#SOL23: Writing Habit
It’s January. I check my email. Some days I read a specific email message before morning coffee. On other days I wait until the brown go juice has squeezed the sleep out of my brain. Then I copy the quote for the day and check for the mentor text. It’s #ASDWWrites. It’s a 30-day writing challenge. It’s response writing. (@shelfietalk and wakelets from chats at https://wakelet.com/@shelfietalk )
I don’t have the topic in advance.
I can’t store a couple of blog posts as drafts if the writing doesn’t come easy.
I’ve missed some days.
I’ve gone back and filled in the gaps because I’ve left blank pages in the notebook in my Kindle Scribe. The empty page with a day and date reminds me that I’ve missed something. Something that I committed to doing.
Daily reading and/or writing is a habit. Since the pandemic, I’ve made it a habit to start my day with reading, writing, or both. The writing may be blogs, tweets, DMs, or notes to myself. The reading also varies from saved documents, blogs, research, books, directions, and quilting tips.
Dictionary.com offered this definition of HABIT.
As I reflected on the first 20 days of this daily writing, I wondered if writing was truly a habit. In other words, if I missed a day was it still a habit? How many days could I miss and still have it be a habit?
What if I missed a day or two because I was involved in other writing work?
So it wasn’t that I didn’t write . . . but just that I didn’t write to the daily prompts because I was writing a lot “to take action” for another project?
And I did go back and write LATER.
Reading and writing are customary practices. Daily habits. Some days don’t allow for an early morning response and my schedule is discombobulated and the habit does not demand completion before I sleep. Postponing to another day helps keep some people/tech/device balance in my days. It’s not about “having to write right now” but about completing the task.
Hmmm. . .
Am I hedging my “Habit”? Does a habit have to be 30 consecutive and distinctly different days? Who decides? What does this say about agency and choice for our readers and writers in school?
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#SOL22: Two Sides
Be Patient
Hurry Up!
#OneLittleWord
So much to do!
Savor the season!
Check the lists!
Making gifts . . .
Off to the store?
Delivery to the Door?
Service the car.
Prepare to pack.
How to plan?
Travel by car and plane.
Travel alone and with family.
Use time wisely.
Keep checking the lists.
How do you handle holiday stress? Travel stress? Holiday travel stress? Do you slow down and savor every single second? Or do you speed up and enjoy as much as possible by packing every day full of events? Are there other options?
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#SOL22: Seasons
The one word that captures all of winter
in Iowa
SNOW!
The one word that captures all of spring
in Iowa
Showers?
or is it
Flowers?
The two collided on Sunday.
And we’ve been off kilter ever since.
Some flowers refuse to open.
Last night the temps dropped to 26.
Below freezing.
Two seasons simultaneously shredding the joy and anticipation of spring.
No black and white decision.
No “either/or” possibility.
Simultaneously.
Co-existing.
What else coexists in nature or in life that seems to be two complete opposites?
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#NCTE18 Thursday
Opening Day of #NCTE18
Registered?
Program Dog Eared?
Social?
Here’s a collection of the #G2Great folks.
Afternoon sessions:
If you went early, you might have been found sitting on the floor.
If you went on time, you may have not gotten into the session.
If you went late, you were SO out of luck.
There were “bouncers” at the door
Their job
To turn back the crowds
To placate the fire marshal.
Fifth year
Fifth year of underestimating the crowds.
Each room
Packed to the gills.
For many, a chance to review the program,
Greet friends in real life,
Continue conversations.
Thursday General Session – Chimanda Ngozi Adichie
If you are not on Twitter, you need to go there. You need to search the #NCTE18 tweets for those from her talk. For more about Chimanda see her site here.
Think about this next statement for a minute. Read. Pause. Reread. Take a breath.
“We live in a world where a person can be murdered because of what he wrote.”
It’s 2018.
And this is our truth.
Not politics.
Our reality.
Literacy, more than ever, is critical
FOR LIFE!
