our large-scale state writing assessment when the word "prompt" wasn't connected to writing. Yet after receiving our first set of unfortunate writing scores years ago, my team bought a Book of 101 Everyday Prompts. Our well-intentioned assumption was if teaching kids to respond to a prompt helped, then having them practice more would really increase their success. Some teachers tell me their students respond to a writing prompt every day. Here are a few prompts I've read student responses to . . . more Writing Like a Scientist: Launching a Scientist's Notebook Andrea Smith When I transitioned from 18 years as a primary teacher to a 4th grade classroom, I started thinking about how I could use the same successful strategies for launching writing workshop to support my students as I introduced science notebooks. I wanted to find ways students could begin writing like scientists with authentic experiences and community support from their classmates and me. Children understand the world of fiction and see the benefits and results of writing through the work of their favorite authors and poets. But what did they know about the writing of scientists? How could I help my students gain an appreciation and understanding of scientists as writers? . . . more Overcoming Slumps: Principles for Student Writers Clare Landrigan I began this summer in two slumps - - a running slump and a writing slump. I injured my lower back in early May and could not run for about six weeks. At the same time, life became hectic and for many reasons I seemed to lose my writing momentum. I was feeling badly about both and wondering how I was going to get back in the saddle. I can now proudly say that eight weeks later, I am back on track with both! As I reflect on how I came out of my slumps, I am finding that in many ways my experience paralleled that of students who have writing slumps in the classroom. . . . more Living Words: Integrating Word Study, Technology, and Content Literacy (Part 1) Andrea Smith Blending nature, shared experiences, and common language, our ideas could best be captured and enhanced with a digital camera. Many people would consider a camera a common tool, but for me, using the camera to enhance our word work was a new idea. I wanted the camera to support my students' learning and enhance my teaching, using a familiar technology in a new way. We now live in a media ecosystem, so information with visuals is well received and makes lasting impressions. My simple digital camera could do more than capture special events in my classroom. I envisioned our pictures bringing our words to life. . . . more Our Daily Question: Building a Community Through the Data We Collect Andrea Smith Paying attention to details is valuable in a learning community. Knowing and understanding one's friends is important too. A Daily Question and Graph allows my students and me to get to know one another, to pay attention to one another, and to notice the hidden details. . . . more Engaged by the World: Maps, Globes, Reading, and Writing with Young Children Kelly Petrin and Ruth Shagoury The most important work I do in the classroom is unseen, and perhaps unrecognized by most: watching the children and noting their interests. What I want is a classroom where children are busy and happy--though "focused," "absorbed," or "engaged" are probably better words because there is a type of busy-ness that is not as productive, when children seem wild or bored. This work is vital because it is when children are actively engaged that they learn (they gain competence and skills). "Interest" or "interesting" is a tricky concept because it might seem like it lies wholly in the activity itself, but I find that it is actually an interplay between the activity and individuals. So every teacher will find that there are some students who are more difficult to get--or keep--engaged. . . . more New Mentor Texts for Word Choice (BOOKLIST) Franki Sibberson Choosing words in writing is a key to effectively communicating ideas. It is part of a conversation we have all year long, no matter which grade I teach. Using great language is an important part of effective communication. I have found that the best way to introduce and extend this conversation is through the use of picture books. Picture books allow me to introduce students to an idea about words in a very short time. These mentor texts serves as the conversation starter that we can come back to again and again during the writing process. These are some of the recent books I have added to my collection. . . . more Punctuation Study with 3rd Graders Mandy Robek I have a confession. Punctuation minilessons have never been my favorite thing to teach . . . until now! My students come to third grade aware of punctuation marks, and are able to use many of them correctly. However, the above quote from Carl Anderson and