Monthly Archives: March, 2016

#SOL16: March Challenge 31 – Tools!


Technology = Tools that make our life easier

Technology from my life – before beginning school . . .

How many do you recognize and know?

Tool # 5

phone

No rotary dial for this phone.  It was a party line phone that hung on the wall in our living room.  One phone for the entire house and family that was attached to the wall.  And you had to listen for your “ring”!

My parents still had a party line in 2005.  Two couples still on the line with neither household willing to pay the cost of a private line. That last portable phone on the farm included a charging base and an answering machine. 

Tool #4

wringer washer

The wringer washer was dangerous.  Your arm could get caught in the rollers.  I remember running cloth diapers and sheets through the rollers . . . it seemed like hours!  Monday was traditionally wash day and this machine was accompanied by tubs of rinse water before clothes went on the line outside to dry.

Our first modern “washer” was purchased in 1970 when we moved into our new house. Goodbye rollers and rinse tubs full of water!  Goodby  Monday wash day!  Any day could now be wash day!

Tool #3

tv

The television was black and white and the picture was black and white. We had three channels.  The remote control was one of the  kids who got up and physically changed the channel.  We watched Lawrence Welk on Saturday night and Bonanza and Ed Sullivan on Sunday nights.  There was no tv watching after school or during the week nights.

The black and white TV was replaced in 1970 when we moved into the new house – a console color TV was part of our family Christmas gift. No cable, no satellite, no NetFlix, no VCR!

Tool #2

record player.jpg

The record player was in the dining room.  It played two different sizes of vinyl records – the singles (45 rpm) or albums (33 1/3 rpm).  The phonograph player was in the dining room.  I was always allowed to play it while I ironed clothes.  The song I remember most was “Give Me 40 Acres and I’ll Turn this Rig Around” – yep, country western – probably “Best Hits”!

I remember this being stored in the basement of our house in later years.  It was also replaced by a stereo console in a cabinet with green velvet under wooden trim. . . 1970 Christmas gift as well!  The stereo also housed a radio that could make the house shake when the bass volume was high!

Tool #1

butter churn

The butter churn was the number one tool that I remember using on a weekly basis.  We would beg I would beg to churn butter each week.  I don’t remember what the alternative was, but churning butter meant that “baking” came next.  Yep!  We milked cows, ran a home separator to separate the cream from the milk, sold cream in a cream can and then also peeled the cream off the home pasteurized gallon of milk daily.  By the end of the week there was enough golden yellow cream to make butter.  Butter that went into cookies –  soft and melt in your mouth cookies.  Oatmeal raisin freezer cookies that were rolled up in waxed paper waiting to be sliced and baked.

I believe that Mom still has the butter churn.  It may have marbles in the bottom. It’s an antique so it’s welcome to hang around for a bit. .  . a tool to be admired.

What “technology” do you remember from your childhood that might be considered “pre-historic” today?

What memories are attached to those pieces of technology?


Process/Goals:  During drive time yesterday  I continued to think about the “Timeless” post  and wondered how else I could use an idea about how some household items have changed.  .  . not just in size but in terms of materials composition and even purposes of use!  I started typing some ideas, grabbed photos from Google images, numbered in blue.  And then I had the bright idea to add “the rest of the story” in italics . . . and right justified to set them off. Added categories, tags, proofed, and the #SOL16 to end the March Challenge which did not exist when I was a child!

And to dream of the devices used for this post that were not YET created in the time described in this post: laptop, internet, blogs, Google images, and no March Challenge connecting readers and writers around the world instantly!

Thank you, friends, for reading and commenting during the March Challenge Slice of Life!


slice of life 2016

Thank you, Anna, Betsy, Beth, Dana, Deb, Kathleen, Stacey, and Tara. Check out the writers, readers and teachers here.  It’s the March Slice of Life Challenge; posts are DAILY!

#SOL16: March Challenge 30 – The First Year


During my first year when I was learning to walk and talk with my basic needs cared for by my parents:

Eisenhower was President.

Swaps won the Kentucky Derby.

Narinder Kapany (England) developed fiber optics.