Other quotes:
“When we value a student, we teach them to value themselves.”
Chimanda spoke of being curious. And that #OLW (One Little Word) of mine came to the forefront. In fact, my “curious” is with me.
As #NCTE18 continues, you will see where my curiosity leads me!
What are you curious about?
#SOL18: Assessment
What do we value? Product? Process? Reflection?
It began with a conversation on Voxer.
How do we know?
My #OLW, Curious, led me on an interesting quest.
So how does this work in real life?
The first group began. All brass. They blew a few sounds through their mouthpieces. They were newcomers. Section by section. Each small group played. Then the entire brass group played two songs.
Same process for the woodwinds. A few sounds. Section by section sound off. Then the entire woodwind group played two songs.
BRAVE
BRAVE
BRAVE
The Premiere of THE 5th Grade Beginning Band (copied from the program) then played two songs. Their first practice together – the brass and the woodwinds. Their first practice EVER. During a performance. In front of a gym packed with family and friends.
How would you assess this 5th grade group in their first public appearance?
Product?
The number of students that participated?
How the three groups sounded?
Process?
How they have grown in the six weeks since 5th grade band began?
What comparisons would you make between assessing this instrumental group and other “assessments of 5th grade learners?”
I watched instrumental musicians last night representing grades 5-12 in the Central DeWitt school district. This was my second consecutive year to attend the fall Parade of Bands. It’s a 90 minute extravaganza led by two directors that showcases the performance levels of students in October each year. This year that was a total of 325 band students in grades 5-12: 215 students in grades 5-8 (She is simply amazing!) and 115 students in high school.
Product?
Process?
Reflection?
A combination?
What if . . .
What if all students had to take an identical screener in the fall, winter and spring?
What if the results of the screener was then used to determine which instrument students should play?
What if the students had to pass a “basic knowledge test” before they could choose an instrument?
Would there be 325 students in band if a general “proficiency test” was required of all students?
Again, how is success measured?
Is it measured by the “1 Superior” rating at state marching contest?
Is it measured by the new band uniforms provided by a community drive?
Is it measured by the audience that packed the gym?
Is it measured by the funds raised during the dinner before the Parade of Bands?
Is it measured by the applause of the audience?
Is it measured by the number of students who continue to participate in band year after year?
Is it measured by the distance that audience members travel to attend the concert? (195 miles one way for me)
Is it measured by the “JOY” of the students who continue to participate?
Product? Process? Reflection?
Is there any ONE measure that captures the essence of success?
The original conversation began with writing. Is this a conversation that needs to be a part of every content area in every school building?
What do we value?
What do we support?
How do we know?
Thank you, Betsy, Beth, Deb, Kathleen, Kelsey, Lanny, Melanie, and Stacey for this weekly forum from Two Writing Teachers. Check out the writers, readers and teachers here.
Full Disclosure: I’ve followed this band director for decades – to concerts and competitions, to the Alamo Bowl, and to the Orange Bowl so I’m a wee bit biased. Band opened the doors for me to travel in the US and abroad. I attended this concert with his grandmother, mother, wife and daughter. I’ve known him and his work ethic for 40 years, and YET I also know that FUN and a passion for music is also a part of his agenda. He’s my nephew!
#SOL18: Why #TCRWP?
Three letters
One word
Connected to my #OLW – curious
WHY?
A recurring theme on Day 1 of the 2018 June Writing Institute at #TCRWP
As the day began in typical fashion at Riverside Church with 1200 teachers strong, “You’ve come from 41 states, 36 countries, those who’ve attended 25 or 26 institutes, as children in workshop schools or those who came alone who are now back with principals and teachers… movers and shakers.”
If you are not on Twitter, this is a time you should be. Because you can capture thoughts such as these:
Or these . . .