watching my current group of students made me realize there's a lot more to punctuation. As an adult, I use punctuation without putting too much thought into it. I began to wonder if my students really understood when to use punctuation. Did they realize punctuation decisions are part of crafting writing? . . . more Better Conferring (CHOICE LITERACY CLUSTER) This cluster is designed to help teachers improve their conferring skills. . . . more 6th Grade Lesson - Editing for Conventions (VIDEO) In this lesson with her sixth graders, Pam Pogson talks about a goal many students have mentioned during writing conferences - editing for conventions. This brief lesson gives everyone a chance to brainstorm common errors and fixes. . . . more Keeping the M (VIDEO) Melissa Kolb In an age of standardization, when even preschoolers are expected to perform flawlessly on literacy tests such as letter naming and recognition, it is important for early childhood teachers to stand firm in the belief that each child learns uniquely and individually. This is an ideal I strive to live by as I work with youngsters. Our Head Start classroom includes children who range in age from three to five, and who speak a variety of languages. All of our children come from a background of poverty, and many have a range of identified disabilities. To teach them successfully, it is necessary to teach them individually. Sometimes, this means that I have to resist the pressure to push children toward production of perfect outcomes. The leading edge of learning for a child can be the feeling of success they achieve when they are engaged in a literacy process, whether or not the outcome of that process is technically correct. . . . more The Joy of Letter Writing: An Integrated Unit for Intermediate Students Mary Lee Hahn Here's when the fun really started. After a short silent brainstorming session, students shared some of their ideas: a business letter of complaint from a deer to a hunter, and another from a polar bear to all the humans about global warming. A business letter of request from a dog to a cat, requesting cats stay away from dogs so dogs would not be tempted to chase them. A friendly letter to the video game character Mario, and another - a letter of apology - from the cartoon character Jerry to his archenemy Tom. . . . more Case Studies in Professional Learning Communities (VIDEO) Karen Szymusiak In this brief video, Literacy Coach Pam Hahlen and Principal Karen Szymusiak meet with two teachers in a professional learning community group to discuss ongoing case studies. The meeting takes place in early April, and the group has met regularly over the same children all year long. Karen explains how the case study groups work, and the value of the collaboration among teachers and specialists. . . . more Sports Writing Group Discussion (VIDEO) As part of our nonfiction writing study, many of the students in the class began to write about sports. Every year that I've taught in any grade, students enjoy writing about sports. It is always difficult to teach this writing style, because students write mostly play-by-play writing of the games they've played or watched. . . . more Learning with Graphica: Conferring with Students (VIDEO) This is the second of a four-part video series on using graphica in a 4th grade classroom. In this installment Sarah Thibault confers with students during writer's workshop as they brainstorm character traits. Students will be creating their own comic books, after extensive preparation and multiple reading and writing activities. . . . more Learning from Graphica: Introducing the Activity (VIDEO) In this lesson from a 4th grade classroom, Sarah Thibault introduces students to a writing activity. Students will be creating their own comic books, after extensive preparation and experience with graphica. . . . more Drawing to Learn: Conferring with Kyle (VIDEO) Ruth Shagoury In this conference with six-year-old Kyle, Ruth Shagoury listens to him explain the stories and meaning behind his drawings during writer's workshop. Kyle's first language is Vietnamese, though English is also spoken in the home. . . . more From Questions to Drafts (VIDEO) Aimee Buckner In this first of a two-part video series, Aimee Buckner shares the mentor text Could You? Would You? with her 4th grade students. Aimee explains how questions are a springboard to interesting writing topics, and models connections she makes to the text. . . . more Spacing Words: A Minilesson with Young Writers (VIDEO) Andie Cunningham In this three-minute video, Andie Cunningham reinforces the concept of spacing words with her kindergartners using her own writing and a brainstorming web. . . . more Overcoming Tears and Fears: Developing Criteria for Flexible Groups Katie DiCesare It was a rainy Friday morning and time to clean up and share after what I thought felt