Gunsmoke debuted on CBS and went on to be television’s longest-running western.

Rosa Parks refused to sit in the back of the bus.

son

During my son’s first year when he was learning to walk and talk with his basic needs cared for by his parents:

George H. Bush was President.

Strike the Gold won the Kentucky Derby.

Boris Yeltsin became the first freely elected president of Russian Republic.

Ninety-nine percent of U.S. households had at least one radio, with the average owning five.

The Persian Gulf War ended April 3rd.

grandson

Thus far during my grandson’s first year

when he is learning to walk and talk

with his basic needs cared for by his parents:

Barack Obama is President.

The Kentucky Derby has not yet been run.

Space X launched the first reusable rocket into orbit and recovered it.

Daniel Tiger’s Neighborhood and Sarah and Duck are PBS shows for children.

The President and his family have visited Cuba.


Process/Goals:

I began with inspiration from Betsy’s call for slices yesterday called Timeless.  However after spring break with the family, I wanted to narrow the time frame a bit so I decided to go with events from the first year of three generations of our family.  Deciding on a format to showcase the three generations took the most work as there were tons of online resources for “data” facts. (Fun way to think about what’s important!)


 

slice of life 2016

Thank you, Anna, Betsy, Beth, Dana, Deb, Kathleen, Stacey, and Tara. Check out the writers, readers and teachers here.  It’s the March Slice of Life Challenge; posts are DAILY!

 

#SOL16: March Challenge 29 – The Zoo


 

zoo

So just imagine a family trip to the zoo during an extended Easter weekend . . .

Ready?

The ABC’s of Our Trip to the Louisville Zoo

Addax

Brown bear / bald eagle

Camels

Ducks

Elephants

Flora / fauna

Gorillas / giraffes

Holiday Monday

Intent on visiting the zoo

Jaguar

Kids and families!

Lions / lynx

Meerkats

Napping grandson

Out and in – a stroller

Puma

Quietly and Not so Quietly

Reviewing the animals and their informational signs

Seals / sea lions

Tiger

Under the cloudy Louisville skies

Very precious families

Warthog

Xany dad

Youthful grandmothers

Zebras

How do you capture the unique qualities of a day?


Process/Goal:   To describe the day at the zoo with grandson, mom, dad and the two grandmothers. What a fun day through the eyes of a 10 1/2 month old boy.  I recorded notes on my phone with “S Notes” seen here as we headed home from the zoo.

At 11:01 pm I decided to stay with the ABC idea since I was past the midpoint. I began the draft and thought of how to “cover” the letters where I did not have animal names. Seriously, typed and ready to post in less than 30 minutes!


 

slice of life 2016

Thank you, Anna, Betsy, Beth, Dana, Deb, Kathleen, Stacey, and Tara. Check out the writers, readers and teachers here.  It’s the March Slice of Life Challenge; posts are DAILY!

 

 

#SOL16: March Challenge 28 – Words


“DA-DA!”

commandingly from his car seat throne as Dad pumps gas outside the window.

“Look at me!”

“DA-DA!”

with nose pressed against the window panes as Dad hides Easter eggs in the yard.

“Let me come out there!”

“MA-MA!”

when he abruptly sits on the kitchen floor as Mom takes his picture.

“What just happened?”

“MA-MA!”

when he reaches for the camera as Mom sits on the grass in the yard.

“Can I have it?”

“lglllgal – l – l – ly”

What will that next word really be?


 

Process/Goals:

To capture moments to live in my heart when we are apart!  Listening for all that he says by word, thought, and actions!  Enjoying the weekend with my grandson!  When he does use words, what does he say?

At 10 1/2 months, enjoying his mobility (walking everywhere) and his words!


slice of life 2016

Thank you, Anna, Betsy, Beth, Dana, Deb, Kathleen, Stacey, and Tara. Check out the writers, readers and teachers here.  It’s the March Slice of Life Challenge; posts are DAILY!

#SOL16: March Challenge 27 – Joyful


 

Joyful

Walking

Talking

Laughing

Swinging

Mommy pushes me on the swing . . .