But you had to be there in person in that setting to capture the eloquence as three fifth graders from Tiana Silvas’s classroom stepped up to the podium. These students were definitely a part of a level three writing workshop as they, oh so eloquently, delivered their memorized poetry and reminded us of all the many reasons that we teach writing and we continue our tireless efforts!
The enthusiasm of the beginning of the day carried the theme of
WHY?
bringing purpose as we considered the energy, independence and transfer that comes from the creation and use of tools with Simone Frazer and building bridges between reading and writing with interactive writing with Marie Mounteer.
Decisions about Choice Sessions are never easy. They are all amazing. But Kisha Howell rocked Horace Mann with her tips about increasing writing volume. The big ideas centered around: feedback, talk, clear tools, “other texts,” meaningful process, and sketching. Exquisitely delivered in a way that my ancient brain absorbed, retained and connected the tips in true “showing not telling” fashion . . .
I’m fascinated by this chart. Where has the feedback that I’ve received fallen short? What about the feedback that I give? All feedback is not equal . . .
This opening day of 2018 June Writing Institute at #TCRWP satisfied my “WHY” to attend . . . . in order to continue and grow with some of the brightest literacy minds. Thank you, #TCRWP, for being a place to satisfy my “curious” and grow my thinking!
Thank you, Betsy, Beth, Deb, Kathleen, Kelsey, Lanny, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.
#SOL18: Process? Product?
“I don’t know what to write.”
Is that a struggle with the process?
I don’t have a beginning point, a topic, an idea, or even a glimmer of a slice growing in my brain.
I don’t have an outline.
I don’t have a plan (other than to publish a blog post).
I don’t have a graphic organizer to fill in the blanks.
Is that a struggle with the product?
I know I need to produce a blog post,
but I had no idea percolating in my brain as I fell asleep.
No inspiration emerges from my sleep-heavy brain
as I peruse at least a dozen slices this morning.
And where, oh where, is my idea file?
You know, that list of, “ideas and topics” to write about!
Or my heart map?
The one with pretty colors and fancy word art,
that writing notebook,
Out in my work bag, in my car, in the freezing cold.
And I, snug in the house, barefoot, sipping my coffee.
“No words appear on the page (or screen). “
Is that a struggle with the process?
Just write.
Anything.
Rearrange and fix it later.
Begin something.
The clock is ticking.
Rewrite the prompt.
Repeat the quote.
Reread last week’s post.
And still, no words appear on the page (or screen).
Is that a struggle with the product?
Am I really still stuck on “What should I write?”
Or is it fear that what I write will be unworthy?
My words will remain unread.
My thoughts will not be validated by comments.
Inside, my brain is cluttered with ideas, words, phrases,
but, YET, no clear starting point emerges.
What word should be first?
“My grammar and the conventions of language are atrocious.”
Is that a struggle with the process?
Should I not have words on the page before I worry about spelling, subject/verb agreement, and writing a post with the same verb tense?
After all, wordpress will give me red underlines when it doesn’t like my draft, my first revision, my second go, or my “Oh, silly Word press, Now are you happy?”
Is that a struggle with the product?
As soon as a red line appears under a word, do I respond and immediately fix it?
Or do I let my fingers remain ever moving across the keyboard
in an attempt to quickly capture some words, any words,
because after all, in my mind . . .
I’ve missed my personal deadline to post my blog.
Lack of
Ideas,
Production,
Grammar and the Conventions of Language
Is an intervention in order?
Do I need a writing intervention?
I’m dying here. I don’t know what to write. My mind is fuzzy. More coffee please.
What do you notice when a student is sitting quietly and not producing “writing”? What do you name?
How do you use your own writing (process or product) to gently nudge the writer onward?
Just curious . . .
Is it black or white? Process or Product?
Or are there shades of gray? Shades of both?
Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.
#SOL17: Brave
“Bravery is not always a roar; sometimes it’s the quiet strength that we possess when we need it most.” ~@OnStageKimberly
Are you brave?
It may depend on how you define brave.