like a productive writing workshop. My students slowly began to tuck away their writing in their folders and place the crayons and markers back in the bins when I heard a little voice call out, "Mrs. DiCesare, Shannon is crying." I quickly made my way over to Shannon to see why she was upset. Shannon is a writer who had come to school loving to write, share stories, and draw. This little writer who had been gaining confidence and taking risks, was for some reason distraught. Another student explained as I made my way over to her that she didn't want to clean up. I wondered why. She hasn't had any problems with clean up this year. Did someone hurt her feelings? Was she not feeling well? . . . more Literacy Builds Community: The Jackdaw Project Mandy Robek To quote a former principal of mine, "School is not summer camp." This phrase kept playing over and over in my mind as I began thinking about the beginning of the school year and one of my favorite learning experiences I use to build community. With formative assessments, state standards, required testing, and NCLB mandates, I began asking myself why the jackdaw project is important to the development of my classroom community. . . . more On Not Fretting Kelly Petrin This morning, I was fretting. Cleaning my desk, I misplaced writing I was going to share with colleagues after school. The day ahead began already to seem scattered and rushed, and I felt like such a dope to not even have in my hand the draft of my thinking. I may have been undone by my lack if it had not been for my "meditation verse" today: Do not fret, it leads only to evil. . . . more Writer's Craft Refresh (CHOICE LITERACY CLUSTER) This Choice Literacy Cluster is designed to help teachers think through possibilities for energizing their writing workshop with some new instructional techniques and materials. Topics covered in the cluster include materials and supplies for teaching writer's craft, strategies for focusing on craft during whole class share sessions, suggestions for encouraging students to help each other, and a protocol for sharing innovations with colleagues. . . . more Tracking Young Children's Writing Growth and Development in Writing Workshops Andie Cunningham and Ruth Shagoury It's important to us to be aware of each child's writing growth as they progress through the year. Knowing what a child is attempting, experimenting with, and mastering helps us plan appropriate instruction. Understanding what they are writing helps us build on children's needs and celebrate their strengths. Here are the assessment tools we use regularly... . . . more The Pensieve: Organizing a Conferring Notebook (VIDEO) The "pensieve" is the conferring notebook that Joan Moser and Gail Boushey ("The Sisters") have developed for their work with children. In this four-minute video, Joan explains how the notebook is organized, and shares how different sections are used daily in the classroom. . . . more Old Elm Speaks Day 2, Part II: Connecting Poetry, Observation, and Writing (VIDEO) Aimee Buckner In this third part of a three-part video series, Aimee Buckner shows how observation skills, poetry, and reading instruction come together with the mentor text Old Elm Speaks by Kristin O'Connell George. In this excerpt, students share what they wrote after reading the book and completing some observations. This is an excellent back-to-school literacy sequence, since the observation element of the instruction is a terrific excuse to take the class outdoors for writing sketches. . . . more Old Elm Speaks Day 2: Connecting Poetry, Observation, and Reading (VIDEO) Aimee Buckner In this second part of a three-part video series, Aimee Buckner shows how observation skills, poetry, and reading instruction come together with the mentor text Old Elm Speaks by Kristin O'Connell George. In this excerpt, students share what they read and wrote after reading the book and completing some observations. This is an excellent back-to-school literacy sequence, since the observation element of the instruction is a terrific excuse to take the class outdoors for writing sketches. . . . more Old Elm Speaks: Connecting Poetry, Observation, and Reading (VIDEO) Aimee Buckner In this first of a three-part video series, Aimee Buckner shows how observation skills, poetry, and reading instruction come together with the mentor text Old Elm Speaks by Kristin O'Connell George. In this excerpt, Aimee introduces the text and guides students as they begin exploring it together. This is an excellent back-to-school literacy sequence, since the observation element of the instruction is a terrific excuse to take the class outdoors for writing sketches. . . . more Getting the Most Out of New Picture Books Katie DiCesare Most of the books I read aloud to my students are books that I know they will pick up and want to read on their own. I often feel