Laughing

Swinging

Walking

Sliding

Walking

Watching

Sliding down with daddy

Walking up with daddy

Laughing

At the park

Laughing

With my grandson . . .

And his family . . .

Precious moments!


Process/Goals:

Using my #OLW Joy, I wanted to capture our fun at the park last night. What a treat to have family fun time at the park where his mom used to play. Visiting family memories and creating new ones.  Nothing as precious as the infectious laughter of my grandson . . . 10 1/2 months old!

I knew I needed verbs as he is all about action and all about “I can do it myself”. And then I played with the spacing. That was the most fun part of today’s writing. . . how I wanted the words to look as they went across the page.


 

What joyful moments are you capturing?

slice of life 2016

Thank you, Anna, Betsy, Beth, Dana, Deb, Kathleen, Stacey, and Tara. Check out the writers, readers and teachers here.  It’s the March Slice of Life Challenge; posts are DAILY!

 

 

#SOL16: March Challenge 26 – The Dance


The Dance

The approach

One moves forward

One waits patiently

Another passes

And then another.

No rush.

Patience is a virtue,

Always checking!

To the left

And behind

With a rhythm

Of a well-practiced dance.

No rush.

Many colors,

Many sizes,

Many shapes and

From many locations.

A continuous dance.

No rush.

Everyone moves to the left and slows a wee bit

Upon sighting the flashing colorful lights on the right.

Poor red Ford 150 from Tennessee,

Today speed brought you to a stop.

Your dance was out of sync and you were caught.

No rush.

At what point were you 100% certain that you understood the events?

What “helped you”understand?

How do you make certain that your students “Do the work”?

 

Process/ Goals:

I drive a lot for work and 8-9 hours to visit the kids.  Many drivers and fellow travelers are kind, considerate folks.  However, not all.  I couldn’t resist the chuckle when this obnoxious driver met his fate.  It couldn’t have happened to a more deserving person. My guess was that he was driving at least 20 miles over the posted speed limit as I was passed like I was standing still.  I began with the process/goals and then backed up to the top and just typed.  Once I found the repeating line, this post wrote itself. My goal was to never explicitly say  “A red Ford 150 was pulled over by the highway patrol for speeeding.” or “Everyone was passing poor-slow-driving me!” I deliberately wanted my readers to use prior knowledge and inferences to make accurate predictions about the situation.

How did you do?


 

slice of life 2016

Thank you, Anna, Betsy, Beth, Dana, Deb, Kathleen, Stacey, and Tara. Check out the writers, readers and teachers here.  It’s the March Slice of Life Challenge; posts are DAILY!

#SOL16: March Challenge Day 25 – The Beginning


Last Saturday the 90th Saturday Reunion began in the majestic and hallowed halls of Riverside Church with Andrew Solomon.  He made us laugh, cry, and most of all, he made us think.

One of my favorite quotes that he repeated was, “When I was little, my mother used to say, ‘The love you have for your children is like no other feeling in the world. And until you have children, you don’t know what it’s like.'”

In our school buildings we may well be surrogate parents, aunts/uncles, or grandparents for many of our children.  That love for the students sustains us, day after day, and especially in times of trouble. That love is patient, kind and enduring.

And yet the love for our children, and of course our grandchildren, is like no other feeling in the world.  That’s so true.  The love, the worry. the fun, the joy, the sadness . . . all blur together over time as our children age!

A second big idea from Andrew Solomon’s keynote was about the difference between love and acceptance.  He said, ” We need to change society. Most people love their children, but acceptance is a process that takes time.  Even if a child does not have extraordinary talent, deficits in acceptance are NOT a sign of no love. Instead, it’s the difference between acceptance levels:  social, family and self.

Do we need more love in the world?

Do we need more acceptance of others / self in the world?

Here is Andrew Solomon’s book!

far from the tree


 

Process / Goals

To complete my reflections/thoughts and stories from last Saturday’s 90th Saturday Reunion!  What a range from Andrew Solomon’s love and acceptance to Tara’s perfect hashtag #DoTheWork with Cornelius and Kate.  The whole writing process and technology with Cornelius, and then the books with Lucy, Shana, Norah, Molly and Heather.  And our return to Riverside Church for Lucy’s magnificent call to action.  Learning for my teaching soul at #TCRWP’s Saturday Reunion with great conversations all day long!

