Why I write:
To deepen my understanding
To check my understanding
To analyze my thinking
To share my learning
To be a model for teachers and students and
To experience the JOY of a community . . .
Those are some of the reasons I write.
(And as soon as I hit “publish” I will think of at least 10 other “better”reasons that I wish I had thought of during the three days that I worked on this draft!)
Do these steps look familiar?
But do they match your current reality in your writing?
Do they match your current reality in your writing instruction?
I’ve been spying on my writing for over a year . . . literally in search of patterns that I could identify in my own writing. Trying to decide on that next big goal for myself – ambitious or “doable”? . . . lofty or practical?
Unfortunately, it’s not as easy as finding a pattern, setting up some demos and “off you go” because writing is complicated.
Steps are added or revised . . .
If I have to stop and research.
If I have to completely scrap my draft because it is really so pathetic.
If I have to continue my “search for a topic”.
If I have to . . .
So here are some resources,
Quite literally, some food for thought!
Because all of these relate to just one simple standard in writing and yet this standard (and its intent) are often overlooked in a search for a priority or a way to reduce/simplify the writing standards!
“CCR. W.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.”
A previous blog post that connected to this standard is in the 2014 archives here!
Planning – Where does an idea come from? – my blog post
Celebrate Celebrating – a blog post from Julieanne Harmatz (grade 5)
Learn by Writing – Lynne Dorfman’s blog post
Helping Students Plan their Writing – a blog post by Melanie Meehan
Using Technology for a Kindergartner’s Writing Process – a blog post by Melanie Meehan
Introducing a Hierarchy of Writing Goals – a blog post by Jennifer Serravallo
Goal Setting – my blog post
Drafting: Beginnings (somewhere – trying more than just one beginning – trying a new approach
The Beginning – my blog post
Strong Leads – Jennifer Wagner (2nd grade)
Drafting – Endings
Behind the Books: The Perfect Ending – blog post by Melissa Stewart
The Ending – my blog post
Drafting – Telling a Story Bit by Bit
Celebrating Story – blog post by Julieanne Harmatz
Drafting – Organization, Elaboration, and Craft
Elaboration Strategies for Information Writing Dig- Two Writing Teachers
Text Structures – blog post by Melissa Stewart
Specific Examples of the Power of Three – Stacey Shubitz
First Graders Get Crafty – Dana Murphy
DigiLit Sunday: Craft – blog post by Margaret Simon
Revising as part of the Process – blog post by Melanie Meehan
No Monkeys, No Chocolate: 10 year Revision Timeline – blog post by Melissa Stewart
Editing as a part of publication
Editing Sticks – my blog post
Editing – my blog post
- Editing stations for upper grades – Shana Frazin informed
- Daily light editing – Shanna Schwartz informed
Revising or Editing? – my blog post
Fun tool – Eye Finger Puppets (Amazon or craft stores) – Make editing time special and reminds the reader and the writer to pay close attention to the work!
Reading Units of Study Mini-Lessons
MiniLessons are strong invitations to learning! (TCRWP_
Reading and Planning MiniLessons – Rachel Tassler
A Short and Sweet MiniLesson Format – Two Writing Teachers
How to Plan a MiniLesson from Scratch – Two Writing Teachers
There are More Ways than One to Plan a MiniLesson – Two Writing Teachers
How to Read a Unit of Study – Two Writing Teachers
Fundamentals of Writing Workshop – Two Writing Teachers Blog Series August 2017
Share Time in Writing Workshop – Lynne Dorfman’s blog
Choice in Writing Workshop – blog post by Tara Smith
(Almost) Everything I Ever Needed to Know About Partnerships I Learned in Kindergarten – blog post by Shana Frazin
Why I Write – Stenhouse Blog
Mentor Texts – Books that would be nice to have as Resources
Craft Moves: Lesson Sets for Teaching Writing with Mentor Texts – Stacey Shubitz (Stenhouse)
Writers are Readers: Flipping Reading Instruction into Writing Opportunities – Lester Laminack (Heinemann)
Mentor Texts: Teaching Writing Through Children’s Literature (2nd etition)- Dorfman & Cappelli (Stenhouse)
Learning from Classmates: Using Student Writing as Mentor Texts – Lisa Eicholdt (Heinemann)
What;s Your Plan?
What are you going to do NEXT?
Today’s best draft, (Kelly Gallager)
This post I wrote to organize!
I search my computer.
My starting point.
What do I already have?
Take a walk.
Come back and dig in.
What does this connect to?
Who are my go to authors?
The most accurate sources?
So many tabs open that I can only see a letter on each.
What to keep?
What to file?
What to read?
Which books do I put on my stack?
And the big question:
What to use?
I’m working on my PD for Monday.
What’s my plan?
What’s my process?
Be not dismayed!
I have books.
I have professional books.
I have shelves and shelves and shelves of books!
But sometimes my book is on my desk at the office . . .
And sometimes someone has borrowed my book and is reading it!
Have you seen my secret weapon?
This was new to me just last month. It’s the Heinemann Digital Library and it’s already been a lifesaver. Understand this. I greatly admire the many authors that can narrow down their “5 Most Influential Book Lists”. I really, really do! However, I struggle to narrow down my “Top 5 Books for Fluency” or “My Top 5 Books for Conferring” or My Top 5 Books for Small Group Instruction”. (Is it too many books or too many favorites?)
What’s the Heinemann Digital Library?
It’s an annual subscription resource for unlimited and searchable access to books, articles, videos and even courses to learn more about reading, writing, assessment, early childhood, math, school improvement, and many more topics.
