Tag Archives: increasing writing volume

2018: In the Rear View Mirror


What a year!

What does the data say?

Looking back is something of a habit as the New Year dawns.  Here were my reflective posts from 2017,  2016, 2015, 2014, and 2013.  It was fun to see where the emphasis has changed over time.

My Top 5 Most Viewed Blog Posts of all time are:

5. How do we know students are making progress in writing? (2014)

4.  Generative Writing as a Formative Assessment (2015)

3.  Lexile Level is NOT Text Complexity (2013)

                 2. Close Reading in Kindergarten? Is it possible? (2013)

1. #TCRWP and a Teacher’s Toolkit for Writing (2014)

Data analysis is interesting.  Four of the five posts were in my top 5 all time last year.  #2 this year is a new addition to the top 5. It leapfrogged to #2 by passing up three previous “all time” posts.

I continue to wonder if my OLD writing is more popular than my newer writing with two posts from 2013 in the top 5. “Or does the popularity mean that these posts are STILL topics/issues that present day literacy teachers are struggling with?”  Maybe these are topics that I need to review during the course of the year. They are definitely already on my March Slicer “To Write About” list.

My Top 8 Posts (by the number of readers) out of the 109 posts that were written in 2018 were:

8. #SOL18: Lit Essentials – Regie Routman’s Literacy Essentials with an entire section dealing with Equity!

7. #TCRWP: 3 Tips – Patterns of Power (Jeff Anderson), Mentor Texts with Simone Frazier and Heart Maps with Georgia Heard

6. #SOL18:  Reading Research  – Is all reading research equal?

5. Bloom’s and Thinking – Reconceptualizing Bloom’s Taxonomy

4. #SOL18: March 25 – Updated Reprise of #3 above “Lexile Level is NOT Text     Complexity (2013)

3. #NCTE18:  Digging Deeper #1 – Kass Minor, Colleen Cruz & Cornelius Minor

2. #SOL18:  March 15 – Barriers to Learning, Allington’s Six T’s, Student           Progress

1.#SOL18:  March 11 – Increasing Writing Volume

And this – Reading Research from the end of October and both a November post about NCTE and a December post can make it into the “Most Read in 2018” list within 4 – 8 weeks of the end of the year.  So Interesting!

What patterns do you see? 

Which topics did you find most compelling? 

What work do you review annually or over even longer time frames?




PROCESS:

Reflection

Analysis

Planning

Re-Reflecting

Wrapping up Curious with a Focus on being Joyful for this first chance to CELEBRATE!

 

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#SOL18: March 8


The Reason Why

N sits quietly, picks up his pen, starts to write, stares at his paper, and sets his pen back down.  He doesn’t disturb anyone else, but at the end of writing time, even with partner and / or teacher conferring, his production is minimal.

“What else can I try? Here’s an example after he recorded his story on the iPad.  Here’s an example after he acted out his story. What can I do to help him?” queries his teacher.

So N and I sit down to talk.  It’s time to get ready for conferences.  “Would it be okay if you practice with me before you get ready to use Seesaw?:  He seems delighted and eagerly opens his notebook.

And then . . .

N sits quietly.

He says nothing.

I wait,

the Queen of “wait time”,

but also mentally running through some possibilities,

my own mental checklist.

I open my iPad to be ready ,

to jot notes,

to take a picture,

and N says,

“What will you write?”

I pause.

ever mindful of

“Don’t put a scaffold in place without a plan to remove it”

and the “NEED to write.”

Does N not picture himself as a writer?”

Does N not see himself in his stories?

I have no magic answer.

I just have a NEED to help.

Is that enough?

“N, I want to write a story for my grandson.  But he’s little.  He’s not yet three.  Where do you think I should start?”

“Well, you make a heart map and then your idea comes from there.”

So I follow N’s directions.   He KNOWS what to do. He has listened.  He has paid attention to the steps.  He can say them all.

When I say, “But I am stuck, N. I don’t know where to start, ” he stares at me in disbelief.  I have the Heart Map in front of me. I picked an idea.  I told him him three things about the idea.

“Is it a tricky part?’

“Ah, yes, using some of his reading talk even in writing.”

But, N still hasn’t written and it’s been 20 minutes.

Of course, I’m not in panic mode.

My goal was to listen and follow N’s lead.

You see N is a fifth grader.  He moved into this classroom and district in November.  He’s such a pleasure to have in class.  He’s a sweet student who is ever, so helpful and will drop his work to “help” anyone else.  You have to look closely to see that N is so busy looking busy that he doesn’t write or read much.  He’s often so quiet that he looks like the most industrious writer in the class.

“N, can I show you a trick that I sometimes use when I hit a tricky part in my writing?’

Of course, he says, “Yes, ” and I gulp, this is it.

“Here’s one trick I use.  My grandson doesn’t live near me and sometimes I’ve forgotten part of the story.  So today I wanted to tell about the first time he went down a slide.  I can’t find the picture from that day.  I can’t act out what he did as a two year old because I’m not a two year old.  So I google “boy on a slide’ and look for a picture that kinda matches the slide. Like this . . . The slide looked kind of like this. I use the picture to help me start thinking about that day.”

“But what if you don’t remember?  What if you didn’t pay attention to what happened?”

“Good question.  So is it an issue with ‘it must be real and accurate’?”

“So N, here’s a second trick I use.  I look back at something I have written and I take one small idea and write more about that idea. I just write everything I can think of.  I can fix the details later.  I can change the order later.  I put words and sentences on the paper so that I can read it to my friend and she can tell me what she thinks.  Here’s a section I have called ‘characters’ where I just wrote about this person I saw in a diner and I wanted to remember her in case she fit into a story.  You’ve never met this person, but what could you tell me about what might happen next?

And N was off . . . adding to my story. He calls it our shared chapter book.  We’ve each written two pages.  Today I will have to email “my part” with a quick video clip because  I can’t be there and N is writing. Instead of two or three sentences, yesterday he wrote a full page.




Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Melanie, and Stacey for this daily forum each March. Check out the writers, readers and teachers here.                                                                                                      slice of life 2016




Where do stories come from? 

If a student is stuck but they know they can:

  • practice telling it and touching the pages (while recording),
  • act it out (while recording),
  • make a movie in their head and slow it down and tell it bit by bit –

but the child still is not “writing” . . .  what are some solutions?

The idea for beginning a story and then seeing if the student could continue the story as I’ve been doing this week in my slices was one option that I wondered about.  I’m not real fond of story starters and things like RAFT so I really wondered about the “what if I use as an example, one of my pages where I’ve just begun to play . . . the girl in the diner . . . . ” and that my friends is the

REST of the story!  

And yes, there will be more of N and my work to come!  Just not today!

Interactive writing partners. A form of shared pen to increase writing volume.

Is this sustainable in the classroom?  Could this have been a small group lesson?  Is there another student in the classroom that would also benefit from this work?  Is there an “expert” in the class that could share how to get “unstuck” when writing?

Always more questions!

 

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