This post – focus on two big ideas from Andrew Solomon’s opening!  Write, tag, revise, link, grab pictures, and publish!

Dancing Lady

Which session/post was your favorite from #TCRWP and why?

Opening Keynote:  This post

Session 1: Cornelius Minor 0 – Reading

Session 2:  Kate Roberts – Reading

Session 3:  Cornelius Minor  – Writing

Session 4:  Lucy and the Classroom Library Project – Reading

Closing Keynote:  Lucy Calkins


slice of life 2016

 

Thank you, Anna, Betsy, Beth, Dana, Deb, Kathleen, Stacey, and Tara. Check out the writers, readers and teachers here.  It’s the March Slice of Life Challenge; posts are DAILY!

 

 

 

#SOL16: March Challenge Day 24 – Teacher Work


Recruiting Engagement and Establishing Expectations so That Kids Actually Read –  Even when Classrooms Brim with Reluctant Readers  with Cornelius Minor

After the keynote last Saturday, my first session was with @Mister Minor, Cornelius Minor, in a packed Everett Lounge.  It was so packed that Cornelius moved a table so Tara and I would have a place to sit!  Great facilitator, learning with a friend for turn and talks,  and a room full of brilliant people.  ALL SET!

Cornelius shared with us that the three main portions of his work would be around:

  1. Skillwork
  2. Text selection
  3. What methods am I going to use to teach?

And then we, the audience, prioritized where we wanted to spend most of our time.  So clever, “engaging” the audience with choice! As well as making sure that we walked away with our own expectations met! (And how cleverly already connected to the session title)

Gems of wisdom that I want to hold onto from his opening . . .

“Not all things work for all kids.”

“Resist paralysis when something doesn’t work. Continue to ‘do’.”

“Try a lot of things.”

“Embrace teacher tenacity.”

“Attitudes are important.”

“Think about compliance / obedience to a philosophy of agency vs. a deeply held value.”

“Consider when a student has problems and they are pulled out – remediation.”

“What if the teacher used ‘pre-teaching’ prior to classroom instruction . . . pre-teaching empowers students?”

What do you think of those quotes?

How do they apply to teachers?

How do they also apply to students?

Back to the session.

Cornelius asked us, “What are big skills that are scary?”  After sharing with a partner, the ones that were quickly shared with the whole group were:  analysis, synthesis, craft,  inference, reading identity, and vocabulary.

And then we were told that we would see a process that we could take back to our PLNs and use. By answering the question, “What do I do as a reader that makes me proficient (invisible thoughts and actions) and explaining that to kids so they could understand in kid-friendly language, we will have kids growing as readers.

Skill:  How to make an inference in nonfiction

The key was in how to introduce this to students and how to find text of interest to them. “What do kids care the most about?” While recently in LA, it was near the Valentine’s Day Dance so the idea was to find nonfiction that would help students get a date or dealing with love and relationships.  Finding something of interest for middle schoolers is critical but students can help with that.  The text we worked with was by David Wygant, “Put the Smartphone Down.”

Teacher Work

  1. Find text
  2. Choose skill
  3. Ask teachers to do it – Take our invisible work and make it visible for kids.
    1. Read it
    2. Stop and ask myself “How did I do that?”
    3. Discuss with group
    4. List the possible strategies – “Strategy gives skill legs and tells you how toperform the skill

Key:  There is no magic list.  The work is to increase teacher proficiency first before you can increase student proficiency.  

*** See also Tara Smith’s post (from Two Writing Teachers) about #DoTheWork.. . this same session here.

Just as Kate Roberts (DIY Toolkit) made a toolkit page look easy (yesterday’s post), Cornelius made this look and sound easy as well. Here’s what the first one looked like:

Inference

A. One way to infer in NF is to pay attention to specific words – name it (best teaching       when use what we do)

How do we do this?

1. Read and stop when get to cool word.

2. Places you notices – Ask yourself : Why did the author say that?

3. Informed Guess

Then run through as mini lesson. Tips:  Drop the teacher jargon. Don’t say, “close read”.