like a book salesperson - finding, marketing and selling books I know will fit their reading needs. The Pigeon books are an easy sell because the author uses about 10 words or less on each page, focuses on repetition and high frequency words, and sprinkles humor throughout. Willems also incorporates various types of punctuation in his books (which is great for fluency practice). These characteristics allow younger readers to have success reading and rereading something other than a guided reading book independently. . . . more Inspiration from Author Visits: Tips and Web Resources Jennifer Jones The fifth and sixth grade students at my school were fortunate to be visited by author Stacy Hillmer. Stacy is the author of five published stories and one book, An Armadillo on My Pillow. What makes this book and Stacy so special is that Stacy is a product of our school district, and she used the talents of students from her elementary school for the illustrations. . . . more Free Rice: Tools for Web-Based Vocabulary Learning Mary Lee Hahn This is not a trick question: When is a multiple choice vocabulary test fun and motivating? The answer: A multiple choice vocabulary test is fun when it is a game on the computer that gives you harder words when you get one right and easier words when you miss one. It is a game that donates rice to the world's hungry every time you get a definition right. It's called Free Rice, and if you haven't played yet, go now and give it a try. We'll talk about classroom applications when you get back. . . . more Coaching in Kindergarten: Conferring (VIDEO) Joan Moser What's in a name? For kindergartner Maria, it's the start of learning how letters and sounds work. In this coaching session, Joan Moser of "The Sisters" helps Daniel understand how to use a child's name as a beginning point for teaching letters and sounds. . . . more Getting Started with Sentence Observations Karen Terlecky If you watched the recent video clip posted on Choice Literacy of a sentence observation in my classroom, you may have noted the sophisticated language and discussion strategies of the students. My students did not start the year with nearly that level of complexity in their language and attention to detail Getting to that point has been a year-long work in progress. In this article, I'll chronicle how we reached the point by mid-winter where students are comfortable and adept at analyzing the structure, vocabulary, and writer's craft in model sentences. . . . more Study Groups, Instant Messaging, and Writing Jennifer Allen I am so out of the loop or should I say SITD (Still In The Dark) when it comes to IM (Instant Messaging). As I sit and write, I even have a cheat sheet next to me of the "Top 50 Most Commonly Used Text Terms." This list was slipped into my mailbox by a young teacher after our last study group, when she realized just how clueless I was about the language of IM. . . . more Rethinking a Study of Nonfiction Writing Franki Sibberson I have always done a study of nonfiction as part of our year in writing workshop. This study of nonfiction writing seems critical for students in the upper elementary grades, because we know that they will need good nonfiction writing skills throughout their schooling and lives. In our district, writing literary nonfiction is a focus unit for our fourth graders . . . more 4th Grade Small Group - Writing Paragraphs (VIDEO) In this six-minute video, Aimee Buckner uses a mentor text to demonstrate how writers construct lively nonfiction paragraphs. The small group has been pulled together because the students need more practice in adding details to their writing. . . . more 6th Grade Word Sort In this six-minute video, Pam Pogson leads an open word sort with her sixth-grade students. As you watch the video, you can see how experienced students are with word sorts, and recording their findings in their word study notebooks. . . . more 5th Grade Sentence Observation (VIDEO) Karen Terlecky This past summer, I spent a lot of time thinking about all the components of my writing workshop. I intended to make it a focus of study for myself throughout the school year. One of the areas I specifically wanted to look at was the most effective way to teach the grammar and mechanics I am required to cover by both state standards and district targets. . . . more 4th Grade Room Tour (VIDEO) Aimee Buckner In this video tour of her 4th grade classroom, Aimee Buckner highlights how she arranges books, charts, and other resources to support the reading and writing of her students. . . . more First Grade Guided Writing Group: Targeting Common Spelling Needs (VIDEO) Katie DiCesare In this video of a first-grade guided writing group, Katie DiCesare works with three girls on spelling confusions that have emerged in their writing. By grouping the students together, she is able to use her time