I eagerly anticipated “Brave” in 2017 because my word had found me in mid-December. I tried it out quietly, drafted some ideas, rechecked my understanding, watched this video of Kimberly Davis and finally announced it here. I embraced, Brave, and changed the wallpaper on my blog.
I checked in often.
Here and
Here in this post today.
Little did I know how BRAVE was going to test me in 2017.
Test me personally. Test me professionally.
Test me mentally. Test me spiritually.
And it was a roller coaster because there were days that went by in a fog and days where time stood still . . . and minutes became months. And then there were the days that seemed to barely last one hour. What a strange construct time can be . . .
Pulled.Stretched.Elongated.
Shortened.Retracted.Truncated.
And as the calendar pages have turned, I’ve embraced:
“courageous,
valiant,
intrepid,
heroic,
bold,
fearless,
gallant,
daring,
plucky, and
audacious.”
(Courtesy of Dictionary.com here)
Amid gnashing of teeth, crying, whimpering, screaming, and yelling . . .
I did not always go quietly into the night.
But as each night faded into daylight,
I welcomed the chance to begin each day anew.
And NOW, I celebrate!
We don’t have to be perfect!
Watch for more wisdom from this source (Released January 16, 2018):
Available January 16, 2018
What will my 2018 #OLW be?
How are you preparing for your 2018 #OLW?
Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.
#SOL17: Hero
It was time to check up on my #OLW, but then I saw a cousin’s post and I was off on a tangent. In search of history. In search of a different meaning of “BRAVE”. In search of a definition of HERO that I can uphold and believe in.
Can you name this iconic photo?
Where was it taken?
When?
What is the significance?
The photographer won the Pulitzer prize for this picture in 1945. It was later found on a three cent stamp and also used for war bond sales.
Iwo Jima
1945
Marines
Worthy of some recognition although it was “Before My Time”.
The statistics are alarming . . . the number of Americans killed. The number of Japanese who died. The miles and miles of tunnels. An island. The ferociousness of battle.
The flag, raised twice, was displayed at Mount Suribachi and seemed to herald an easy victory for the 3rd, 4th, and 5th Marines. But pictures and stories abound.
I’m not sure what a “tractor” was. Many different vehicles are present in pictures and in books.
The post that sent me on a history search for a day was my uncle’s picture here posted by his daughter. A tractor commander. Multiple battles. A corporal.
“. . . outstanding qualities of initiative and courage . . . under heavy enemy mortar and artillery fire. . . . cool and calm under enemy fire, and his courageous conduct was at all times in keeping with the highest traditions of the United States naval service.”
My uncle
awarded a bronze star
a HERO!
And in our present day, any person who raises their right hand and says,
“I, _________, do solemnly swear that I will support and defend the Constitution of the United States against all enemies, foreign and domestic; that I will bear true faith and allegiance to the same; . . .
as they enter into the armed services
is a HERO!
Who are your heroes?
Who did you celebrate on Veteran’s Day?
What stories of bravery are you collecting?
Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.
#TCRWP: Day 3 Reading Institute 2015
Oh, Happy Day!
My #OLW (One Little Word) is Focus!
And Focus was my goal today!
So I’m cutting straight to the chase and starting with my second session!
I literally only have two pages of handwritten notes from this session because . . .
We were working every minute!
(That could mean that I have a whole ton of photos, but remember “Focus” – no time to get side-tracked!)
Katie – Loving Complex Informational Texts
How can we accelerate students up through the levels of Nonfiction?
Today we studied the reading progressions in the new Units of Study in Reading that had their “birthday” on Tuesday of this week. Katie modeled looking across two grade levels of the “Main Idea” study that has been our anchor this week, and then we were turned loose to choose our own progressions to review. This was eye-opening, scary and yet, exhilarating work with collaborative opportunities to deepen our understanding as we read and discussed the content.