Why am I so fascinated with the Heinemann Digital Library?
Well, I am often known to have TWO copies of my well-used, beloved professional books. One is marked up with questions, comments, “!”, “*”, and other annotations. Pages will be dog-eared. Some may be tabbed. And yes, there will be sticky notes but those notes don’t remain sticky for long if I’m constantly peeling them off to peer at the words underneath. Access to the digital library now means that I can access the resource from my computer which is so handy when quite frankly, I don’t really remember where the book is right now.
How have I used this resource?
Here’s one example. I needed to add more information to my knowledge base and find some specifics for increasing student engagement during writing workshop. I have several resources on my stack on my desk:
Writing Pathways by Lucy Calkins
The Unstoppable Writing Teacher by Colleen Cruz (also in the Digital Library)
The Writing Strategies Book: Your Everything Guide to Developing Skilled Writers by Jennifer Serravallo
But I now also have these books, articles and a video courtesy of the Heinemann Digital Library.
One video, two articles, and three books . . . plus the resources that I already have. I’m pretty confident that I have a wide range of professional resources from recognized literacy researchers, experts and teachers. I have my resources and I’m now ready to work!
How does this connect to classroom work?
This is also the work that I would expect high school students to complete independently (after providing the groundwork in elementary) for the following ELA College and Career Ready Anchor Standards.
“CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCRA.R.2 Determine central odeas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.”
“CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.”
I would not presume to say that “working on the standards ONCE” would allow me to determine whether the standard has been met. I would want a body of evidence but that’s a whole different series of blog topics!
If you plan professional development, what’s your process?
Where do you get your quality resources?
Heinemann Digital Library Link here
and, in the spirit of disclosure, Yes, this was written after conversations with Cathy Brophy at Heinemann after I purchased my own personal membership to the Heinemann Digital Library and tweeted about it.
Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Lisa, Melanie, and Stacey for this weekly forum and the #SOLSC that runs from March 1 to the 31st. Check out the writers, readers and teachers here.
#TWTBlog had these questions for their #Twitter Chat about “Teaching Writing with Mentor Texts”. Were you there? Which questions/answers really helped you grow in your thinking about mentor texts?
This chat was a culmination of a week long series about Mentor Texts and in case you missed it, here are the links:
“Tuesday, May 3: Reading Like a Writer, Step-By-Step by Elizabeth Moore (that’s me!)
Wednesday, May 4: Student-Written Mentor Texts by Deb Frazier
Thursday, May 5: How to Choose and Mine Mentor Texts for Craft Moves by Stacey Shubitz
Friday, May 6: Digital Mentor Texts for Blogs by Kathleen Neagle Sokolowski
Saturday, May 7: Create Your Own Text by Dana Murphy
So why on earth am I writing about Mentor Texts again?
Well, there are whole books about Mentor Texts that include ten of my favorites below and Stacey Shubitz’s Craft Moves: Lesson Sets for Teaching Writing with Mentor Texts that will ship from Stenhouse in June of 2016! (You can purchase it here.) And I was just lucky enough, with my friend, Melanie Meehan, to win a FREE copy last night as a participant in the chat!
So, if I have 10 of these 11 books (soon to be 11 of 11) about Mentor Texts, why am I writing about them again?
I know that it’s a total shock to some of my readers, but I must admit that I am a bibliophile. There are very few books that I’ve met that are NOT my immediate friends (except for the fantasy, scifi, vampire type books that I often just AVOID)!
Collecting samples of mentor texts has been helpful in my study of the craft of writing. Each of these books leads me to other authors, books, and even publishers that allow me to deepen my knowledge of author’s craft. I’ve been a writer, off and on, for decades. But during that writing time, I have NOT always studied writing. Instead I was playing at writing and sometimes only “practicing” writing. I trusted the authors above to choose texts that would surely be magical mentors for either myself or my students.
Recently my study of writing has been more reflective and my goal has been to define the elements that work (as well as WHY) and YET sometimes I STILL totally miss the mark! The books above provided a safety net because I did NOT trust my own judgement of mentor texts. I knew there was no “magic list” and YET I still thought there was often something magical about these books that FAMOUS AUTHORS had placed on their lists of Mentor Texts. Reading through their choices was like Intro to Mentor Texts 101. I could see what they chose and why and try to imitate that.
What did I learn from tonight’s chat?
The chat was just like “Field of Dreams” . . . “Build it and they will come!”
Stars on the Twitter Red Carpet #TWTBlog included:
- Ralph Fletcher
- Lynne Dorfman
- Rose Cappelli
- Ruth Culham
- Kim Yaris
- Jan Miller Burkins
- Lisa Eickholdt
- Shana Frazin
- Cornelius Minor
- Emily Butler Smith
- Dr. Mary Howard
- Tara Smith
- Catherine Flynn
- Melanie Meehan
- Jessie Miller
- Leigh Anne Eck
- Lisa Keeler
- Margaret Simon
- TWT Team – Betsy, Beth, Dana, Deb, Kathleen, and Stacey
But here are a couple of my favorite tweets that I am still thinking about in response to Q5) “Why are teacher-written mentor texts important? How do you use them?” . . .
and this all important one from Dana on Q1 about reading mentor texts:
The conversations last night were rich. I will be reviewing the storify as I know I missed some. And like any great texts, some tweets will need to be revisited!
Who are your writing mentors?
What are your favorite mentor texts?
How would we know?
Thank you, Betsy, Beth, Dana, Deb, Kathleen, and Stacey. Check out the writers, readers and teachers here. Thank you for this weekly forum!