well in addressing common needs among students. . . . more Conferring with Emily: Moving from Questions to Content (VIDEO) In this conference with six-year-old Emily, Ruth Shagoury looks for a way into a conversation by using Emily's drawings, previous writing, and interests. Emily's first language is Hmong, and she is experimenting with Chinese characters in her writing. . . . more Assessing Spelling in Writing Workshop Part 3: Embedding Instruction Katie DiCesare I recently came up with a form that would help me record information about my students and how they are spelling high frequency words, sounds and patterns in words. This form has helped me discover patterns I am noticing in individuals, groups of students, and my class as a whole. In this third part of my series on using this new assessment form, I'll explain how I am using the information I have gathered about my students to help me plan for instruction. My goal is to embed spelling instruction and address specific spelling confusions students have within reading and writing workshop routines already in place in my classroom. . . . more Listing Strategy: Conferring (VIDEO) Aimee Buckner In this second of a two-part video series, Aimee Buckner confers with students after teaching a minilesson on the listing strategy using the book This is the Tree. You'll notice that the students are writing in many different genres as part of writing workshop, and are in different phases of the drafting process as Aimee assists them. . . . more Assessing Spelling in Writing Workshop Part 2: Noticing Patterns in Individuals, Small Groups and the Whole Group Katie DiCesare Regie's insight into assessment has raised questions in my own teaching about spelling and word study. Recently, I created a form that would help me assess spelling within authentic writing. I created this form in response to questions like . . . how can looking at student's authentic writing help me further their learning of words? How can I assess what high frequency words they are using successfully or confusing in their writing? How can I monitor where to go next by looking at word parts and sounds in words? By using this form, I was able to collect specific information about each of the writers in my room. As I looked at the assessments, I began to see patterns in my writers. Here is what I noticed . . . more Mentor Texts and Teacher Modeling: The Listing Strategy (VIDEO) Aimee Buckner In this video from her 4th grade classroom Aimee Buckner teaches the "listing" strategy using the book This is the Tree as a mentor text. Aimee talks about mentor texts, using her own writing as a model, and the needs of intermediate readers and writers during the lesson and interview. . . . more Assessing Spelling in Writing Workshops Part 1: Thinking through the Assessment Katie DiCesare My mind has been circling the issue of spelling and word study this year. Specifically, I wonder how I can look at my students' writing to help me further their learning of words? How can I assess what high frequency words they are spelling correctly? How can I monitor where to go next with looking at word parts and sounds in words? After lugging home 22 bright red and overflowing writing workshop folders with two months' worth of student writing in them over holiday break, the folders just sat in a pile. Instead of diving in their stories, I knew I needed to have some organizational tool that could help me record and look back at individual spelling successes and confusions. . . . more Conferring with Eddie (VIDEO) Eddie is a six-year-old student who speaks Cantonese as his first language. In this conference with Ruth Shagoury, there is little English spoken, and yet there is much communication through gestures and shared history. . . . more Rethinking Writing Centers - Winter Follow-Up Shari Frost During the 2006-2007 school year, I began a conversation with the literacy coaches in our network about classroom writing centers. I had noticed that most students were distracted by all of the "cool tools" in the writing centers and were doing very little, if any, actual writing. After a couple of brainstorming sessions with the coaches, we settled upon a two-pronged approach. . . . more Team Sharing of Writing Curriculum Innovations (TEMPLATE) Ruth Shagoury Literacy coaches know that the most successful staff development provides lots of time for colleagues to share their teaching stories, questions, and ideas. Hearing what is happening in the classrooms down the hall or across town is generative--and prompts creative leaps to enliven our own inquiries and curricula. The January doldrums can be swept aside for fresh ideas. . . . more Rule of 3: Writer's Craft Whole Class Lesson (VIDEO) Aimee Buckner The "Rule of 3" is well-known among writers. From "The Three Little Bears" to sets of three adjectives in descriptions, authors