How could you and a team of teachers follow this process?

When would you all meet to do that?

One of my big takeaways from this sesion was how Cornelius literally modeled his life and his teaching by showing us how he lives his life out loud.  It was an invitation to watch him work. And he said, “We can’t help striving readers with ‘Telling’!  We have to model.”

Teaching reading is not easy. Teaching reading to/with/ for stiving students is not easy day after day.  However these are the kiddos that need our “A” game EVERY minute.

How do we rise to the challenge?

How do we make sure the work is engaging?

How do we share our expectations?

Where and when do we #DoTheWork?


Process / Goals:

Drive time yesterday had me thinking about how I approached Kate Roberts’ work yesterday and what Tara had already written about Cornelius’ session.  I loved the #DoTheWork hashtag and thought about how that would be part of the focus.  I deliberately chose the portions of the session that dealt with teachers doing the work, how teachers could do the work, and what the results would be from one skill lesson to share. But then I also wondered about some of those quotes from Cornelius and how to include those as “think abouts” for the reader.  With the advance thinking/planning time, the post was quickly written, revised, edited, previewed and tagged. My biggest issue  was in trying to come up with a one or two word descriptor in the title for this session . . . it was a struggle!

slice of life 2016

Thank you, Anna, Betsy, Beth, Dana, Deb, Kathleen, Stacey, and Tara. Check out the writers, readers and teachers here.  It’s the March Slice of Life Challenge; posts are DAILY!

 

 

#SOL16: March Challenge Day 23 – DIY Toolkits


My learning from the 90th TCRWP Saturday Reunion continues . . .

Session 2:  DIY Toolkits for Reading Workshop Teachers!!! with Kate Roberts

Please check out what fellow slicers said about this session:

  • Tara Smith’s blog post on #dothework is here.
  • Sally Donnelly’s notes on this session are here.  Scroll down to “Kate”.
  • And my own notes – Session 3 here from NCTE 15 with Kate, Maggie and Mike

The book will be available in APRIL and I am anxiously awaiting its arrival!

Do it yourself

So I’m deviating from the norm here as I’m not going to recapture all the information from the session (see the links above).  Instead I want you to think about what I heard as the spirit and the intent behind this session, at the TCRWP’s 90th Saturday Reunion.

Kate began with laughter. The whole point of the book that she and Maggie have written is to “make our teaching go better!  Make it easier!  ‘I said it!’”  After 17 years of teaching “every single year it feels like our jobs get harder!”  “We want to raise the bar because our students will rise to the challenge.”

“It has never been easy to teach WELL!”

There is an art to being a good teacher and teaching well.  Now more than ever, all students need good teachers.  How do we do that?  How do we teach the content and meet the individual needs of our students that seem to be a never ending task every year. You have to “Do The Work.”  But you don’t have to do it alone!

The tools in Kate and Maggie’s book will help us. How?

“Tools extend our reach and help us tackle big problems!!!”

For students, the tools put the work in their hands.  They provide prompts so students can and do “Do the work”.

But more importantly, for teachers these tools will also serve as “mentor tools” so that we can create the “just right” tools that our students need.

Will there be a tool for every student? Every situation?

Only if the book is 1,000+ pages long and has perpetual updating.  But what this book will do is provide a framework and enough models that you will be comfortable with adapting and / or one day creating your own tools!  Kate even suggested that groups of teachers should get together to create tools!

This was the second time that I watched Kate create a tool in less than 5 minutes for a topic drawn from the audience. Let me repeat. . . a topic from the audience . . . create a tool based on a request from the audience . . .The sheer recollection of that tool-making takes my breath away.  Kate’s ability to have a conversation with a packed room of teachers and administrators and simultaneously create a tool – a demonstration notebook page – is awe-inspiring.  Here’s what that page looked like as it was developed.

Summarizing

Step one: Draft text

one

Step 2:  Add Title – Cloud like color around it

four.jpg

 

Step 3:  One strategy

five

Step 4: Second strategy

six

Step 5: Post-its  = space for student practice =Final page

three

VOILA!