Our world of learning was then rocked by the three tools that Katie shared:
- Writing about Reading – Demonstration text written by the teacher
- Checklists for students constructed by the teacher
- Reading Toolkit pages
Then we could choose to create either Tool 1, 2, or 3. My partner and I chose Tool 2. Checklist as we felt that would really be “beginning with the end in mind” if we constructed the checklist and then went back to write the demo text. Here are our first drafts for our Analytical area:
The chunk of “progressions” that this was based on is also included here:
This is work for just one of the progressions for Informational Text with checklists drafted for students in grades 2-4. The progressions include student expectations for 16 areas. These grew out of ten years of work in classrooms where students were collecting post-its across a wide span of grade levels but the work did not increase in sophistication as it continued up through the grades.
Do teachers understand this work?
Where does this fit into your current understanding of teaching reading?
Just a bit more about the Learning Progressions you see pictured above (3 strands = literal, interpretive, analytic)
- Lays out growth over one year
- Based on grade-level expectations
- Written in first person, with student friendly language
- Includes both external behaviors and outcomes and internal processes
- Lays out 1 possible pathway for growth
- Designed for student self-assessment (included in MWI and Shares)
Is this work that your students are already doing?
How would your propose to set up a course of study for your students to learn how to do this work with informational text?
And then we moved on to Performance Assessments. We completed the task as students where we were asked to respond in writing with multiple main ideas. In our group, we seemed to either have a topic sentence that was a “series” or two distinctly different paragraphs dealing with separate main ideas. “Real students” did neither so it is helpful to have our own ideas in mind but also be prepared for students to do something totally different.
Performance Assessments:
- Eliminated skills already in Running Records
- Included skills that are valued on state standardized tests
- 4 main skills for each unit of study (Others are addressed but only four are assessed at the beginning and end of the unit)
- Can be completed in one class period
- Text used is designed for grade level readers
- Not to assess reading level but skill level thinking so a teacher could read them to a group of students
How could these performance assessments inform the reader?
How could these performance assessments inform the teacher?
Switching gears from upper grades to FIRST grade!
Session 1
Liz Franco – UNIT 3: Readers Have Big Jobs to Do: Fluency, Phonics, and Comprehension
As you can tell by the title, this unit focuses on the foundational skills. It is targeted for readers in H – I – J band and specifically designed to build the skills and practice for students that will help them be successful as they encounter more difficult text. We explored books in this range and found that the texts are more complex.
- Past tense – many irregular words
- Figurative language – comparisons
- Multi-syllabic – 3 syllable words
- More complex sentences
- Multiple phrases in the same sentence
- More often than not – sentences are getting longer so line breaks are sometimes a scaffold but this leaves at K, L, M
- More dialogue
- Dialogue tags are varying
- Fluency – read with expression to match the tags
Then we looked at running records from students to determine what we should teach. What were the miscues? What strategies might we try?
- Rereading to self – correct
- Cross checking
- Check to see if it’s a snap word
- Try the vowel sound another way
- Use tools in the room (vowel chart)
And then we talked about the “HOW” for providing instruction . . . Possibilities for working with vowels:
Strategy Lessons – sounds vowels make – Readers have to be flexible – try it 2 ways
Small group shared reading
Small group word study with the vowel charts (Making/)breaking words AND THEN may make into small group interactive writing – compose something) or a Vowel sound hunt from books in their baggie
Key Point: We aren’t convening a guided reading group of “H” students because we are going to give them “i” books. Instead we ask:
What kind of H reader?
What supports tap into next steps?
Possible Tools:
So, each student is provided with the instruction they need, not just marching through the levels . . .
“PLEASE, SAY MORE!”
“A student is ready for “I”, but he/she tends to karate chop words and not think about whole of text. I will have more previewing work in my introduction.” LF
“A student is ready for “I”, but he/she tended to struggle with multi-syllabic words and not look through the words, I will put more VISUAL supports into my introduction.” LF
“I am strategically planning who is being grouped together. It’s not about the ‘letter’.’ LF
Resource - Full 