know clusters of three are a powerful tool for creating narrative flow. I always teach my fourth graders about the "Rule of 3" during reading and writing workshops, and almost immediately see improvement in many students' writing. . . . more Helping Aaron Find His Voice as a Writer...and Mine as a Teacher Erin Ocon In my first two months of teaching, Aaron was the student that kept me up at night. He was the face I saw while sipping coffee at a red light on my way to work, or on Sunday afternoon when I drew my lesson planning notebook to my lap with a sigh. He was a part of fifth period, my most rambunctious class period. In fact, Aaron had told me during a class discussion that I shouldn't expect anything out of seventh graders at two o'clock in the afternoon. "It's a scientific fact," he explained to me. "Well, that's the time we're in class," I shot back, not caring anymore if I sounded annoyed. . . . more The Rolling Pin: Looking into Things Shirley McPhillips Julian looks long at the slipper shell, one he has brought to school from his collection. When I kneel next to him at writing time he is turning it over in his hands. He remembers the time he and his friend Peter, walking a Cape Cod beach, found it. It was the last summer they had together. He wishes Peter hadn't had to move, he says, that he might see him again, hear him laugh. I ask Julian to write a few word sketches in his writers notebook, keeping to the present tense, as if what he sees in his mind's eye is happening right now. . . . more Writers' Words, Drops by Dottle: An Excerpt from Spunk and Bite Arthur Plotnik Many a writer has resolved to master the dictionary A to Z, or bulk up the brain with vocabulary-building tomes. But such enterprises tend to fizzle, which for readers may not be a bad thing; an inundation of new words can create a garden of monstrous locutions. Eyedropper enrichment--say, at the rate of about seven new words a week--allows one to savor and test each word, to integrate it into one's style before sounding like Buckley-meets-Pynchon on Miracle-Gro. . . . more Reflecting on the First Six Weeks of Word Study Franki Sibberson Going into word study with a different plan is always a little scary. With the first six weeks of school finished, it feels like it is time to see where we've been and what I've learned. This year, I am working hard to make sure that my word study work makes a difference. Rather than going through the motions of studying patterns, sorting words, etc. I am making sure that every lesson connects in some way to students' reading and writing. And I want them to know that too. . . . more Revision: It's in the Bag Franki Sibberson For years, I have heard the same moans and groans when I have mentioned revision to my students in the midst of a genre study. I usually teach students in grades 3-6, and these students have somehow equated revision with editing. At the point they are ready for an edit, they may be finished thinking about their writing and want to move on to something else. . . . more Literary Nonfiction: Models for Writing Franki Sibberson I have never felt as comfortable with nonfiction writing in my elementary classroom as other genres. The products never have much variety. Somehow, students' nonfiction writing always ends up sounding like "report" writing. . . . more From Compliments to Naming the Craft: 5th Grade Writing Workshop Share Session (VIDEO) Jennifer Allen This whole-class share session in Lesley Fowler's 5th grade classroom is the culmination of a nonfiction writing unit. Over the course of the year, we moved from having students compliment their classmates during these share sessions, to writing down specific aspects of the piece they enjoyed or had questions about during the reading. We found adding this brief writing element to the share sessions has made all the difference in helping students connect their writing and that of their peers to the lessons on craft we present throughout the year. . . . more Helping Classroom Volunteers Become Better Listeners Andie Cunningham In my school, asking students questions when the answer is already known by the questioner was a common practice. Frustrated by these conversations, I decided to see what might happen if I brought some of what I learned as a Courage to Teach facilitator into my classroom. . . . more Rethinking Word Study: The Sentence Study Routine Franki Sibberson As I continue to think about expanding my word study program to include a broader perspective of how we use words--beyond just spelling--I've realized I've never taken it a step further to think about how authors craft sentences or phrases. We have looked at some things closely---ways that metaphors help us understand what the author is trying to convey, or how strong verbs help us visualize what is happening. But, we have not really dug in to see how authors