The goal for the page:

  1. Match the purpose (Increase your confidence in being able to make your own page)
  2. Make in 4 minutes or less
  3. Be visible
  4. Kids should see text as quickly as possible  (My interpretation – not after 30 minute lecture!)

How would a page like this help you, the teacher?

How would a page like this help your students?


 

Process/Goals:

The goal of this post was not to simply recount the workshop content.  I gave the reader two links for additional information and the book that will be released in April. I really wanted to focus on the “WHY”! And then share just how quickly Kate created the demonstration notebook page.  In order to meet those goals, I reread my notes, Tara’s post, Sally’s post and crossed off the “how – to” details for everything but those 4-5 minutes of creation. Truth:  Today it took me longer to locate the pictures that I wanted to use than it did to write the blog post.


 

slice of life 2016

Thank you, Anna, Betsy, Beth, Dana, Deb, Kathleen, Stacey, and Tara. Check out the writers, readers and teachers here.  It’s the March Slice of Life Challenge posts are DAILY!

#SOL16: March Challenge Day 22 – Tech and Writing


 

Session # 3:  Technology Tools, Tips and Apps to Make Your Writing Workshop Cutting Edge  with Cornelius Minor

As we settled in to our seats In Milbank Chapel, Cornelius (AKA @MisterMinor) had these three questions on the screen for us to talk about with a person near us.

  • What do you want to do in terms of workshop?
  • What do you hope for in terms of “digital literacy”?
  • What do you need to learn today to get you there?

We had not even begun and Cornelius had us thinking about our goals and purposes for the session as well as “TALKING” and “doing the work”!  I was quite happy as I knew I was in the “right place”today!

Cornelius described himself as “a bit of a tinkerer” as he promised us cool techniques to blow up our writers workshop.  That is an understatement as Cornelius has a great deal of knowledge about technology and always keeps his work practical!

As you read this post consider:

What are you already doing?

What could you add?

What could you do – more efficiently or effectively with technology?

Cornelius reminded us that the writing process is everything.  Tech in the past has ranged from a hammer and a chisel to reed and papyrus.  We have more options if we consider his definition of tech – “any device that helps me do my work better”.  (As I sit here with four devices open, I’m wondering about the “do my work better” part as tech has again failed me this morning, but more about that later!)  And to illustrate his point, Cornelius used the writing process as his organizing framework for his presentation!

Where do we begin?

  1. Prewriting or collection

Simple, begin with talk.  We were to find someone who was not our partner.  Ah, yes, the dreaded workshop facilitator move of, “Get up out of your seat and go talk to someone somewhere else in the room!”  Then we were talk to that person about where we were from and how we traveled to TCRWP.  We returned to our original seat mate partner and told the story that our “new friend” had shared.

a. Talk to someone outside your circle  – Tell that story

b. Find a picture on your device (30 seconds) – Tell the story of that picture

What if students don’t have a picture?   Send a device home so they students can take a picture and tell a story. Goal:  Use technology to foster experiences, the source of narratives, so that talk can lead to writing!

Content Area Idea Collections:  We watched “Climate Change with Bill Nye 101” and then used Today’s Meet to “collect ideas from all the participants in the room.  When you need ideas in response to something, consider “Today’s Meet” or even a common google document to collect those ideas.  Or for additional ideas, find an expert in your community and face time with them so you bring video into the classroom and expand the world of your students!

a. Today’s Meet – generate ideas in class

b. Face time – Bring in expert from outside

How can you increase production before drafting?

2. Rehearsal

Choice . . .

Establish a personal help desk . . .

Students doing the work . . .

Increasing student agency because students are doing the work . . .

Cornelius called this the “hustle plan” . . . setting up students with their own personal help desk.  Who are the three people who can help you when you are stuck?  This list cannot include your teacher or your parents?  Who would your three be?

A coach?

A friend?

A brother or sister of a friend?

  • Having a list of three people to go to for support and then setting up those lines!   (Using phone to call and ask if the person would be willing to help when stuck!)      Just think about who will be doing the work here . . . who is already building their              own PLN?

