“How can I help our students continue their writing work? What do I need to know?”
Silent fist pump. Huge silent cheer.
Collaborating with all staff that work with our students is sometimes daunting. How can we make support services more seamless? It takes conversation between adults and students. Choices. Work. Fewer absolutes. More choices.
We’re making sure the same resources are available for students, no matter what their working location is. English Learning support. Special education support. At risk support. Support spaces are limited. Chart paper could maybe hang on the back of the classroom door. Here’s an example of our “first-draft collaborating thinking” to make sure the students have access to supports . . . if needed or when needed. Here is one example built on a file folder that a support teacher is using so language, instruction, charts, and tools are the same across classrooms.
How are you sharing supports?
How is that working for teachers?
How is that working for students?
In Every Child Can Write, Melanie shows examples of bulletin boards that display tools and charts that students can access as they need them. This post extended that across classrooms for students and teachers who provide additional support. Last week’s Blog Tour is summarized here. The winner of the free book for this post was Kelsie Elias.
Check out the posts here:
- Blog Tour Stop 1 with Clare Landrigan – Link
- Blog Tour Stop 2 with Kathleen Sokolowski – Link
- Blog Tour Stop 3 with Paula Bourque – Link
- Blog Tour Stop 4 with Lynne Dorfman – Link
- Blog Tour Stop 5 with Fran McVeigh – Resourceful Link
FYI: I reviewed an advance pre-publication copy of “Every Child Can Write”.
Thank you, Two Writing Teachers, for this weekly forum. Check out the writers and readers here.