craft these amazing sentences as a daily part of our work as writers. . . . more Rethinking Writing Centers Shari Frost Every classroom has one. The children absolutely love them. The teachers invest considerable thought, effort, and resources into outfitting and organizing them. There was only one problem. No one was actually writing in the writing centers. It was driving me crazy! . . . more Helping Students Find Their Own Mentor Texts Franki Sibberson Recently, I have realized that I have too much control over the mentor texts we study in the classroom. I have built a stack of the best of children's literature, taught my students to read like writers, to analyze great writing and to try new things in their own writing. There is no doubt that quality literature makes a difference in children's writing lives. But, I realize that I usually choose the lessons. I often choose the texts that we will learn from as a class. This coming school year, I am hoping to take the idea of mentor texts one step further. . . . more The Difference Between Conferring and "Touching Base" Debbie Miller Sometimes when I talk with teachers about creating "the luscious feeling of endless time," they look at me like I've lost my mind. They tell me they love the idea, but with all they have to teach and all their kids need to learn, "There's no way," they say. Luscious feeling? Endless time? Come on girlfriend, get real!" . . . more Important Book, Important Notes: Guiding Young Students Through Notetaking Suzy Kaback Since my experiment with Lindsay, I have shared The Important Thing About... data chart with several elementary-grade teachers. They recognized the promise of using this organizer as a notetaking tool for research papers, but they also saw potential for using the chart in more informal ways. One fourth-grade teacher said she would use the chart to help students "hold their thinking" about reading in social studies. She scribbled on the side of her paper a possible beginning entry to prompt students to think more deeply about American history: "The important thing about the Civil War is slavery was not the main reason it was fought." . . . more Teaching About Words, Grammar, and Mechanics Through Children's Literature (BOOKLIST) Franki Sibberson When I think about my students as word learners, I want them to be more than just good spellers. I think that this year, many of my daily word study lessons will focus on grammar and mechanics. The challenge for me is fitting grammar and mechanics into my fifteen minute word study block. What better way to do this than to look at how authors put words together in their writing? After all, grammar and mechanics are all about how words work together. . . . more Activities Linking Books and Visual Learners for Early in the Year Carol Wilcox I can't wait for the first day of school, but I also dread the first day of school. I dread it because my own sons, Isaiah and Kadeem, are not card-carrying members of the school literacy club. I imagine our conversations that first week of school. I will ask about school. My boys, the same kids who have read books, magazines, the newspaper, catalogues, and articles on the internet, and have chattered excitedly about basketball games and Madden videogame tournaments and sleep overs all summer, will give me descriptive one word responses like ok, good, and fine. When I ask what they did, they will respond, "Nothing." . . . more Whole Class Interviews: Building Community in Writing Workshop (TEMPLATE) Franki Sibberson At the beginning of the year, I want my students to feel valued as part of our learning community. To do that, I also want them to develop their own identities as writers. I know that if they know themselves as writers - what they like, their strengths, their goals, etc. they will grow in all areas of writing. So, I've developed a writing interview that I plan to administer to my students as part of their first writing conferences during those first few weeks of school. By asking them questions about their lives as writers, I place value on their lives outside of school. . . . more Writing Workshop Teacherisms Jennifer Jones With the beginning of a new school year fast approaching many classroom teachers find themselves reflecting on what worked and didn't work when launching the previous year's writing workshop. Everything I have ever read about writing workshop emphasizes the need to invest the time those first four to six weeks establishing routines and to stick with all of those procedural mini-lessons. I'd like to share with you what I refer to as writing workshop teacherisms to keep tucked in the back of your mind as you launch this year's workshop. These teacherisms will help you establish some common language during your workshop, and by introducing them from the start they can become a natural part of your workshop. . . . more