What about drafting?

3. Drafting

Use the camera on your device, any device, to tell your story.  That may have been your rehearsal, but now it can also be a part of your drafting process.  Before you begin drafting, think about the structure of your piece.  Use the structure to help you tell your story!

text structures

a. record your draft (audio or video)

b. consider the structure while drafting

This works for all ages.  Here is a video of a kindergarten student that Melanie Meehan blogged about in January of 2015.  ANYONE can do this.  No more “I don’t know what to say.”

How can technology support Revision?

4. Revision

Up until this stage, all of the participants had been using “tools” that came with their device:  camera, audio record or video record.  (Although some of us are less familiar with those features than our students!)

An app to help with revision is “Skitch”.  You can take a picture and then write, type or draw on top of that digital picture. Partners working on revision could actually annotate the text together!

Use the app skitch to share text for revision and then consider multiple ways to revise – word, phrase, sentence, or paragraph levels.  Where could a graphic be helpful?

And the most important part of the writing process?

5. Celebration

Celebration is the most important part of the writing process! (according to Cornelius)  We have data from year after year that tells us that if the teacher is the only audience, kids don’t always write well!  “Put the writing where the people are! Laundromat, coffee shop! Not just class blog. Nickelodeon. Teen magazines.”

Find real audiences for students outside your classroom!

Our final To Think About from Cornelius:

“Analogue writing is monologue; digital writing is dialogue.”

What’s your purpose for student writing?

How would we know?

And what are you going to change, add or delete from your current writing process work?

(I didn’t forget about those questions at the top of of the blog post.  How can you re-energize your writing workshop for the final months of the school year?)


 

Process:

I shared my notes (in word) with my pc so I could return to using it now that I am back in Iowa.  Surprise! Surprise!  No menu bar in WordPress so I could not add a new post.  So odd!  Therefore, I continue to work on my personal Mac.  I copied my notes from Saturday into the draft. I considered my own purpose as I felt the writing process framework was the heart of this post and the part that I needed to process in order to explain it to colleagues. (Any errors in the retelling are all mine!)  My goal was to make this as doable as possible and yet also add text features to make it EASIER to find the main points in a reread of the text!  I was anxiousing – so much to do – time was running out – so all errors would definitely be mine!


 

slice of life 2016

Thank you, Anna, Betsy, Beth, Dana, Deb, Kathleen, Stacey, and Tara. Check out the writers, readers and teachers here.  It’s the March Slice of Life Challenge so be ready to read DAILY posts!

 

 

Doing The Work That Matters

a journey of growing readers & writers

Present Perfect

adventures in multiple tenses

Leadership Connection

from Great Prairie AEA

The Blue Heron (Then Sings My Soul)

The oft bemused (or quite simply amused) musings of Krista Marx -- a self-professed HOPE pursuing Pollyanna

Middle English

Life as an English teacher leader

steps in the literacy journey

Walking the Path to Literacy Together

arjeha

Smile! You’re at the best WordPress.com site ever

Resource - Full

Sharing Ideas, Strategies and Tools

Joel Pedersen

be that #oneperson

adventuresinstaffdevelopment

All Things Literacy! Brianna Parlitsis

TWO WRITING TEACHERS

A meeting place for a world of reflective writers.

elsie tries writing

"The problem with people is they forget that that most of the time it's the small things that count." (Said by Finch in All the Bright Places by Jennifer Niven. These are my small things that count.

I Haven't Learned That Yet

This blog serves to document my path of learning and teaching.

Simply Inspired Teaching

A blog by Kari Yates

Reflections on Leadership and Learning

Sharing my learning experiences

AnnaGCockerille Literacy

The Generative Power of Language: Building Literacy Skills One Word at a Time

Reading to the Core

Just another WordPress.com site

Karen Gluskin

My Teaching Experiences and Qualifications

To Read To Write To Be

Thoughts on learning and teaching

Books and Bytes

Exploring the best of literature and edtech for the middle grades.

To Make a Prairie

A blog about reading, writing, teaching and the joys of a literate life

Raising Voices

Thoughts on Teaching, Learning, and Leading